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Transcript of Translating between multiple representations: discussion EARLI Symposium Padua, August, 2003 Richard...
Translating between multiple representations:
discussion
EARLI Symposium
Padua, August, 2003
Richard Cox
HCT Group, University of Sussex
Overview
• Definitions, framing issues, the translation ‘problem space’
• How do learners come to understand relationships between representations?
• How we might discriminate between occasions when a learner is engaged in ER comprehension activity and when s/he is successfully reasoning with an ER ?
• Supporting users at various levels of expertise
Framing issues…
• 1. Translation “..convey..from one place to another..”, “..turn from one language into another retaining the meaning” (OED)
• 2. Consider dimensions in which translation possible between (multiple) ERs - extending Palmer (1978) to the 2 ER case ...
Representing worlds
taller than--> longer thantaller than --> shorter than
a b c d a b c d
ER 1 ER 2
a b c da b c d
Both ERs represent same aspects of represented world - YES
Same aspect of representation doing the mapping - YES
a b c d a
b
c
d
Both ERs represent same aspects of represented world - YES
Same aspect of representation doing the mapping - NO
taller than -> longer than taller than --> points to
a b c d a b c d
Both ERs represent same aspects of represented world - NO
Same aspect of representation doing the mapping - YES
taller than -> longer than WIDER than -> longer than
a b c da
b
c
d
Both ERs represent same aspects of represented world - NO
Same aspect of representation doing the mapping - NO
WIDER than - -> LARGER than taller than --> points to
and a 4th, 5th, 6th...• static vs dynamic ERs (interactive, animated...)
• not to mention other factors...– degree of abstraction of ER(s)
– type of graphical representation (picture, non-picture)
– number of ERs co-present in display
– 3D, VR ...
• combinatorial explosion of translation routes!
How do learners come to understand relationships between
representations? • Depends on relationships and translation ‘route’
• If same aspect of world represented - can explore ER-to-ER links (dynalinks), perhaps without reference to the world and maybe solely via other (constraining) ERs
• If different aspects of world represented - then ER-to-ER translation is usually via represented world
How do learners come to understand relationships between representations?
• Learning may not be so much `more’ or `less’ but different in mode– exploration of dynalinks, constraining ERs and
correlated displays ---> implicit learning (eg. Berry & Broadbent, 1984)
– need to consider learning outcomes ... how important is need for explicit (verbalizable) knowledge? if implicit knowledge acquired - assess differently?
– interaction of methodology with learning outcome - `think aloud’ likely to keep knowledge and reasoning explicit (with extra cognitive load perhaps)
`Staring at’ versus using - telling the difference..
• how can we discriminate between when a learner is engaged in a) ER comprehension activity and b) reasoning with the ER ?
• 1. correlate ER behaviour with performance (as many researchers do!) here rich process data very useful - innovative methodologies pay off ... – DEMIST: logging, dynalinking, analyser
– SDE: RFV, think aloud and logging
– SimQuest: think-aloud and cognitive load probes
`Staring at’ versus using - telling the difference..
2. Assess learner’s background knowledge of ERs beforehand
• examine mental organisation of ER knowledge - category organisation differs in poor versus better reasoners (Cox & Grawemeyer, 2003) and in people with different backgrounds (Lohse et al 1994)
Supporting users at various levels of expertise
• The `intermediate learner’ effect (du Boulay et al., Seufert)– some knowledge (of ERs, of domain) necessary to
benefit from support – support should segue into integration thru’ degrees of
compartmentalisation and complexity of domain k. and ERs
• need to know more about what `knowing an ER’ actually means - characterise partial knowledge and misconceptions (eg viewing graphs as pictures der Meij & de Tong) - look at different levels of cognitive processing system - ie. perceptual, semantic memory organisation and output levels
Supporting users at various levels of expertise
• by making aspects of world that are modelled explicit (very nice colour coding in der Meij & de Jong) assists learner to assess redundancy level of MERs in display, directs attention in dynalinking and exploration
• sometimes a tension between learner-centred design and traditional ‘ease of use’ HCI ... ask who is system for, should there be different versions for different users?
References p.1of 2
• Berry, D.C. & Broadbent, D.E. (1984) On the relationship between task performance and associated verbalizable knowledge. The Quarterly Journal of Experimental Psychology, 36a, 209-231.
• Cox, R. & Grawemeyer, B. (2003) The mental organisation of external representations. Proceeding of the European Cognitive Science conference (EuroCogSci03), Osnabruck, Sep.
References p. 2 of 2
• Lohse, G.L., Biolsi, K., Walker, N. & Rueter, H. (1994) A classification of visual representations. Communications of the ACM, 37(12), 36-49.
• Palmer, S.E. (1978) Fundamental aspects of cognitive representation. In E. Rosch & B.B.Lloyd (eds) Cognition and categorization. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Other works cited were papers presented at this symposium