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Malinda Desjarlais, Teena Willoughby, and Eileen Wood information to novel problem-solving situations. These researchers also found the same effect when video clips were substituted for verbalizations of interesting but irrelevant facts associated with lightning storms (Mayer et al., 2001). Mayer and colleagues suggested that the learners may have focused unsuccessfully on trying to relate the extraneous material to the relevant information in the multimedia presentation; as a result, they were unable to form a deep understanding for the material. It is possible that learners would avoid exposure to extraneous material if given the chance. Typically, as children get older their ability to ignore distractions or irrelevant responses increases (Dempster, 1981). Lawless and colleagues (2003) examined the relation between the amount of time that learners spent with extraneous material in a closed hypermedia environment and their level of domain knowledge. College students were instructed to navigate through a nonlinear and non-hierarchical hypermedia program to learn as much as they could about the topic. Although the program presented information primarily by using text, participants were given the option of accessing narration, animation, and video some of which were extraneous. Not only did less knowledgeable students spend more time with extraneous material in comparison to their highly knowledgeable peers, but they often viewed the irrelevant video clips multiple times (Lawless et al., 2003). Therefore, learners with little domain knowledge may not be able to distinguish between relevant and irrelevant information, in turn creating challenges for allocating cognitive resources.

1 2 3 #include <ncurses.h> int main(void)

4 { 5 initscr(); 6 7 if(NCURSES_MOUSE_VERSION > 0) 8 addstr( This version of NCurses supports the mouse.\n ); 9 else 10 addstr( This version of NCurses does not support ; the mouse.\n ); 11 refresh(); 12 getch(); 13 14 endwin(); 15 return 0; 16 }

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We don't want to start looking with ExtensionPoint, because it lives in an internal packageIExtensionPoint is in a published package (no "internal" in the package name), so we can begin looking at its clients When following the Monkey See/Monkey Do Rule, you'll often spend five or ten minutes at a time reading code It's easy to interpret this as wasted time You're learning all the time you're reading In a year, your fluidity with Eclipse will increase to the point that you only occasionally have to spend extended stretches reading In the meantime, you are getting functionality working and integrated into Eclipse The example we came to that is close to what we want to do is in ToolFactory (we've removed some extraneous detail):

Sample output:

Challenges associated with processing information not only arise because of what information is included in multimedia presentation but also how the information is organized. For example, Mayer and Anderson (1991) exposed college students to either a 45-second successive (animation then narration) or 30-second simultaneous multimedia presentation of the same animation and narration. Novice learners were able to create a greater proportion of solutions on the problem-solving transfer task when the information was presented at the same time rather than viewing the entire animation and then listening to the narration. The superior test performance associated with simultaneous presentation of material persisted even when learners viewed the successive presentation three times (Mayer & Anderson, 1992). Learners understanding of the material may be affected by the proximity between textual descriptions and their respective illustrations or animations. Moreno and Mayer (1999) tested whether proximity between text and animation was critical. Novice college students were presented with animation and corresponding textual descriptions. Those who were exposed 260

The file is a binary representation of an NCurses window data structure. It includes a header followed by the raw data from the window. The window header is of the structure type _win_st, which is defined in the NCURSES.H header file. It s the same thing as the WINDOW variable used to create a window; _win_st is the structure name. Figure 14-5 lists some of the highlights of a window dump, using the output of the hexdump utility. The data includes all the screen positions, rows, and columns that show up as the text on the screen. Each screen position is 24 bytes long, which includes the character displayed and any attributes for that screen position. You can see this in how potogav appears in the ASCII column of Figure 14-5 but also as the first word of Figure 14-4.

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The scr_restore() function is used to read a screen dump back from disk into NCurses. As with scr_dump(), the scr_restore() function merely requires the name of the file (see Listing 14-8).

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