[224]
Maryanne Wolf, interview with the author, March 28, 2008.
[225]
Steven Johnson, Everything Bad Is Good for You: How Today’s
Popular Culture Is Actually Making Us Smarter (New York: Riverhead
Books, 2005), 19.
[226]
John Sweller, Instructional Design in Technical Areas (Camberwell,
Australia: Australian Council for Educational Research, 1999), 4.
[227]
Ibid., 7.
[228]
Ibid.
[229]
Ibid., 11.
[230]
Ibid., 4-5. For a broad review of current thinking on the limits of
working memory, see Nelson Cowan, Working Memory Capacity (New
York: Psychology Press, 2005).
[231]
Klingberg, Overflowing Brain, 39 and 72-75.
[232]
Sweller, Instructional Design, 22.
[233]
George Landow and Paul Delany, “Hypertext, Hypermedia and
Literary Studies: The State of the Art,” in Multimedia: From Wagner to
Virtual Reality, ed. Randall Packer and Ken Jordan (New York: Norton,
2001), 206- lb.
[234]
Jean-Francois Rouet and Jarmo J. Levonen, “Studying and Learning
with Hypertext: Empirical Studies and Their Implications,” in Hypertext and
Cognition, ed. Jean-Francois Rouet, Jarmo J. Levonen, Andrew Dillon, and
Rand J. Spiro (Mahwah, NJ: Erlbaum, 1996), 16-20.
[235]
David S. Miall and Teresa Dobson, “Reading Hypertext and the
Experience of Literature,” Journal of Digital Information, 2, no. 1 (August
13, 2001).
