Biography

I first came to Keele in 1964 as an assistant lecturer, and then progressed through the ranks to Head of the Department and then professor, before taking early retirement in 1998.  Since then I have given the occasional lecture and continued my research on academic and student writing.  In 2015 I was awarded a Life-time Achievement award from the Education Section of the British Psychological Society.

Research and scholarship

The main – interrelated – themes of my research have been concerned with student learning, the design of instructional text, and academic writing, and I have published widely in each of these areas.  I am a Fellow of the American Psychological Association, and the British Psychological Society, and I serve on the editorial boards of three academic journals.

Selected Publications

 2015

  • Hartley, J. & Cabanac, G. (2015).  A academic odyssey: Writing over time.  Scientometrics, 103, 1073-1082.
  • Hartley, J., Cabanac, G., Kozak, M. & Hubert, G.  (2015). Research on tables and graphs in academic articles: Pitfalls and promises. Journal of the Association for Information Science and Technology, 66, 2, 428-431.
  • Kozak, M., Hartley, J., Wnuk, A. & Tartanus, M. (2015). Multiple pie charts: Unreadable, inefficient and over-used. Journal of Scholarly Publishing, 46, 3, 282-298.
  • Kozak, M., Kranowski. W., Cichocka, I. & Hartley, J. (2015).  The effects of data input errors on subsequent statistical performance.  Journal of Applied Statistics 42, 9, 2030-2037.
  • Kozak, M., Lefremova, O. & Hartley, J.  (2015). Spamming in scholarly publications: A case study. Journal of the Association for Information Science and Technology DOI: 10.1002/asi. 23521.

2016

  • Hartley, J. (2016). What’s new in abstracts of science articles? Journal of the Medical Library Association, 104, 3, 235-236.
  • Hartley, J. (2016). Is time up for the Flesch measure of reading ease? Scientometrics, 107, 3, 1523-1526.
  • Hartley, J. & Cabanac, G. (2016). Is it true that papers written by joint-authors are cited more than papers written by single ones? What else matters Scientometrics, 106, 817-818.
  • Hartley, J., Cowan, J., Deeson, C. & Thomas, P. (2016). Book reviews in time. Scientometrics, 109, 3, 2123-2128.
  • Hartley, J., Cowan, J. & Rushby, N. (2016). Peer choice – does reviewer self-selection work? Learned Publishing, 29, 1, 27-29.

Selected Publications

  • Elango B and Hartley J. 2018. Publication trends in high impact journal: the case of World Psychiatry. Library Hi Tech News, vol. 35(1), 25-30. doi> link> full text>
  • Hartley J. 2017. Driverless vehicle problems. PSYCHOLOGIST, vol. 30, 6. link>
  • Hartley J. 2018. Some observations on the current state of book reviewing in the social sciences. LEARNED PUBLISHING, vol. 31(2), 169-171. link> doi>
  • Hartley J. 2017. The Writer's Diet. PSYCHOLOGIST, vol. 30, 59. link>
  • Hartley J. 2017. Evidence and learning styles. PSYCHOLOGIST, vol. 30, 3. link>

Full Publications List show

Books

  • Hartley J. 2008. Academic Writing and Publishing; A practical handbook. Abingdon: Routledge.
  • Hartley J and Branthwaite A. Hartley J and Branthwaite A (Eds.). 2002. Psiholog U Praksi. Naklada Slap, Jastebarsko (Croatia).
  • HARTLEY J. JA HJB (Ed.). 2000. The Applied Psychologist (2nd ed). Buckingham: Open University Press.
  • HARTLEY J. 1998. Learning and Studying: A Research Perspective. London: Routledge.
  • HARTLEY J. 1994. Designing Instructional Text (3rd ed.). (3rd ed.). London: Kogan Page.

Journal Articles

  • Elango B and Hartley J. 2018. Publication trends in high impact journal: the case of World Psychiatry. Library Hi Tech News, vol. 35(1), 25-30. doi> link> full text>
  • Hartley J. 2017. Driverless vehicle problems. PSYCHOLOGIST, vol. 30, 6. link>
  • Hartley J. 2018. Some observations on the current state of book reviewing in the social sciences. LEARNED PUBLISHING, vol. 31(2), 169-171. link> doi>
  • Hartley J. 2017. The Writer's Diet. PSYCHOLOGIST, vol. 30, 59. link>
  • Hartley J. 2017. Evidence and learning styles. PSYCHOLOGIST, vol. 30, 3. link>
  • Hartley J and Cabanac G. 2017. Thirteen Ways to Write an Abstract. PUBLICATIONS, vol. 5(2). doi> full text>
  • Hartley J and Ho Y-S. 2017. Who woke the sleeping beauties in psychology?. SCIENTOMETRICS, vol. 112(2), 1065-1068. link> doi> full text>
  • Hartley J and Ho Y-S. 2017. The decline and fall of book reviews in psychology: a bibliometric analysis. SCIENTOMETRICS, vol. 112(1), 655-657. link> doi> full text>
  • Hartley J and Cabanac G. 2017. The delights, discomforts, and downright furies of the manuscript submission process. LEARNED PUBLISHING, vol. 30(2), 167-172. link> doi> full text>
  • Hartley J. 2017. Authors and their citations: a point of view. SCIENTOMETRICS, vol. 110(2), 1081-1084. link> doi>
  • Ho Y-S and Hartley J. 2017. Highly cited publications in World War II: a bibliometric analysis. SCIENTOMETRICS, vol. 110(2), 1065-1075. link> doi> full text>
  • Hartley J, Cowan J, Deeson C, Thomas P. 2016. Book reviews in time. SCIENTOMETRICS, vol. 109(3), 2123-2128. link> doi>
  • Ho Y-S and Hartley J. 2017. Sleeping beauties in psychology. SCIENTOMETRICS, vol. 110(1), 301-305. link> doi> full text>
  • Hartley J. 2016. Look: No hands! Driving on the motorway. TRANSPORTATION RESEARCH PART F-TRAFFIC PSYCHOLOGY AND BEHAVIOUR, vol. 42, 558-561. link> doi> full text>
  • Ho Y-S and Hartley J. 2016. Classic articles published by American scientists (1900-2014): a bibliometric analysis. CURRENT SCIENCE, vol. 111(7), 1156-1165. link> doi>
  • Hartley J and Cabanac G. 2016. Are two authors better than one? Can writing in pairs affect the readability of academic blogs?. SCIENTOMETRICS, vol. 109(3), 2119-2122. link> doi> full text>
  • Hartley J. 2016. The App Generation: How Today's Youth Navigate Identity, Intimacy, and Imagination in a Digital World. PSYCHOLOGIST, vol. 29(9), 719. link>
  • Hartley J. 2016. What's new in abstracts of science articles. J Med Libr Assoc, vol. 104(3), 235-236. link> doi>
  • Hartley J. 2016. Is time up for the Flesch measure of reading ease?. SCIENTOMETRICS, vol. 109(3), 2329. link> doi> link>
  • Hartley J. 2016. Is time up for the Flesch measure of reading ease?. SCIENTOMETRICS, vol. 107(3), 1523-1526. link> doi>
  • Hartley J. 2016. How to Be a Researcher: A Strategic Guide for Academic Success. PSYCHOLOGIST, vol. 29(2), 149. link>
  • Hartley J, Cowan J, Rushby N. 2016. Peer choice - does reviewer self-selection work?. LEARNED PUBLISHING, vol. 29(1), 27-29. link> doi>
  • Ho Y-S and Hartley J. 2015. Classic articles in Psychology in the Science Citation Index Expanded: A bibliometric analysis. British Journal of Psychology, vol. 107(4), 768-780. link> doi>
  • Hartley J and Cabanac G. 2017. What can new technology tell us about the reviewing process for journal submissions in BJET?. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 48(1), 212-220. link> doi>
  • Hartley J. 2016. Is it true that papers written by joint-authors are cited more than papers written by single ones? What else matters?. SCIENTOMETRICS, vol. 106(2), 817-818. link> doi>
  • Hartley J and Cabanac G. 2015. An academic odyssey: writing over time. SCIENTOMETRICS, vol. 103(3), 1073-1082. link> doi>
  • Hartley J. 2015. Inaccuracies in titles. SCIENTOMETRICS, vol. 103(1), 329-330. link> doi>
  • Wearn A and Hartley J. 2015. Making writing readable. PSYCHOLOGIST, vol. 28(4), 254-255. link>
  • Kozak M, Hartley J, Wnuk A, Tartanus M. 2015. Multiple Pie Charts: Unreadable, Inefficient, and Over-Used. JOURNAL OF SCHOLARLY PUBLISHING, vol. 46(3), 282-289. link> doi>
  • Kozak M, Krzanowski W, Cichocka I, Hartley J. 2015. The effects of data input errors on subsequent statistical inference. JOURNAL OF APPLIED STATISTICS, vol. 42(9), 2030-2037. link> doi>
  • Kozak M, Iefremova O, Hartley J. 2016. Spamming in Scholarly Publishing: A Case Study. JOURNAL OF THE ASSOCIATION FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 67(8), 2009-2015. link> doi> full text>
  • Hartley J. 2014. New technology and Christmas greetings. SCIENTOMETRICS, vol. 101(3), 2081-2082. link> doi>
  • Hartley J. 2014. Current findings from research on structured abstracts: an update. J Med Libr Assoc, vol. 102(3), 146-148. link> doi>
  • Hartley J, Cabanac G, Kozak M, Hubert G. 2014. Research on Tables and Graphs in Academic Articles: Pitfalls and Promises. Journal of the Association for Information Science and Technology, vol. 66(2), 428-431. link> doi> link>
  • Cabanac G, Hubert G, Hartley J. 2014. Solo Versus Collaborative Writing: Discrepancies in the Use of Tables and Graphs in Academic Articles. JOURNAL OF THE ASSOCIATION FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 65(4), 812-820. link> doi>
  • Kozak M, Iefremova O, Stopa M, Hartley J. 2014. Indian economics and Indian scholarly publishing: is there room for Current Science?. CURRENT SCIENCE, vol. 106(5), 681-684. link>
  • Hartley J and Cabanac G. 2014. Do men and women differ in their use of tables and graphs in academic publications?. SCIENTOMETRICS, vol. 98(2), 1161-1172. link> doi>
  • Hartley J. 2014. Some thoughts on Likert-type scales. INTERNATIONAL JOURNAL OF CLINICAL AND HEALTH PSYCHOLOGY, vol. 14(1), 83-86. link> doi> full text>
  • Hartley J. 2013. New ways of sending Christmas greetings. SCIENTOMETRICS, vol. 97(3), 911-912. link> doi>
  • Kozak M and Hartley J. 2013. Publication Fees for Open Access Journals: Different Disciplines-Different Methods. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 64(12), 2591-2594. link> doi>
  • Cabanac G and Hartley J. 2013. Issues of work-life balance among JASIST authors and editors. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 64(10), 2182-2186. link> doi>
  • Tartanus M, Wnuk A, Kozak M, Hartley J. 2013. Graphs and prestige in agricultural journals. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 64(9), 1946-1950. link> doi>
  • Kozak M and Hartley J. 2013. How important are the 'Correspondence' papers published in Current Science?. CURRENT SCIENCE, vol. 104(11), 1484-1486. link>
  • Hartley J. 2013. Academic and professional publishing. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 44(3), E100-E101. link> doi>
  • Hartley J. 2013. Learning to write effectively. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 44(2), E70-E71. link> doi>
  • Mogey N and Hartley J. 2013. To write or to type? The effects of handwriting and word-processing on the written style of examination essays. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, vol. 50(1), 85-93. link> doi>
  • Hartley J. 2012. ETHICAL OBSERVATIONS. PSYCHOLOGIST, vol. 25(12), 866. link>
  • Kozak M, Wnuk A, Tartanus M, Hartley J. 2012. Key variables come first! How best to design a correlation table when there is one key variable. JOURNAL OF INFORMATION SCIENCE, vol. 38(4), 399-403. link> doi>
  • Hartley J. 2012. To cite or not to cite: author self-citations and the impact factor. SCIENTOMETRICS, vol. 92(2), 313-317. link> doi>
  • Hartley J. 2012. Visible learning for teachers. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 43(4), E134-E136. link> doi>
  • Hartley J. 2012. Where have all the tables gone?. PSYCHOLOGIST, vol. 25(6), 399-400. link>
  • Hartley J. 2012. Refereeing academic articles in the information age. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 43(3), 520-528. link> doi>
  • Hartley J. 2012. New ways of making academic articles easier to read. International Journal of Clinical and Health Psychology, vol. 12(1), 143-160.
  • Kozak M and Hartley J. 2012. Presenting Numerical Values Within Sentences and Text Tables. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 63(1), 108-113. link> doi>
  • Betts L and Hartley J. 2012. The effects of changes in the order of verbal labels and numerical values on children's scores on attitude and rating scales. BRITISH EDUCATIONAL RESEARCH JOURNAL, vol. 38(2), 319-331. link> doi>
  • Hartley J. 2011. Making the Journal Abstract More Concrete. JOURNAL OF SCHOLARLY PUBLISHING, vol. 43(1), 110-115. link> doi>
  • Kozak M and Hartley J. 2011. Writing the conclusions: how do bullet-points help?. JOURNAL OF INFORMATION SCIENCE, vol. 37(2), 221-224. link> doi>
  • Hartley J. 2011. Publishing pedagogies for the doctorate and beyond. STUDIES IN HIGHER EDUCATION, vol. 36(1), 121-123. link> doi>
  • Hartley J. 2011. Write when you can and submit when you are ready!. LEARNED PUBLISHING, vol. 24(1), 29-+. link> doi>
  • Hartley J. 2010. Teaching the new writing. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 41(5), E12-E13. link>
  • Hartley J. 2010. The Joy of Counting. JOURNAL OF SCHOLARLY PUBLISHING, vol. 41(3), 364-374. link> doi>
  • Hartley J. 2010. Academic evaluation: review genres in university settings. STUDIES IN HIGHER EDUCATION, vol. 35(1), 129-130. link> doi>
  • Hartley J and Betts LR. 2010. Four layouts and a finding: the effects of changes in the order of the verbal labels and numerical values on Likert-type scales. INTERNATIONAL JOURNAL OF SOCIAL RESEARCH METHODOLOGY, vol. 13(1), 17-27. link> doi>
  • Hartley J. 2010. Never mind the impact factor: colleagues know better!. LEARNED PUBLISHING, vol. 23(1), 63-65. link> doi>
  • Hartley J. 2010. The anatomy of a book review. Journal of Technical Writing and Communication, vol. 40(4), 473-487. doi>
  • Hartley J. 2010. Writing a structured abstract for the thesis. Psychology Teaching Review, vol. 16(1), 98-100.
  • Hartley J. 2009. On the need to distinguish between author and journal self-citations. SCIENTOMETRICS, vol. 81(3), 787-788. link> doi>
  • Hartley J. 2009. E-collaboration. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 40(6), 1146-1147. link> doi>
  • Hartley J and Betts L. 2009. Common Weaknesses in Traditional Abstracts in the Social Sciences. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 60(10), 2010-2018. link> doi>
  • Hartley J. 2009. Sage handbook of educational action research. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 40(5), 966-967. link> doi>
  • Hartley J. 2009. Applied e-learning and e-teaching in higher education. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 40(3), 584-585. link> doi>
  • Hartley. 2009. Academic writing: No one way. Higher Education Review, vol. 42(1), 93-95.
  • Betts LR, Elder TJ, Hartley J, Trueman M. 2009. Does correction for guessing reduce students' performance on multiple-choice examinations? Yes? No? Sometimes?. ASSESSMENT & EVALUATION IN HIGHER EDUCATION, vol. 34(1), 1-15. link> doi>
  • Hartley J. 2009. Managing information for research: practical help in researching, writing and designing dissertations, 2nd edition. STUDIES IN HIGHER EDUCATION, vol. 34(8), 958-959. link>
  • HARTLEY and BETTS. 2009. Publishing before the thesis: 58 postgraduate views. Higher Education Review, vol. 41(3), 29-44.
  • Hartley J. 2008. Christmas robins. PSYCHOLOGIST, vol. 21(12), 1075. link>
  • Betts LR, Elder TJ, Hartley J, Blurton A. 2008. Predicting university performance in Psychology: the role of previous performance and discipline-specific knowledge. EDUCATIONAL STUDIES, vol. 34(5), 543-556. link> doi>
  • Hartley J and Betts L. 2008. Revising and polishing a structured abstract: Is it worth the time and effort?. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 59(12), 1870-1877. link> doi>
  • Hartley J. 2008. Oxford handbook of internet psychology. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 39(3), 561-562. link> doi>
  • Hartley J and Nicholls L. 2008. Time of day, exam performance and new technology. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 39(3), 555-558. link> doi>
  • Hartley J. 2008. Are students' voices genuine?. Higher Education Review, vol. 40(2), 63-69.
  • Hartley J, Hickton N, Betts LR. 2008. Exploring weaknesses in self-report data. Research Intelligence, 22-23.
  • Hartley J. 2008. Handbook of research on electronic surveys and measurements. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 39(1), 189. link> doi>
  • Larkin D and Hartley J. 2008. The academic performance of mature and traditional entry students at Keele University: A replication study. Psychology Teaching Review, vol. 14(1), 65-71.
  • Hartley J and Betts L. 2007. The effects of spacing and titles on judgments of the effectiveness of structured abstracts. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 58(14), 2335-2340. link> doi>
  • Hartley J. 2007. Reading, writing, speaking and listening: Perspectives in applied linguistics. APPLIED LINGUISTICS, vol. 28(2), 316-320. link> doi>
  • Hartley J. 2007. Clarifying the sub-headings of structured abstracts. European Science Editing, vol. 33(2), 41-42.
  • Hartley J. 2007. Colonic titles!. The Write Stuff: The Journal for European Medical Writers, vol. 16(4), 147-149.
  • Hartley J, Brotherton K, Betts L. 2007. Does the Gap year boost academic performance?. Research Intelligence, 30-31.
  • Hartley J, Betts LR, Murray W. 2007. Gender and assessment: Differences, similarities and implications. Psychology Teaching Review, vol. 13(1), 34-47.
  • Hartley J, Branthwaite A, Ganier F, Heurley L. 2007. Lost in translation: contributions of editors to the meanings of texts. JOURNAL OF INFORMATION SCIENCE, vol. 33(5), 551-565. link> doi>
  • Hartley J. 2007. Planning that title: Practices and preferences for titles with colons in academic articles. LIBRARY & INFORMATION SCIENCE RESEARCH, vol. 29(4), 553-568. link> doi>
  • Hartley J. 2007. Teaching, learning and new technology: a review for teachers. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 38(1), 42-62. link> doi>
  • Hartley J. 2007. There's more to the title than meets the eye: Exploring the possibilities. Journal of Technical Writing and Communication, vol. 37(1), 95-101.
  • Hartley J. 2007. Using prior knowledge to aid teaching and learning: What do first-year psychology students know about old age?. Higher Education Review, vol. 40(1), 52-58.
  • Hartley J. 2006. Perfect presentations!. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 37(6), 983. link> doi>
  • Hartley J. 2006. Developing... ICT... for early childhood education. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 37(4), 653. link> doi>
  • Hartley J. 2006. Reading and writing book reviews across the disciplines. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, vol. 57(9), 1194-1207. link> doi>
  • Hartley J. 2005. Developing new technologies for young children. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 36(6), 1092-1093. link>
  • Norton L, Richardson JTE, Hartley J, Newstead S, Mayes J. 2005. Teachers' beliefs and intentions concerning teaching in higher education. HIGHER EDUCATION, vol. 50(4), 537-571. link> doi>
  • Hartley J. 2005. Student affairs: experiencing higher education. STUDIES IN HIGHER EDUCATION, vol. 30(5), 631-633. link>
  • Hartley J. 2005. Book reviewing in the BJET: a survey of BJET's referees' and writers' views. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 36(5), 897-905. link> doi>
  • Hartley J. 2005. Usability and internationalisation of information technology. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 36(5), 923-924. link> doi>
  • Hartley J. 2005. Individual preferences in e-learning. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 36(4), 695-696. link> doi>
  • Hartley J. 2005. Small group teaching. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 36(3), 577-578. link> doi>
  • Lewison G and Hartley J. 2005. What's in a title? Numbers of words and the presence of colons. SCIENTOMETRICS, vol. 63(2), 341-356. link> doi>
  • Hartley J. 2005. IssueWeb. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 36(2), 348-349. link> doi>
  • Hartley J. 2005. Down with 'op. cit.'. LEARNED PUBLISHING, vol. 18(1), 75-77. link> doi>
  • Hartley J. 2005. Is academic writing masculine?. Higher Education Review, vol. 37(2), 53-62.
  • Hartley J. 2005. Plus ca change...Gender preferences for academic disciplines. Higher Education Review, vol. 38(2), 77-81.
  • Hartley J. 2005. Refereeing and the single author. JOURNAL OF INFORMATION SCIENCE, vol. 31(3), 251-256. link> doi>
  • Hartley J, Rock J, Fox C. 2005. Teaching psychology students to write structured abstracts: An evaluation study. Psychology Teaching Review, vol. 11(1), 2-11.
  • Hartley J, Sotto E, Fox CL. 2004. Clarity across the disciplines: An analysis of texts in the Sciences, Social Sciences, and Arts & Humanities. Science Communication, vol. 26(2), 188-210. doi>
  • Hartley J. 2004. Ian M.L Hunter (1927-2004). PSYCHOLOGIST, vol. 17(11), 626. link>
  • Hartley J. 2004. TnT: texts and technology. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 35(6), 756. link> doi>
  • Hartley J. 2004. Down with "op. cit.". JOURNAL OF THE MEDICAL LIBRARY ASSOCIATION, vol. 92(4), 393. link>
  • Hartley J. 2004. Current findings from research on structured abstracts. Journal of the Medical Library Association, vol. 92(3), 368-371.
  • Hartley J. 2004. Individual preferences in e-learning. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 35(3), 383-384. link> doi>
  • Hartley J. 2004. "Individual Preferences in E-Learning" by H Hills. British Journal of Educational Technology, vol. 35(3), 383-384.
  • Hartley J. 2004. "Tnt: Texts & Technology" by JR Walker and OO Oviedo. British Journal of Educational Technology, vol. 35(6), 756.
  • Hartley J. 2004. Applying psychology to text design: A personal view. Information Design Journal & Document Design, vol. 12(2), 91-102. doi>
  • Hartley J and Fox C. 2004. Assessing the mock viva: The experiences of British doctoral students. Studies in Higher Education, vol. 29(6), 727-738. doi>
  • Hartley J. 2004. Bar charts and line-graphs. Psychology Review, vol. 10(4), 9-10.
  • Hartley J. 2004. Class-size matters!. Psychology Review, vol. 11(12), 27-30.
  • Hartley J. 2004. More sex please, we're psychologists!. The Psychologist, vol. 17(2), 80-81.
  • Hartley J. 2004. On requesting conference papers electronically. Journal of Information Science, vol. 30(5), 475-479. doi>
  • Hartley J. 2004. On requesting reprints electronically. Journal of Information Science, vol. 30(3), 280-284. doi>
  • Hartley J. 2004. On writing scientific articles in English. Science Foundation in China, vol. 11(2), 53-56.
  • Hartley J. 2004. Tabling information. Psychology Review, vol. 10(3), 17-18.
  • Hartley J. 2004. Two ways for organizing references. Chinese Journal of Scientific & Technical Periodicals, vol. 15(2), 127-129.
  • Hartley J. 2003. Peter McKellar (1921-2003). PSYCHOLOGIST, vol. 16(12), 625. link>
  • Hartley J. 2003. Teaching and learning in higher education. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 34(5), 678-679. link> doi>
  • Hartley J. 2003. Technology applications in education. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 34(4), 535-536. link> doi>
  • Hartley J. 2003. On the presentation of book reviews. Learned Publishing, vol. 16(3), 219-220. doi>
  • Hartley J. 2003. Educational media and technology handbook libraries. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 34(2), 233. link> doi>
  • Hartley J. 2003. Improving the clarity of journal abstracts in Psychology: The case for structure. Science Communication, vol. 24(3), 366-379. doi>
  • Hartley J. 2003. "Educational Media & Technology Handbook" by Mary Ann Fitzgerald et al. British Journal of Educational Technology, vol. 34(2), 233.
  • Hartley J. 2003. "Teaching and Learning in Higher Education" by Heather Fry et al. British Journal of Educational Technology, vol. 34(5), 678-679.
  • Hartley J. 2003. "Technology Applications in Education" by Harold F O'Neill and Ray Perez. British Journal of Educational Technology, vol. 34(4), 535-536.
  • Hartley J, Pennebaker JW, Fox CL. 2003. Abstracts, introductions and discussions: How far do they differ in style?. Scientometrics, vol. 57(3), 389-398. doi>
  • Hartley J and Bostock S. 2003. Achieving more by doing less: Integrating peer assessment and collaborative written work. Educational Developments, vol. 4(1), 26-28.
  • Hartley J and Kostoff RN. 2003. How useful are 'key words' in scientific articles?. Journal of Information Science, vol. 29(5), 433-438. doi>
  • Hartley J. 2003. New directions in study: Are you a lark or an owl?. Psychology Review, vol. 10(1), 6-7.
  • Hartley J. 2003. On writing scientific articles in English. Science Foundation in China, vol. 11(2), 53-56.
  • Hartley J. 2003. Single authors are not alone: Colleagues often help. Journal of Scholarly Publishing, vol. 34(2), 108-113. doi>
  • Hartley J, Sotto E, Pennebaker JW. 2003. Speaking versus typing: A case study of the effects of using voice-recognition software on academic correspondence. British Journal of Educational Technology, vol. 34(1), 5-16. doi>
  • Hartley J and Rutherford A. 2003. The effects of using colored paper to boost response rates to surveys and questionnaires. Journal of Technical Writing and Communication, vol. 33(1), 29-40. doi>
  • Hartley J, Pennebaker JW, Fox C. 2003. Using new technology to assess the academic writing styles of male and female pairs and individuals. Journal of Technical Writing & Communication, vol. 33(3), 243-261. doi>
  • Hartley J. 2002. On choosing typographpic settings for reference lists. Social Studies of Science, vol. 32(5-6), 917-932.
  • Hartley J. 2002. Writing center research. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 33(4), 501. link>
  • Hartley J. 2002. Is judging text on screen different from judging text in print? A naturalistic e-mail experiment. Innovations in Education & Teaching International, vol. 39(1), 21-25. doi>
  • Hartley J. 2002. "Lecturing: Case Studies, Experience & Practice" by Helen Edwards et al. British Journal of Educational Technology, vol. 33(1), 109-110.
  • Hartley J. 2002. "Writing Center Research" by Paula Gillespie et al. British Journal of Educational Technology, vol. 33(4), 501.
  • Hartley J. 2002. Do structured abstracts take more space? And does it matter?. Journal of Information Science, vol. 28(5), 417-422. doi>
  • Hartley J. 2002. Here's the address: Improving information in abstracting journals and data bases. Social Studies of Science, vol. 32(4), 637-638. doi>
  • Hartley J. 2002. Lecturing: Case studies, experience and practice. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 33(1), 109-110. link>
  • Hartley J. 2002. New directions for study: Mastering essay writing. Psychology Review, vol. 8(3), 30-31.
  • Hartley J. 2002. New directions for study: Revision. Psychology Review, vol. 8(4), 22-23.
  • Hartley J. 2002. Notetaking in non-academic settings: A review. Applied Cognitive Psychology. doi>
  • Hartley J. 2002. Obtaining reprints - the effects of self-addressed return labels. Technical Writing & Communication, vol. 32(1), 67-73. doi>
  • Kostoff RN and Hartley J. 2002. Open letter to technical journal editors regarding structured abstracts: this letter proposes that structured abstracts be required for all technical journal articles. JOURNAL OF INFORMATION SCIENCE, vol. 28(3), 257-261. link> doi>
  • Hartley J and Norton L. 2002. Some preliminaries to action research into mature students. Psychology Teaching Review, vol. 10(1), 52-60.
  • Hartley J. 2002. Studying for the future. Journal of Further & Higher Education, vol. 26(3), 207-227.
  • Hartley J, Sotto E, Pennebaker J. 2002. Style & substance in psychology: Are influential articles more readable than less influential ones?. Social Studies of Science, vol. 32(2), 321-334. doi>
  • Hartley J and Fox CL. 2002. The viva experience: Examining the examiners. Higher Education Review, vol. 35(1), 24-30.
  • Hartley J. 2001. Researching student learning. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 32(4), 501-502. link>
  • Hartley J. 2001. Where is the address? Give readers and writers a chance by providing postal details. Social Studies of Science, vol. 31(4), 627-628. doi>
  • Hartley J, Howe M, McKeachie W. 2001. Writing through time: Longitudinal studies of the effects of new technology on writing. British Journal of Educational Technology, vol. 32(2), 141-151. doi>
  • Hartley J. 2001. "On Book Design" by Richard Hendel. Visible Language, vol. 35(3), 298-302.
  • Hartley J. 2001. "Researching Student Learning" by J Richardson. British Journal of Educational Technology, vol. 32(4), 501-502.
  • Hartley J. 2001. Abstracts. European Science Editing, vol. 27(4), 103. doi>
  • Hartley J and Jory S. 2001. Lifting the veil on the viva: The experiences of psychology PhD candidates in the UK. Psychology Teaching Review, vol. 9(2), 76-90.
  • Hartley J. 2001. New directions for study: Effective note taking. Psychology Review, vol. 8(2), 26-27.
  • Hartley J. 2001. New directions for study: Reading for success. Psychology Review, vol. 8(1), 20-21.
  • Mazuro C, Norton L, Hartley J, Newstead S, Richardson JTE. 2001. Practising what you preach. Lecturers' & students' perceptions of teaching practices. Psychology Teaching Review, vol. 9(2), 91-102.
  • Hartley J and Yates P. 2001. Referees are not always right! The case of the 3-D graph. British Journal of Educational Technology, vol. 32(5), 623-626. doi>
  • Pajares F, Hartley J, Valiante G. 2001. Response format in writing self-efficacy assessment: Greater discrimination increases prediction. Measurement and Evaluation in Counselling & Development, vol. 33(4), 214-221.
  • Kostoff R and Hartley J. 2001. Structured abstracts for technical journals. Science, vol. 292(5519), 1067. doi>
  • Hartley J. 2001. Students, writing and computers. Psychology Learning and Teaching, vol. 1(1), 10-15. doi>
  • Hartley J. 2000. Obtaining reprints - Does color help?. SCIENCE COMMUNICATION, vol. 22(2), 212-218. link> doi>
  • Hartley J. 2000. Reading, writing and the world-wide Web. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 31(4), 377. link>
  • Hartley J. 2000. Presenting your findings: A practical guide for creating tables. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 31(3), 266-267. link>
  • Hartley J. 2000. Are structured abstracts more or less accurate than traditional ones? A study in the psychological literature. JOURNAL OF INFORMATION SCIENCE, vol. 26(4), 273-277. link> doi>
  • Hartley J. 2000. Legal ease and 'legalese'. PSYCHOLOGY CRIME & LAW, vol. 6(1), 1-20. link> doi>
  • Hartley J. 1999. Applying ergonomics to Applied Ergonomics: using structured abstracts. Appl Ergon, vol. 30(6), 535-541. link> doi>
  • Hartley J. 1999. Readers as text designers: Personalizing the layout of text. INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL, vol. 36(4), 346-350. link> doi>
  • Hartley J. 1999. Learning and studying: A research perspective. Response. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 69, 441-442. link>
  • Hartley J. 1999. Picture this. PSYCHOLOGIST, vol. 12(8), 411. link>
  • Hartley J. 1999. More news from abroad: Educational changes in the United Kingdom. TEACHING OF PSYCHOLOGY, vol. 26(3), 190-192. link> doi>
  • Hartley J. 1999. What about the poor degrees?. PSYCHOLOGIST, vol. 12(1), 9. link>
  • Hartley J. 1999. What do we know about footnotes? Opinions and data. JOURNAL OF INFORMATION SCIENCE, vol. 25(3), 205-212. link> doi>
  • Hartley J. 1998. Return to sender - Why written communications fail. PSYCHOLOGIST, vol. 11(10), 477-480. link>
  • Hartley J and Benjamin M. 1998. An evaluation of structured abstracts in journals published by the British Psychological Society. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 68, 443-456. link> doi>
  • Hartley J. 1998. Headings in structured abstracts. BRITISH JOURNAL OF PSYCHIATRY, vol. 173, 178. link> doi>
  • Hartley J. 1998. Is homework of any use?. PSYCHOLOGIST, vol. 11(8), 394. link>
  • Hartley J. 1998. The role of printouts in editing text. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 29(3), 277-282. link> doi>
  • Hartley J. 1998. Structured abstracts in the British of Clinical Psychology. BRITISH JOURNAL OF CLINICAL PSYCHOLOGY, vol. 37, 1-2. link> doi>
  • Hartley J. 1998. Is it appropriate to use structured abstracts in non-medical science journals?. JOURNAL OF INFORMATION SCIENCE, vol. 24(5), 359-364. link> doi>
  • Hartley J. 1997. Death by overheads. PSYCHOLOGIST, vol. 10(11), 490-491. link>
  • Hartley J. 1997. Innovations in learning: New environments for education - Schauble,L, Glaser,R. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 28(4), 317. link>
  • Hartley J. 1997. Is it appropriate to use structured abstracts in social science journals?. LEARNED PUBLISHING, vol. 10(4), 313-317. link> doi>
  • Hartley J. 1997. Postcard, letter or e-mail? What's the best way to obtain a reprint?. SCIENCE COMMUNICATION, vol. 19(1), 56-61. link> doi>
  • Hartley J. 1997. The new writing environment: Writers at work in a world of technology - Sharples,M, vanderGeest,T. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 28(3), 235-236. link>
  • Sydes M and Hartley J. 1997. A thorn in the Flesch: observations on the unreliability of computer-based readability formulae. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 28(2), 143-145. link> doi>
  • Hartley J and Greggs MA. 1997. Divergent thinking in arts and science students: Contrary Imaginations at Keele revisited. STUDIES IN HIGHER EDUCATION, vol. 22(1), 93-97. link> doi>
  • Trueman M and Hartley J. 1996. A comparison between the time-management skills and academic performance of mature and traditional-entry university students. HIGHER EDUCATION, vol. 32(2), 199-215. link> doi>
  • Hartley J. 1996. Creating responsible learners: The role of a positive classroom environment - Ridley,DS, Walther,B. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 27(3), 237. link>
  • Hartley J, Sydes M, Blurton A. 1996. Obtaining information accurately and quickly: Are structured abstracts more efficient?. JOURNAL OF INFORMATION SCIENCE, vol. 22(5), 349-356. link> doi>
  • Hartley J and Sydes M. 1996. Which layout do you prefer? An analysis of readers' preferences for different typographic layouts of structured abstracts. JOURNAL OF INFORMATION SCIENCE, vol. 22(1), 27-37. link> doi>
  • HARTLEY J. 1994. DESIGNING INSTRUCTIONAL TEXT FOR OLDER READERS - A LITERATURE-REVIEW. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 25(3), 172-188. link> doi>
  • HARTLEY J. 1994. 3 WAYS TO IMPROVE THE CLARITY OF JOURNAL ABSTRACTS. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 64, 331-343. link> doi>
  • HARTLEY J. 1993. NEWS FROM ABROAD - A REPLY. TEACHING OF PSYCHOLOGY, vol. 20(3), 175. link> doi>
  • HARTLEY J. 1993. IMPROVING THE READABILITY OF SCIENTIFIC ARTICLES. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 24(3), 215-216. link> doi>
  • HARTLEY J. 1993. RECALLING STRUCTURED TEXT - DOES WHAT GOES IN DETERMINE WHAT COMES OUT. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 24(2), 84-91. link> doi>
  • HARTLEY J. 1993. WRITING, THINKING AND COMPUTERS. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 24(1), 22-31. link> doi>
  • HARTLEY J. 1992. PRIMARY-SCHOOL TEACHING AND EDUCATIONAL-PSYCHOLOGY - GALLOWAY,D, EDWARDS,A. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 23(3), 238. link>
  • HARTLEY J. 1992. TEXT DISPLAYS - ANALYSIS AND SYSTEMATIC DESIGN - GROPPER,GL. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 23(2), 149-150. link>
  • HARTLEY J. 1992. DESIGNING HYPERMEDIA FOR LEARNING - JONASSEN,D, MANDL,M. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 23(1), 67-68. link>
  • HARTLEY J. 1991. TABLING INFORMATION. AMERICAN PSYCHOLOGIST, vol. 46(6), 655-656. link> doi>
  • HARTLEY J. 1991. CAPTIONS FOR TABLES AND FIGURES. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 22(2), 149-150. link> doi>
  • MICHAEL D and HARTLEY J. 1991. EXTRACTING INFORMATION FROM FLOWCHARTS AND CONTINGENCY STATEMENTS - THE EFFECTS OF AGE AND PRACTICE. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 22(2), 84-98. link> doi>
  • HARTLEY J. 1991. PSYCHOLOGY, WRITING AND COMPUTERS - A REVIEW OF RESEARCH. VISIBLE LANGUAGE, vol. 25(4), 339-375. link>
  • HARTLEY J. 1990. THE SOCIETY OF TEXT - HYPERTEXT, HYPERMEDIA AND THE SOCIAL CONSTRUCTION OF INFORMATION - BARRETT,E. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 21(3), 235. link>
  • HARTLEY J. 1990. HANDBOOK OF HUMAN-COMPUTER INTERACTION - HELANDER,M. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 21(2), 150-151. link>
  • HARTLEY J. 1990. HYPERTEXT HYPERMEDIA - JONASSEN,DH. HIGHER EDUCATION, vol. 20(1), 113-119. link> doi>
  • HARTLEY J, BROWN C, MICHAEL D. 1989. THE EFFECTS OF SEX OF SPEAKER AND LISTENER ON RECALL FROM A MEDICAL AUDIOTAPE. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 20(3), 191-199. link> doi>
  • HARTLEY J. 1989. EFFECTIVE TEACHING IN HIGHER-EDUCATION - BROWN,G, ATKINS,M. HIGHER EDUCATION, vol. 18(4), 487-488. link>
  • HARTLEY J. 1989. SPATIAL AND TYPOGRAPHIC CUES IN TEXT - A RESPONSE TO GAROFALO. VISIBLE LANGUAGE, vol. 23(4), 407-411. link>
  • HARTLEY J and BRANTHWAITE A. 1989. THE PSYCHOLOGIST AS WORDSMITH - A QUESTIONNAIRE STUDY OF THE WRITING STRATEGIES OF PRODUCTIVE BRITISH PSYCHOLOGISTS. HIGHER EDUCATION, vol. 18(4), 423-452. link> doi>
  • HARTLEY J. 1988. SPACE AND STRUCTURE IN BRAILLE TEXT. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 82(3), 91-&. link>
  • HARTLEY J, TRUEMAN M, MEADOWS AJ. 1988. READABILITY AND PRESTIGE IN SCIENTIFIC JOURNALS. JOURNAL OF INFORMATION SCIENCE, vol. 14(2), 69-75. link> doi>
  • HARTLEY J. 1988. USING PRINCIPLES OF TEXT DESIGN TO IMPROVE THE EFFECTIVENESS OF AUDIOTAPES. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, vol. 19(1), 4-16. link> doi>
  • HARTLEY J. 1987. A CODE OF PRACTICE FOR REFEREEING JOURNAL ARTICLES. AMERICAN PSYCHOLOGIST, vol. 42(10), 959. link>
  • HARTLEY J, TOBIN MJ, TRUEMAN M. 1987. THE EFFECTS OF PROVIDING HEADINGS IN BRAILLE TEXT. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 81(5), 213-214. link>
  • HARTLEY J. 1987. PSYCHOLOGY JOURNALS - A CASE FOR TREATMENT. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 40, 97. link>
  • HARTLEY J. 1987. DESIGNING ELECTRONIC TEXT - THE ROLE OF PRINT-BASED RESEARCH. ECTJ-EDUCATIONAL COMMUNICATION AND TECHNOLOGY JOURNAL, vol. 35(1), 3-17. link>
  • HARTLEY J. 1987. TYPOGRAPHY AND EXECUTIVE CONTROL PROCESSES IN READING. PSYCHOLOGY OF READING AND READING INSTRUCTION, 57-79. link>
  • HARTLEY J. 1986. BRAILLE AND THE BRAIN. NEW SCIENTIST, vol. 111(1520), 34-37. link>
  • JONASSEN D, HARTLEY J, TRUEMAN M. 1986. THE EFFECTS OF LEARNER-GENERATED VERSUS TEXT-PROVIDED HEADINGS ON IMMEDIATE AND DELAYED RECALL AND COMPREHENSION - AN EXPLORATORY-STUDY. HUMAN LEARNING, vol. 5(3), 139-150. link>
  • HARTLEY J. 1986. PLANNING THE TYPOGRAPHICAL STRUCTURE OF INSTRUCTIONAL TEXT. EDUCATIONAL PSYCHOLOGIST, vol. 21(4), 315-332. link> doi>
  • NORTON LS and HARTLEY J. 1986. WHAT FACTORS CONTRIBUTE TO GOOD EXAMINATION MARKS - THE ROLE OF NOTETAKING IN SUBSEQUENT EXAMINATION PERFORMANCE. HIGHER EDUCATION, vol. 15(3-4), 355-371. link> doi>
  • HARTLEY J and TRUEMAN M. 1985. A RESEARCH STRATEGY FOR TEXT DESIGNERS - THE ROLE OF HEADINGS. INSTRUCTIONAL SCIENCE, vol. 14(2), 99-155. link> doi>
  • HARTLEY J. 1985. CURRENT RESEARCH ON TEXT DESIGN. SCHOLARLY PUBLISHING, vol. 16(4), 355-368. link>
  • HARTLEY J and KNAPPER CK. 1984. ACADEMICS AND THEIR WRITING. STUDIES IN HIGHER EDUCATION, vol. 9(2), 151-167. link> doi>
  • HARTLEY J. 1984. CURRENT RESEARCH ON TEXT DESIGN. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 37(APR), 116-119. link>
  • Hartley J, Trueman M, Rodgers A. 1984. The effects of verbal and numerical quantifiers on questionnaire responses. Appl Ergon, vol. 15(2), 149-155. link> doi>
  • HARTLEY J and ROOUM D. 1983. BURT,CYRIL AND TYPOGRAPHY - A RE-EVALUATION. BRITISH JOURNAL OF PSYCHOLOGY, vol. 74(MAY), 203-212. link> doi>
  • HARTLEY J. 1983. NOTE-TAKING RESEARCH - RESETTING THE SCOREBOARD. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 36(JAN), 13-14. link>
  • HARTLEY J and TRUEMAN M. 1983. THE EFFECTS OF HEADINGS IN TEXT ON RECALL, SEARCH AND RETRIEVAL. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 53(JUN), 205-214. link> doi>
  • HARTLEY J. 1982. SCIENTIFIC COMMUNICATION - SO WHERE DO WE GO FROM HERE. BEHAVIORAL AND BRAIN SCIENCES, vol. 5(2), 215-216. link> doi>
  • HARTLEY J and TRUEMAN M. 1982. THE EFFECTS OF SUMMARIES ON THE RECALL OF INFORMATION FROM PROSE - 5 EXPERIMENTAL STUDIES. HUMAN LEARNING, vol. 1(1), 63-82. link>
  • Hartley J. 1981. Sequencing the elements in references. Appl Ergon, vol. 12(1), 7-12. link> doi>
  • HARTLEY J. 1981. 80 WAYS OF IMPROVING INSTRUCTIONAL TEXT. IEEE TRANSACTIONS ON PROFESSIONAL COMMUNICATION, vol. 24(1), 17-27. link> doi>
  • HARTLEY J and GUILE CA. 1981. DESIGNING JOURNAL CONTENTS PAGES - PREFERENCES FOR HORIZONTAL AND VERTICAL LAYOUTS. JOURNAL OF RESEARCH COMMUNICATION STUDIES, vol. 2(4), 271-288. link>
  • HARTLEY J and SLOBODA JA. 1981. PROCESSING OF VISIBLE LANGUAGE, VOL 2 - KOLERS,PA, WROLSTAD,ME, BOUMA,H. PERCEPTION, vol. 10(3), 358-361. link>
  • HARTLEY J and TRUEMAN M. 1981. THE EFFECTS OF CHANGES IN LAYOUT AND CHANGES IN WORDING ON PREFERENCES FOR INSTRUCTIONAL TEXT. VISIBLE LANGUAGE, vol. 15(1), 13-31. link>
  • HARTLEY J. 1980. DESIGNING JOURNAL CONTENT PAGES - THE ROLE OF SPATIAL AND TYPOGRAPHIC CUES. JOURNAL OF RESEARCH COMMUNICATION STUDIES, vol. 2(2), 83-98. link>
  • HARTLEY J, TRUEMAN M, BURNHILL P. 1980. SOME OBSERVATIONS ON PRODUCING AND MEASURING READABLE WRITING. PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, vol. 17(3), 164-174. link> doi>
  • HARTLEY J. 1980. SPATIAL CUES IN TEXT. VISIBLE LANGUAGE, vol. 14(1), 62-79. link>
  • HARTLEY J, KENELY J, OWEN G, TRUEMAN M. 1980. THE EFFECT OF HEADINGS ON CHILDRENS RECALL FROM PROSE TEXT. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 50(NOV), 304-307. link> doi>
  • HARTLEY J, TRUEMAN M, BURNHILL P. 1980. THE ROLE OF SPATIAL AND TYPOGRAPHIC CUES IN THE LAYOUT OF JOURNAL REFERENCES. IEEE TRANSACTIONS ON PROFESSIONAL COMMUNICATION, vol. 23(3), 138-142. link> doi>
  • HARTLEY J, BARTLETT S, BRANTHWAITE A. 1980. UNDERLINING CAN MAKE A DIFFERENCE - SOMETIMES. JOURNAL OF EDUCATIONAL RESEARCH, vol. 73(4), 218-224. link> doi>
  • HARTLEY J. 1979. DESIGNING INSTRUCTIONAL TEXT - REPLY. INSTRUCTIONAL SCIENCE, vol. 8(3), 291-294. link> doi>
  • HARTLEY J, GOLDIE M, STEEN L. 1979. ROLE AND POSITION OF SUMMARIES - SOME ISSUES AND DATA. EDUCATIONAL REVIEW, vol. 31(1), 59-65. link> doi>
  • HARTLEY J, BRANTHWAITE A, COOK A. 1979. SOME PROBLEMS OF REVIEWING RESEARCH IN THE SOCIAL-SCIENCES. JOURNAL OF RESEARCH COMMUNICATION STUDIES, vol. 1(3), 211-223. link>
  • Hartley J, Trueman M, Burnhill P. 1979. The role of spatial and typographic cues in the layout of journal references. Appl Ergon, vol. 10(3), 165-169. link> doi>
  • HARTLEY J, BURNHILL P, DAVIS L. 1978. EFFECTS OF LINE LENGTH AND PARAGRAPH DENOTATION ON THE RETRIEVAL OF INFORMATION FROM PROSE TEXT. VISIBLE LANGUAGE, vol. 12(2), 183-194. link>
  • HARTLEY J and DAVIES IK. 1978. NOTE-TAKING - CRITICAL-REVIEW. PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, vol. 15(3), 207-224. link> doi>
  • HARTLEY J and TRUEMAN M. 1978. NOTE-TAKING IN LECTURES - LONGITUDINAL-STUDY. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 31(FEB), 37-39. link>
  • Goodwin AR, Thomas S, Hartley J. 1977. Are some parts larger than others? Qualifying Hammerton's quantifiers. Appl Ergon, vol. 8(2), 93-95. link> doi>
  • HARTLEY J and BURNHILL P. 1977. 50 GUIDE-LINES FOR IMPROVING INSTRUCTIONAL TEXT. PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, vol. 14(1), 65-73. link>
  • HARTLEY J, DAVIES L, BURNHILL P. 1977. ALTERNATIVES IN TYPOGRAPHIC DESIGN OF QUESTIONNAIRES. JOURNAL OF OCCUPATIONAL PSYCHOLOGY, vol. 50(4), 299-304. link> doi>
  • HARTLEY J and BRANTHWAITE A. 1977. COMPUTER SIMULATIONS OF COURSE-WORK ASSESSMENT. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 30(MAY), 168. link>
  • HARTLEY J and BURNHILL P. 1977. SPACE REVISITED - OR BPS DOES IT AGAIN. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 30(JUL), 253-256. link>
  • BURNHILL P, HARTLEY J, DAVIES L. 1977. TYPOGRAPHIC DECISION-MAKING - LAYOUT OF INDEXES. APPLIED ERGONOMICS, vol. 8(1), 35-39. link> doi>
  • HARTLEY J and BRANTHWAITE A. 1976. ALL THIS FOR 2 PERCENT - CONTRIBUTION OF COURSE-WORK ASSESSMENT TO FINAL GRADE. DURHAM RESEARCH REVIEW, vol. 8(37), 14-20. link>
  • HARTLEY J and BURNHILL P. 1976. EXPLORATIONS IN SPACE - CRITIQUE OF TYPOGRAPHY OF BPS PUBLICATIONS. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 29(APR), 97-107. link>
  • HARTLEY J. 1976. LEARNING IN GROUPS. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 29(APR), 121. link>
  • HARTLEY J. 1976. LECTURE HANDOUTS AND STUDENT NOTE-TAKING. PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, vol. 13(2), 58-64. link> doi>
  • HARTLEY J and DAVIES IK. 1976. PRE-INSTRUCTIONAL STRATEGIES - ROLE OF PRETESTS, BEHAVIORAL-OBJECTIVES, OVERVIEWS AND ADVANCE ORGANIZERS. REVIEW OF EDUCATIONAL RESEARCH, vol. 46(2), 239-265. link> doi>
  • BURNHILL P, HARTLEY J, YOUNG M. 1976. TABLES IN TEXT. APPLIED ERGONOMICS, vol. 7(1), 13-18. link> doi>
  • Hartley J, Young M, Burnhill P. 1975. On the typing of tables. Appl Ergon, vol. 6(1), 39-42. link>
  • HARTLEY J. 1975. ACADEMIC-PERFORMANCE AND SEASON OF BIRTH - 10 YEAR STUDY OF PSYCHOLOGY GRADUATES. DURHAM RESEARCH REVIEW, vol. 7(34), 971-975. link>
  • HARTLEY J, YOUNG M, BURNHILL P. 1975. EFFECTS OF INTERLINE SPACE ON JUDGMENTS OF TYPESIZE. PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, vol. 12(2), 115-119. link> doi>
  • HARTLEY J. 1975. READING HYGIENE - DIFFERENT VIEWPOINT. JOURNAL OF EDUCATIONAL RESEARCH, vol. 68(5), 196. link> doi>
  • HARTLEY J, FRASER S, BURNHILL P. 1975. SOME OBSERVATIONS ON RELIABILITY OF MEASURES USED IN READING AND TYPOGRAPHIC RESEARCH. JOURNAL OF READING BEHAVIOR, vol. 7(3), 283-296. link> doi>
  • HARTLEY J, YOUNG M, BURNHILL P. 1975. TYPING OF TABLES. APPLIED ERGONOMICS, vol. 6(1), 39-42. link> doi>
  • BURNHILL P, HARTLEY J, FRASER S, YOUNG M. 1975. WRITING LINES - EXPLORATORY STUDY. PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, vol. 12(2), 84-87. link> doi>
  • Hartley J, Burnhill P, Fraser S. 1974. Typographical problems of journal design. Appl Ergon, vol. 5(1), 15-20. link> doi>
  • HARTLEY J and MARSHALL S. 1974. NOTES AND NOTE-TAKING. UNIVERSITIES QUARTERLY, vol. 28(2), 225-235. link>
  • HARTLEY J. 1974. PROGRAMMED INSTRUCTION 1954-1974 - REVIEW. PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, vol. 11(6), 278-291. link> doi>
  • HARTLEY J, FRASER S, BURNHILL P. 1974. SELECTED BIBLIOGRAPHY OF TYPOGRAPHICAL RESEARCH RELEVANT TO PRODUCTION OF INSTRUCTIONAL MATERIALS. AV COMMUNICATION REVIEW, vol. 22(2), 181-190. link>
  • HARTLEY J. 1973. EFFECT OF PRE-TESTING ON POST-TEST PERFORMANCE. INSTRUCTIONAL SCIENCE, vol. 2(2), 193-214. link> doi>
  • HARTLEY J. 1973. EFFECTS OF PRE-TEST DIFFICULTY ON POST-TEST PERFORMANCE FOLLOWING SELF-INSTRUCTION. RESEARCH IN EDUCATION, 56-69. link>
  • HARTLEY J. 1973. NEW APPROACHES TO TEACHING OF PSYCHOLOGY IN UNITED-KINGDOM. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 26(91), 87-94. link>
  • HARTLEY J. 1972. NEW APPROACHES IN TEACHING OF PSYCHOLOGY - ANNOTATED BIBLIOGRAPHY. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, vol. 25(89), 291-304. link>
  • HARTLEY J. 1971. FACTORS AFFECTING EFFICIENCY OF LEARNING FROM PROGRAMED INSTRUCTION. AV COMMUNICATION REVIEW, vol. 19(2), 133-148. link>
  • HARTLEY J and HOGARTH FW. 1971. PROGRAMMED LEARNING IN PAIRS. EDUCATIONAL RESEARCH, vol. 13(2), 130-134. link> doi>
  • HARTLEY J and HOLT J. 1971. VALIDITY OF A SIMPLIFIED VERSION OF BADDELEYS 3-MINUTE REASONING TEST. EDUCATIONAL RESEARCH, vol. 14(1), 70-73. link> doi>
  • HARTLEY J, HOLT J, SWAIN F. 1970. EFFECTS OF PRE-TESTS, INTERIM TESTS, AND AGE ON POST-TEST PERFORMANCE FOLLOWING SELF-INSTRUCTION. PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, vol. 7(4), 250-256. link> doi>

Chapters

  • Hartley J. 2012. Designing Easy-To-Read Text. In Writing Health Communication. Abraham C and Kools M (Eds.). Sage Publications Ltd.
  • Hartley J. 2007. Longitudinal studies of the effects of new technologies on writing. In Writing and cognition: Research and Applications. Torrance M and Galbraith D (Eds.). Emerald Group Pub Ltd.
  • Hartley J. 2005. Is this chapter any use? methods for evaluating text. In Evaluation of human work. Wilson JR (Ed.). (3rd edition ed.). CRC Press.
  • Hartley J. 2004. Designing instructional and informational text. In Handbook of Research in Educational Communications and Technology (2nd Edition). Jonassen DH (Ed.). Erlbaum, Mahwah, NJ.
  • Hartley J. 2003. Expert's edge. In Designing Effective Instruction. Morrison GR, Ross SM, Kemp JE (Eds.). Wiley, Hoboken, New Jersey.
  • Hartley J and Tynjala P. 2001. New technology, writing and learning. In Writing as a learning tool: Integrating theory and practice. Tynjälä P, Mason L, Lonka K (Eds.). Springer.
  • Hartley J and Harris J. 2001. Reading the typography of text. In Literacy in African American Communities. Harris J, Kamhi A, Pollock K (Eds.). Erlbaum, Mahwah, New Jersey, USA.

Other

  • Hartley J, Sotto E, Pennebaker J. 2002. New technology & writing: The effects of using voice recognition software. Proceedings of the British Psychological Society.
  • Hartley J. 2001. Is reading on screen different from reading printed text? An e-mail study. Proceedings of the British Psychological Society.
  • Hartley J and Sotto E. 2001. Style & substance in psychology journal articles. Proceedings of the British Psychological Society.
  • Hartley J, Rock J, Fox C. 2001. The effects of teaching students to write structured abstracts. Proceedings of the British Psychological Society.
  • Hartley J. 2000. Clarifying the abstracts of systematic literature reviews. Bull Med Libr Assoc (vol. 88, pp. 332-337). link>