Title: CS 1377
Tags: Mnemonics Visualization Hypertext Reading Multimedia Learning Programming Notation

Q: The invention of the [...] significantly increased access to written works and worsened the information overload problem.
A: printing press

Q: Some examples of medieval repertory books are:
1. [...]: alphabetically-ordered information about words and phrases
2. [...]: collections of quotes / excerpts from other works
3. [...]: collections of examples that explain concepts
A: Dictionaries; Florilegia; Commonplace books

Q: Medieval "finding devices" / paratexts included:
1. [...]: cited authors or people influential in creation
2. [...]: table of contents
3. [...]: words, people, concepts mapped to pages
A: "List of authorities"; "List of headings"; Indices

Front: What was the world's largest extant encyclopedia until Wikipedia?
Back: Yongle Encyclopedia of China, written 1408

Front: What is the term for an exhaustive index of every word in a book?
Back: Concordance

Q: In the late 1800s, libraries developed [...] and [...] to help patrons find books.
A: card catalogs; classification systems

Q: In the Malone 1983 study on office layouts, document [...] were used both as finding devices and as [...].
A: piles; reminders

Q: Some problems with CERN which informed the creation of the WWW were:
1. [...]: information constantly being lost
2. [...]: ideas/tech constantly changing
A: "Turnover"; "Churn"

Front: What is the note-taking discipline where ideas are written on cards and placed into branching trails of ideas?
Back: Zettelkasten

Q: The three foundations of the World Wide Web are the [...] (HTTP), [...] (HTML), and [...] (URL).
A: Hypertext Transfer Protocol; Hypertext Markup Languge; Uniform Resource Locator

Front: What are the 10 hypertext design dimensions we discussed in class?
Back: Nodes, links, content, navigation, finding, viewing, authoring, collaboration, annotation, versioning

Q: [...] are the basic units of a hypertext system, conneced together by [...].
A: Nodes; links

Front: What is the term for a hypertext system where a user can find all the nodes that link to a given node?
Back: Bidirectional linking

Q: The sophistication of modern web apps is built on the technologies of [...] (CSS), [...] (JS), and [...] (WASM).
A: Cascading Style Sheets; JavaScript; WebAssembly

Q: The mechanism of Ctrl+F is an example of a [...] provided by the [...].
A: finding device; browser

Front: When a hyperlink stops pointing to its original destination over time
Back: Link rot

Front: When an element of a document is live-linked inside of another
Back: Transclusion

Q: Horace Mann argued that public education ought to provide [...] education, [...] education, and [...] education.
A: physical; intellectual; political

Q: In the 1990s-2000s, schools invested in acquiring [...] and [...] to meet the Clinton administration's goals for technology in education.
A: desktop computers; interactive whiteboards

Q: Salman Khan argued that video lectures would enable teachers to run a [...] where students watch outside class and do exercises in-class.
A: flipped classroom

Q: Classroom interventions tend not to evenly affect all students, but rather differentially impact students based on [...].
A: prior ability

Front: What is a MOOC?
Back: Massive Open Online Course

Q: Ed tech often has to prioritize [...] at the expense of [...].
A: student engagement; learning outcomes

Q: Seymour Papert led the [...] movement, which advocated for children to participate actively in learning as oppposed to traditional [...] methods.
A: constructionism; instructionist

Back: Sensory store

Back: Rehearsal

Back: Attention

Q: [...] is a strategy to aid short-term memory by breaking information down into manageable and meaningful groups ("chunks")
A: Chunking

Front: This board is randomized (does not reflect a real game setting). A chess master would perfom better or worse than a beginner at memorizing it:
Back: Worse

Front: Why is working memory fragile?
Back: It has limited capacity (4-10 chunks), easily interfered (competing stimuli), decays quickly (order of seconds)

Front: What processare needed to retain working memory?
Back: Attention and rehearsal (together)

Front: What is the power law of learning?
Back: Recognition time decreases inverse-exponentially as a function of the amount of practice.
See: Pirolli and Anderson 1985, and Blackburn 1936

Q: Over time, memory decay [...]
A: diminishes

Q: In Pavlik and Anderson 2005, [...] improved short-term retention, while [...] improved long-term retention.
A: massing; spacing

Q: The second excerpt cues memory by being more [...] and [...].
A: concrete; imagistic

Q: Poetics cue memory by [...].
A: limiting choice

Q: [...] is a method of strengthing memory through engaged retrieval over time
A: Spaced repetition

Front: What is the testing effect?
Back: Long term retention improves if students are tested (because they have to actively engage and recall information).

Front: What is the spacing effect?
Back: Spacing out study sessions improves retention
See: Roediger and Karpicke 2006

Front: How does the Leitner spacing algorithm work?
Back: Simple spacing algorithm that increases the review interval when cards are correctly answered. Incorrectly answered cards are moved back to the beginning.
See: Leitner 1972

Q: [...] improved short-term recall over uniform or contracting spacing.
See: Landauer and Bjork 1978
A: Expanding spacing

Front: Which picture shows a better level of visual abstraction and why?
Back: The left. Overly-realistic images can risk incorrect interpretation of details.

Front: Which picture shows a better level of visual abstraction and why?
Back: The left. The appropriate level of abstraction depends on context, and in this case, the more realistic figure has important cues to convey the message (like fingers to play guitar).

Q: The bottom image shows [...] to make the map more effective
A: functional distortion

Q: Some key aspects of time-based media are that they are:
[...]: the author dictates when the audience encounters info
[...]: information disappears after a short time
[...]: the audience simultaneously perceives audio and visuals
A: Paced; Ephemeral; Multisensory

Q: The [...] states that people learn better from words and pictures than from words alone.
See: Mayer and Florella 2021
A: multimedia principle

Q: [...] go beyond recall tests, determining how well learners apply information (and helped "prove" the multimedia principle!)
A: Transfer tests

Q: The [...] says people learn better when cues are added to highlight the organization of essential information
See: Mayer and Florella 2021
A: signaling principle

Q: The [...] says that people learn better when words and graphics are physically integrated, rather than separated.
See: Mayer and Florella 2021
A: spatial contiguity principle

Front: What is the assertion evidence format for presentation slides?
Back: The claim is put in the title and the evidence is put in the slide

Q: [...] is a collection of related symbols that are each given an arbitrary meaning, created to facilitate structured communication within a domain.
A: Notation

Q: These are all inventions of [...]
A: numerals

Q: 1 x 1D numeral systems encode [...] and [...].
A: base; power

Q: One aspect of spreadsheets, seen when copying across rows or columns, is that they use [...].
A: formulas

Front: In the last 40 years, have spreadsheets seen a lot, a little, or no major innovation in their interfaces?
Back: No real innovation

Q: Notebooks are about both computational [...] (REPLs, scratchpads, scientific process) and computational [...] (literate programming, scientific communication)
A: exploration; narrative

Q: [...] is a concept that centers text over code
A: Literate programming

Q: A [...] is a symbol which visually resembles a physical object. An [...] is a symbol which denotes an idea or concept.
A: pictogram; ideogram

Q: [...] must use marks that relate conventionally to articulate speech in such a way that communication is achieved.
A: Complete writing

Q: The [...] refers to repurposing a symbol as a phonetic marker.
A: Rebus principle

Q: For phonetic scripts, symbols represent syllables in a [...], and they represent consonants and vowels in an [...].
A: syllabary; alphabet

Q: The [...] succeeded the [...] as the principal form factor for long-form text in the Middle Ages.
A: codex; scroll

Q: To read a text, your eyes [...] to a phrase and briefly [...] on its contents.
A: saccade; fixate

Q: The technologies of spacing and punctuation evolved over the older form of [...].
A: scriptio continua (continuous script)

Front: Word recognition improves following what pattern of learning?
Back: The power law of practice
See: Hasbrouck and Tindal 2006

Reading tasks can be broken down into:
1. Skimming: understanding broadly what a document is about and its usefulness
2. Searching: locating information that will answer a question
3.  Learning: deeply understanding the information
4. Analysis: determining whether the information is valid

Front: In Sellen and Harper's analysis of IMF economists, what were the unique affordances of paper?
Back: Paper allows use of hands, multiple papers can be laid out in space, paper permits freeform annotations

Front: What are some implications from this graph and study on different fonts?
See: Wallace et al. 2022
Back: Font influences reading speed, but there is no single "best" font - the best font depends on the person

Front: True or False: Existing evidence suggests that font-based augmentations, like "bionic reading," "beeline reading," and dyslexia fonts can help improve reading speed
Back: False.

What are the ways that visualization improves cognitive efficiency?
Externalization: visualizations take information out of your head into the world
Parallelism: brain performs limited processing of visual field
 Permanence: static visualizations persist in time, allowing one to revisit, scan, annotate, rehearse
 Spatiality: visualizations exist in multiple dimensions, enabling sequential processing of non-linear information

Q: The eye contains two types of photo receptors: [...] (for low light vision) and [...] (for color vision).
A: rods; cones

Front: What does the right image represent?
Back: A model of peripheral vision, where details outside the fixation are not uniformly blurred (fine-grained details are not seen, but large blocks of color and patterns are)

Q: Different cone types detect different [...] of light
A: wavelengths

Front: What is represented by the colored region outside the triangle?
Back: Human-perceptible colors not representable in the RGB color space

Front: What is Weber's law?
Back: \(\Delta S = k \frac{\Delta I}{I}\) where \(I\) is the absolute intensity of a stimulus, \(\Delta I\) is the change in intensity of the stimulus, \(k\) is a stimulus-specific constant, and \(\Delta S\) is the change in perceived intensity.

Q: Absolute perceptual magnitude can be modeled as a [...] function of intensity (Fechner's law) or a [...] function of intensity (Stevens' law).
A: logarithmic; power

Front: What is the phenomenon where certain visual features appear to be processed automatically, facilitating effortless visual search against distractions?
Back: Preattentive processing

Front: Why is a visual search for red circles not preattentive?
Back: Conjuctive searches are not preattentive

Q: The three main "levels of measurement" of data are:
[...]: unordered data (people, cities, species…)
[...]: data that can be ordered but not operated on (ranks, clothing sizes, weekdays...)
[...]: precise numerical data that can be operated on (counts, distances, times...)
A: Nominal; Ordinal; Quantitative

Front: In the grammar of graphics, the following are all examples of?
Back: Marks

Q: In the grammar of graphics, a chart is composed of [...] whose [...] are mapped from [...].
A: marks; attributes; data

Q: A visualization is [...] if it leverages the laws of human perception to help people efficiently perceive the information being communicated.
A: effective

Q: A set of facts is [...] in a visual language if there is a visualization that encodes all and only the facts in the set.
A: expressible

Q: When the color and shape attributes are mapped to the same nominal variable, this is an example of [...].
A: redundant encoding

Front: What is Tufte's data-ink ratio?
Back: The amount of ink in a visualization dedicated to showing data divided by the total ink used to print the visualization.