Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Human Performance:Revision
1H2
Chris Baber
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Module Objectives
• Relate cognitive psychology to human-centred system design;
• Employ basic concepts from cognitive psychology;
• Describe the use of products in terms of the requisite cognitive activities.
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Assessment
• Course-work (50%)– ONE lab report (45%)
• 2500 words• to be handed in THURSDAY week 11• to describe data collection and apply principles
from lectures
– Attendance of sessions (5%)
• Examination (50%)– 2 questions from 3– 1½ hours
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Seven Stage Action Model[Norman, 1990]
Form intentionDevelop plan
Perform action
Object in world
Evaluate against goalInterpret object
Perceive state of object
GOAL OF PERSON
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Solving Problems
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Problem Solving• A problem is something that doesn’t solve easily
• A problem doesn’t solve easily because:– you don’t have the necessary knowledge or,– you have misrepresented part of the problem
• If at first you don’t succeed, try something else
• Tackle one part of the problem and other parts may fall into place
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Conclusion
• More than one solution
• Solution limited by boundary conditions
• Active involvement and testing
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Conclusion
• Means-ends analysis:
• To modify representation• Break problem into sub-problems• To test hypothesis through ‘trial and error’
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Describing Problem Solving
• Initial State• Goal State• All possible
intervening states– Problem Space
• Path Constraints• State Action Tree
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2
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Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Key issues
• Insight in some problems– Framing– Recognition of ‘affordances’
• Reframing of problem • Through representation• Through changing states• Through analogy
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Perception
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Data-driven perception
Activation of neural structures of sensory system by pattern of stimulation from environment
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Theory-driven perception
Perception driven by memories and expectations about incoming information.
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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KEYPOINT
PERCEPTION involves a set of active processes that impose:
STRUCTURE, STABILITY,
and MEANING on the world
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Visual Illusions
http://www.genesishci.com/illusions2.htm
Müller-Lyer Illusion
Gestalt: Grouping of parts to forma perceptual ‘whole’
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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KEYPOINT
• Perception limits are set by sensory / neural mechanisms; but beyond these limits, perception can be cognitively controlled;
• Sensory experiences interpreted in a CONTEXT and derive from a variety of sources
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Memory
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Forgetting
• Encoding failure– Failure of consolidation
• Storage failure– Disruption by new or existing
information– Associative interference
• Two responses associated with same stimulus
• Retrieval failure
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Retrieval Failure
• Context• Intrinsic / Interactive: integral to stimulus• Extrinsic / Non-interactive: appear during
presentation but not part of stimulus
• Environment• Classroom learning affected when testing took
place in different room and reduced further in presence of different teacher
• State• Affect of drugs on memory task show:
– Affect for free-recall when matched– No affect for cued recall or recognition
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Amnesia [1]
• Infantile amnesia• Inability to remember events from before aged 4
years
• Anterograde amnesia• Inability to remember new information• HM learnt handful of words since 1950
• Retrograde amnesia• Inability to remember events from just before
injury / illness• Ribot’s law: person aged 60 can remember
childhood events and early adult life, but increasingly vague for later life
Spring 2006 Human Performance 1H2 RevisionDr. C. Baber
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Amnesia [2]
• Evidence that declarative knowledge affected but procedural knowledge intact
• Amnesiacs find it difficult to form new episodic or semantic memories
• Amnesiacs often acquire motor skills as fast as normals
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