Lecture+5

Class 5: Cognitive Psychology/Understanding Human Traits Continued Important Elements of Cognitive Psychology  •   Memory (sensory, working and long-term)  •   Recall and recognition  •   Attention  •   Perception  •   Gestalt processing  •   Representation  •   Mental models  •   Action and persuasion Memory is…  •   Complex  •   Active  •   Contextual  •   Constructive/Additive Working/Short-Term  •   Short term storage - 30 sec.  •   Rehearsal and repetition - visual and spatial  •   “chunking” - mnemonics and relations help memorizing Long-Term  •   Near unlimited store <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Filtered - most working memory is dumped <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Relational - we remember things in context and connection - whether the connections make sense or not <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Multimodal and complex Recall and Recognition <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Recall - specific “bits” and their retrieval <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Recognition - relational connections <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Humans are not good at recall, excellent at recognition <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Computers are not good at recognition, excellent at recall Forgetting <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Working memory - decay and displacement <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Long-term – changes in time <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   retroactive (new information corrupts connections to old) <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   proactive (previous information confounds absorption of new) <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   compromised networks (e.g., neurological disorders) Attention <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Essential to human activity - a lot of “human error” can be traced to inappropriate or unfocused attention <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Like memory, complex as well, influenced by many factors Controlled vs. Automatic <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Controlled - focused but limited, slow but thorough, hard to sustain for long periods of time <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Automatic - fast, allows for multitasking, nearly subconscious - but also vague and sporadic <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Central/peripheral processing Factors influencing attention <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Vigilance <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Mental/physical workload <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Stress and frustration <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Competing things to attend to  <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •    Time pressures <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Culture – is Gen Y all attention-deficient? Perception <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Partially a sensory phenomenon, but influenced by past expectations, culture, motivation <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Red/green/blue, Paris in the the Spring examples <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Consistency is assumed - can lead to illusion Gestalt <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Part/Whole - we understand parts as part of system <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Proximity - close things are grouped <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Continuity - patterns are completed <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Similarity - similar things are seen as together <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Closure - we fill in gaps Depth Perception <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Shading <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Linear Perspective <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Relative size and height <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Motion parallax <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Overlap and Texture <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> •   Generally have to be faked in 2D environments Perception and Colour <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Colour can be used to accent, highlight commonality <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Can be abused (e.g., too many colours, clashing colour schemes) <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Interpretation by cultural constraint <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Colourblindedness Mental Models <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Parsimonious models of reality <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Leverages long-term memory to focus attention on important things <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Conflict between designer, user and system models are common and a major source of design problems Norman on Models <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Incomplete <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Poorly tested <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Unstable <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Unreliable <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Vague boundaries <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Superstitious or illogical <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   And yet… Leveraging Mental Models <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Use as surrogate for actual understanding <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Consistency and Coherence <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Design for Error and Feedback <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Preparation for cognitive dissonance and frustration <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Re-education and persuasion (attention issue) Breaking Mental Models <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   What happens when new technology or process changes or invalidates user mental models? <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Possible solutions? Example: Icons <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Understandable <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Unambiguous <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Informative <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Distinct <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Legible <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Familiar <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Memorable <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Few <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Attractive <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Compact <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Coherent <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Extensible Examples: New input/output devices New devices and tools challenge pre-existing notions of interaction - require readjustment on the part of user Examples: VR <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •    Complex 3D worlds to create immersive environments <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Failures of early and current VR  <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •    Second Life as example Research <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   What it is - and what it is not <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Qualitative vs. Quantitative - general differences? Four personal examples <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   IPS - analysis of 1) how school adapted to computers in the classroom and 2) how students could inform design of educational software tools <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   FSAE - analysis of how racecar team engaged organizational learning successfully despite 1) having limited resources and 2) turnover 40-66% annually <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Global Seminar - online class analyzed through content analysis - apparently done “wrong”? <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US;"> •   Portsmouth Tavern - analysis of student/townie relations in a local pub