Typographical problems of journal design.
This paper describes a comparison study of the effectiveness of an article set in the old and in the revised typographical format of Programmed Learning and Educational Technology. The results indicated no significant differences in terms of reading speed, comprehension, scanning scores or preferences. Some implications for journal design and research are considered.
Hartley
J
J
Department of Psychology, University of Keele, USA.
Burnhill
P
P
Fraser
S
S