Sentence examples for the text presentations from inspiring English sources

Exact(2)

The text size was re-scaled according to the distance and the sequence of the text presentations was counterbalanced across children.

The Flash presentations were more enjoyable than the text presentations, and the majority preferred using the Flash presentations.

Similar(58)

The findings implied that it is not the materiality of the presentation medium that influences reading outcomes, rather it is the extent to which the text presentation facilitates, or impedes, the reader's ability to construct a cognitive map that influences the reading process.

2) Figure 1 and 2 do not follow the text presentation and in my opinion would benefit the manuscript and help the reader if Figure 1 was made in sequence of panels: Figure1D, 1A, 1B, Figure 2, 1E Figure 2 should then be the fractionation (current Figure 1 C) and Figure 1 figure supplement 2. The text in the results sections should be changed to reflect this.

These link conditions are given in line 16, in which the selection of any component of "button" type triggers the actions stopping all images and text presentations (line 17 to 19) and starting, in sequence, the presentation of the text and the image corresponding to the selected button (line 20).

It will deal, among other things, with the role of illustrations, results charts, the redundancy between the oral and written modes and the type of text presentation, as well as the use of various forms of attention guidance and modes of structuring information in memory.

Stephen H. Schneider, a climatologist at Stanford University and an author of many reports by the intergovernmental climate panel, said, after reviewing the text of presentations for the Heartland meeting, that they were efforts to "bamboozle the innocent".

The reported study investigated the influence of longer text presentation on the modality and the redundancy effect.

This research investigated the effects of text presentation on online behaviour and preferences in order to generate design guidelines for the production of web pages.

We propose a model stating that extraneous cognitive load in hypermedia learning is basically determined by the interaction of text presentation format (linear/non-linear) with text type (text with and without narrative structures).

The results, given in Table 4, show the same conclusion: authors preferred the user interface with the enlarged most important figure and other figure thumbnails over just the figure thumbnails or just the most important figure, and the full-text presentation was still the least favorite.

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