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Guidelines for text reduction were developed and evaluated to advance the art of manually preparing informative abstracts. The study was intended to: (1) develop guidelines that result in abstracts which provide maximal support to abstract-users, and (2) develop these guidelines so that they result in reliable, i.e., consistent, abstracts of scientific/technical material. The abstracting procedure, and Abstracting Form and associated instructions, produces reasonably consistent abstracts. An expert judge rated 13 subsections of six technical papers prepared by three different abstracters as 88% consistent, i.e., contained identical information. The abstracts prepared were a substantial reduction of the original text. Considering the six abstracts used in a performance test (judged as containing the most information, but not necessarily the longest) mean percentage reductions obtained were: 47% reduction of words, 28% reduction of figures, and 27% reduction of equations. Level of performance, as measured by accuracy on use-tests, supported by abstracts was equivalent to that supported by original text, regardless of test time restriction. However, total test time required was less using abstracts than with full text. (Author).
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Techniques for producing two types of abstracts of technical literature were developed. One abstract was designed to be a general-purpose abstract which could be used to support a variety of text-mediated tasks. The second abstract was a modification of the first, and was designed to contain only that information necessary to the performance of a single given task. Four types of text-supported tasks were identified--screening, comprehension-retention, fact retrieval, and problem solving. Paper and pencil tests were prepared--the tests designed to serve as analogs of the four tasks. Performance accuracy and performance time on the tasks of subjects using the abstracts were compared to those of subjects using original text. For both college students and professional scientists, it was found that the abstracts effectively served in place of full text in supporting performance on all tasks except fact retrieval. Accuracy loss was slight, while time savings were substantial. The abstracts were more effectively used for screening and comprehension-retention than for problem solving. The task-specific abstracts were superior to the general-purpose abstracts in amount of time saved in performance of the screening and the comprehension-retention tasks. The implications of these results for future work were discussed. (Author).