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SCC 202 HCI > Cognition, Action and Knowledge > Flashcards

Cognition, Action and Knowledge Flashcards

1
Q

Levels of Processing

A
  • How do we do things?
  • How conscious are we of what we do?
  • How much thinking is involved in what we do?
  • How do we control out actions?
    • Skill-, Rule-, Knowledge-based levels (SRK, Rasmussen)
  • How do we respond to events?
    • Visceral, Behavioural, Reflective levels (in Emotional Design, Norman)
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2
Q

Levels of Processing / Action Control #1

A
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3
Q

Levels of Processing / Action Control #2

A
  • Levels of processing can change
    • Learning rules and developing routine responses
    • Developing skills and doing things “on auto-pilot”
    • When something does not work (as usual), it needs more attention
  • Different people can process the same task on different levels
    • Novices need to access knowledge, and experts have routines
  • Different problems (errors) associated with different levels
    • Skill: noise in execution, inaccuracy, not enough attention to feedback
    • Routine: misinterpretation of the situation, triggering the wrong routine reaction
    • Knowledge: faulty reasoning, incorrect “mental model”
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4
Q

Levels of Processing / Response

A
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5
Q

Emotional design

A
  • Visceral design
    • Make products and user interfaces feel attractive
  • Behavioral design
    • Make products easy to learn and easy to use (usability)
  • Reflective design
    • Create a product people enjoy to think and talk about
  • Excellent visceral and reflective design will make users forgive small usability mistakes
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6
Q

Feedback

A
  • Feedback is a key property of human action/
  • Processing in cycles:
    • Form a goal
    • Execute an action
      -> Transforming the current state
    • Evaluate the outcome
      • Goal reached?
      • Come closer to the goal?
      • Or moved further from the goal?
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7
Q

Hierarchical-sequential organisation

A
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8
Q

7 Stages of Action (D. Norman)

A
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9
Q

7 Stages and 3 Levels of Processing

A
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10
Q

Gulfs of Execution and Evaluation

A
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11
Q

Gulf of Execution

A
  • Gulf of Execution
    • How to operate a device or user interface?
  • The gulf opens up through differences between
    • The actions a user plans
    • The actions the system offer
  • Ideally the system lets users execute planned actions directly
    • If actions are supported, are they visible?
    • Will users be able to recognize them?
    • Are additional steps required?
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12
Q

Gulf of Evaluation

A

How to interpret the effect of the action

  • The gulf opens up through differences between
    • The expectations of a user
    • The changes observable (if any)
  • Ideally the system provides continuous feedback
    • Visibility of the state of the system
    • If feedback is provided, is it timely and adequate?
    • Can users understand it, and act on it?
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13
Q

Bridging the Gulfs

A
  • The goal of user interface design is to bridge the gulfs
  • Gulf of Execution
    • Design the UI so that it shows user what they can do with the system, and how they can do it
  • Gulf of Evaluation
    • Design the UI so that users get the right idea of how the system works, and the right feedback
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14
Q

Seven Stages as Design “Checklist”

A

Goal: What goals can the user accomplish with the system? Can they accomplish all the goals they may have with the system?

Plan: How will the user know how they can accomplish a goal with the system? How will they know about possible actions?

Specify: How will the system help the user determine the right actions, in the right order?
Perform How are actions performed? Where can they be found in the interface? Are they easy to perform?

Perceive: How will the user be able to perceive effects of their action? How will changes in the system be observable?

Interpret: How will the user be able to interpret observed changes and feedback? How can they make sense of the new state?

Compare: How will the user know when their goal has been reached? If they haven’t reached the goal, how does the system help them determine their next action?

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15
Q

Knowledge in the World

A
  • Our knowledge of calculator keypads is less-than-perfect
    • How come we can use them with great precision?
  • Much of the knowledge we use for our actions in not in the head but in the world
  • Behaviour (how we act) is determined by combining knowledge in the head with knowledge in the world
  • We do not need to precise knowledge in the head, for all the steps
  • We only need knowledge to be precise enough to recognise the right ‘schema’
    • Rules and scripts in our head for operating phone versus calculator keypads
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16
Q

Types of Knowledge

A

Declarative knowledge (“what”)
- Facts
- Rules
- Easy to write down and teach

Design can easily convey declarative knowledge

Procedural Knowledge (“how”)
- How to play an instrument
- Hard to write down, subconscious
- Hard to teach, best by demo/training

Procedural knowledge is harder to convey:
- What can I do?
- How can I do this?

17
Q

Knowledge in the World vs in the head

A

Knowledge in the world
* Available when visible, by recognition
* Not available unless visible
* Easy to learn
* Low efficiency (requires interpretation)
* High initial usability
* Requires space in the world
(on the screen

Knowledge in the head:
* Available only by recall
* Always available
* Harder to learn
* High efficiency (ready to apply)
* High usability for experts
* Invisible, does not take up (display) space

18
Q

Design implications

A
  • Attention and memory are limited
  • This affects how humans work on goals and tasks:
    • Processing in small units
    • Using external resources
    • Focus on goals not tools
    • Focus only on what appears relevant
    • Sticking to routines when possible
    • Forget to clean up
19
Q

Processing in small units

A
  • We need to break down planning and execution of larger tasks into smaller tasks
  • All the way down to unit tasks
    • Units that are small enough to be processed with unbroken focused attention
    • Small enough to have all required information in working memory
  • Unit tasks have a short duration <10ms
    • One step in a calculation, one editing operation in a document, one command in a sequence
20
Q

Externalisation

A
  • We use external representations to reduce memory load
    • Placing knowledge in the world
  • For example
    • Counting: move objects already counted; point at last one counted; count on fingers; draw marks
    • Reading: Insert bookmark to show which page we were on
    • Checklist: keep track short-term (tick off steps)
  • Systems should keep track for the user, or provide tools to keep track
  • Not a good sign, if a UI requires external aids
21
Q

Focus on goals not tools

A
  • Attention is focused on goals and tasks
  • Normally we devote very little attention to the tools used to perform the task
  • When a tool draws our attention, it distracts from out goals
    • Interactions with the system as opposed to the task
22
Q

Focus only on what appears relevant

A
  • People follow the “scent of information”
  • Only paying attention to promising leads
  • Not checking all options
  • Making fast choices based on their goals and their prediction of what they will find
23
Q

Sticking to routines

A
  • While pursuing a goal, users take a familiar path whenever possible rather than exploring new ones
  • Exploring a new path is problem-solvign and attention demanding
    -Knowledge-based processing
  • Taking familiar well-learned routes can be done almost automatically
    • Rule-based processing
  • “I am in a hurry, so I’ll do it the long way” (SOmetime minlessness trumps efficiency)
24
Q

Forget to clean up

A
  • People often forget to clean up at the end of a task
  • Attention is limited: our brain does not waste it by keeping focus on anything that is no longer important
  • Once we achieve our primary goal, everything related to it is immediately wiped from working memory
  • As a result, people often forget to clean up at the end of a task
    • E.g., leaving original in the copier when all copies have printed
  • Good design structures interactions so that nothing more needs to be done when the primary goal is achieved
25
Q

Key Points

A
  • Behaviour is determined by combining knowledge in the head with knowledge in the world
  • We place knowledge in the world to reduce our cognitive load
  • Procedural knowledge is hard to convey
  • We use labels, landmarks and schema to work out what we should do
  • Tools should not require attention – we need to focus on goals

SCC 202 HCI (20 decks)

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