Spring 2006Human Performance 1H2 Revision Dr. C. Baber 1 Human Performance: Revision 1H2 Chris Baber.

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Presentation transcript:

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 1 Human Performance: Revision 1H2 Chris Baber

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 2 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 2006Human Performance 1H2 Revision Dr. C. Baber 3 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 2006Human Performance 1H2 Revision Dr. C. Baber 4 Seven Stage Action Model [Norman, 1990] GOAL OF PERSON

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 5 Solving Problems

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 6 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 2006Human Performance 1H2 Revision Dr. C. Baber 7 Conclusion More than one solution Solution limited by boundary conditions Active involvement and testing

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 8 Conclusion Means-ends analysis: To modify representation Break problem into sub-problems To test hypothesis through ‘trial and error’

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 9 Describing Problem Solving Initial State Goal State All possible intervening states –Problem Space Path Constraints State Action Tree

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 10 Key issues Insight in some problems –Framing –Recognition of ‘affordances’ Reframing of problem Through representation Through changing states Through analogy

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 11 Perception

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 12 Data-driven perception Activation of neural structures of sensory system by pattern of stimulation from environment

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 13 Theory-driven perception Perception driven by memories and expectations about incoming information.

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 14 KEYPOINT PERCEPTION involves a set of active processes that impose: STRUCTURE, STABILITY, and MEANING on the world

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 15 Visual Illusions Müller-Lyer Illusion Gestalt: Grouping of parts to form a perceptual ‘whole’

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 16 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 2006Human Performance 1H2 Revision Dr. C. Baber 17 Memory

Spring 2006Human Performance 1H2 Revision Dr. C. Baber 18 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 2006Human Performance 1H2 Revision Dr. C. Baber 19 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 2006Human Performance 1H2 Revision Dr. C. Baber 20 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 2006Human Performance 1H2 Revision Dr. C. Baber 21 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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