Smith uses two theories to form her theory of hypertext: Susanne Langer's concept of "virtual space" from Feeling and Form, and concept of "act" from Mind: An Essay on Human Feeling Walter Kintsch's revised model of discourse comprehension For Smith, thought is a dynamic system of involvements (taken from Langer's "act"). Our mental representations of a text are "less dependent on the features in the text and more dependent on knowledge in the reader" (272). Initially in the reading process, we construct a messy network-like association of information. Smith adopts the nodal network theory of memory: network has an incoherent structure trick is to draw fragments into a pattern

Resulting memory model: MATRIX - an associative network of information --sensory input activates an area of our memory, and that activated area activates related parts of memory --we associate information in a personalized network and we attach a sort of "sensory significance" level to bits of information   The MATRIX is a dynamic system of involvements (thought). Smith calls this sort of thought "thick cognition." It is "thick" because is calls for deep processing of information, which yields: "messier" large-grain patterns of construction, & "neater," smaller coherent phases of pattern construction Smith's concept of the MATRIX is similar to Iser's theory of reading: as we encounter new possibilities of meaning, we must readapt our schema of the text. For Smith, hypertext augments thick cognition by: showing content and thematic links, not just the structure of a text or keywords, & showing the user both unrecognized and anticipated connections and relations (challenging the reader to develop a more complex schema for the information By challenging the reader's expectations (noting unrecognized connections), hypertext can facilitate better internal processing of material. Again, well-defined structures in hypertext may not necessarily be the best because it does not allow the reader to construct a personal interpretation of the information.

"prepared mind" what we need to develop hypertextual thinking prepared for hypertext environment prepared and guided by a teacher/facilitator Once the student is prepared for the hypertext environment, we can teach via hypertext systems Teaching via hypertext systems means teaching hypertextual thinking

SO - WHAT IS HYPERTEXTUAL THINKING? a process (focus on process of cognition, not on product) when learner externalizes and manages his or her own intellectual processes ability to design a conscious quest ability to direct the quest using an active hypertext system contextualized (i.e. context dependent) motivated (internal, intrinsic motivation, see Ormrod, chapters 17 and 18) knowledge is permeable but still distinguishable (i.e. student is able to continually readapt to new information) learner is engaged in conscious invention, exploration and discovery

Smith in Context

As stated earlier on this page, Smith's concept of hypertext as a dynamic system of involvements (thought) is very similar to Iser's theory of literary texts. The text is actually an experience, a process of the reader making the text dynamic through active engagement with the text. It is the reader who activates the text and shapes it into a personalized schema. This shaping cannot take place in an environment where the shape is pre-defined (well-defined) as Charney argues for. While an ill-defined structure may impose a higher cognitive load on the reader, the end result is richer understanding and deeper processing. Because hypertext forces one to piece fragments into a whole and develop a personalized schema, it may be a better environment for readers who are self-regulated in their learning (the self-actualized person in Maslow's hierarchy of needs, see Ormrod 412-3). This similarity between Smith's conception of hypertext and Iser's conception of the literary text provides solid ground for treating literary texts, educational texts, and hypertexts alike (as this hyperdocument purports to do).