Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

HCI > Topic 3: Cognitive Aspects > Flashcards

Topic 3: Cognitive Aspects Flashcards

1
Q

What is cognition?

A

Thinking, remembering, learning, decision-making, reading, seeing, …

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What are the two different categories of cognition?

A

Experimental (intuitively/effortlessly) vs. reflective (involves mental effort) cognition (Norman, 1993)

Fast vs. slow thinking (Kahneman, 2011)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

How can understand cognition help?

A

Provides knowledge about what users can and cannot be expected to do
+ provides theories, modeling tools or guidance on how to design better interactive products

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are the cognitive processes? (hint: 6 processes)

A
  • Attention
  • Perception
  • Memory
  • Learning
  • Reading, speaking, and listening
  • Problem-solving, planning, reasoning and decision making
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Is learning or problem-solving independent from other cognitive processes?

A

No - E.g. learning process also needs attention, perception, memory + reading, speaking or listening

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is attention?

A

Selecting things on which to concentrate –> lets us focus on information that is relevant

–> focused and divided attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are design recommendations to enable better attention processes?

A

Make information salient when it needs to be paid attention to

Use techniques for this: color ordering, spacing, flashing lights (Lecture example: Hotel/Motel Overview –> spacing S. 2+3)

Avoid cluttering interfaces with too much information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

For what and why is spacing useful?

A

For what: To enable a better attention process

Why: - information is grouped into categories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Is it possible to perform multiple tasks without one or more being affected?

A

Multitasking can cause people to lose their train of thought, make errors, and need to start over

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How prone are heavy or light multitaskers to distraction?

A

Heavy multitaskers are more prone to being distracted, are easily distracted + find it difficult to filter irrelevant information (if distracting info is useful to task it can support the performance)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Is it okay to use your phone while driving?

A

No - driving needs a lot of attention & drivers are prone to being distracted (longer reaction times) + drivers using their phone rely more on expectations, not on what is actually happening

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Are hands-free phones safer?

A

No - same cognitive processing happens + remote person is not aware of current situation and can distract the driver

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is perception?

A

the way how information is acquired from the environment via five senses and transformed into experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the five senses?

A

Vision, hearing, taste, smell, touch (and kinesthesia)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are design implications regarding perception?

A
  • Icons should enable readily distinguishing
  • border & spacing are effective ways of grouping info
  • sounds should be audible and distinguishable
  • interfaces should use proper color contrast (S.6)
  • haptic feedback should be used judiciously

–> Things should be READILY perceivable (Text size, easy distinguishable)

Lecture example: took people less time to locate items for information that was grouped (S.4+5)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is memory?

A
  • Recalling various kinds of knowledge
  • involves filtering and processing what is attended (don’t remember everything)
  • includes process of fist encoding and then retrieving knowledge
  • for recalling (remembering) the context is important
  • humans recognize things better than being able to recall
  • immediate memory capacity is limited to 7+-2 chunks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

How is the memory working?

A

Memories are reconstructed.
- memory models
- association, vivid images, and coding activities (paper SMR & RPT)

Are subject to hindsight errors (Rückschaufehler)
- See events that already occurred as being more predictable

18
Q

Explain the memory model by Atkinson & Shiffrin

A

Atkinson & Shiffrin (1968) - Slide 7
1.) external input goes through sensory registration (5 senses) + part of external input is lost
2.) registered input gets into short-term storage (STS) + part is lost
3.) long-term storage (LTS)) + part is decades and loss of strength in LTS occurs

1.) –> 3.) is also possible, but often input goes through STS

19
Q

Explain the memory model by Baddeley & Hitch

A

Baddeley & Hitch (1974) - Slide 8
Describes working memory (short-term memory)
consists of 3 main components:
- Central Executive (supervisory system): controls the flow of info (control and regulation of cognitive processes incl. focus direction)
- Visuo-Spatial Sketch Pad (slave system): stores visuo-spatial data
- Phonological Loop (slave system): stores verbal content
(Slide 8)

later: in 2000, the episodic buffer was added to the model
- episodic buffer (slave system): links information across domains to form integrated units incl. time sequencing
(Slide 9)

20
Q

Explain the processing in memorizing

A

First encoding

the more attention is paid & processed –> more likely to be remembered

21
Q

Recognition vs. recall - implications for interface design

A

command-based interface: requires user to recall from memory

graphical interface: users need only to browse/scan until they recognize item they look for (7+-2 not applicable as nothing has to be remembered) (S.10)

22
Q

Digital memory aids

A

Reduce memory load: password manager

digital forgetting - e.g. when braking up

SenseCam - takes constantly photos of surrounding –> improves memory from people with dementia

23
Q

Design implication for the memory

A
  • reduce cognitive load (avoid long & complicated producers)
  • recognition rather than recall for interfaces
  • provide various ways for digital labeling information for easier identification (folders, categories, flags…)
24
Q

What is learning?

A

Accumulation of skills and knowledge involving the memory

25
Q

Types of learning

A

Incidental learning (occurs without any intention to learn - recognizing Mr. Yi´s face)

Intentional learning (goal-directed with to goal of being able to remember sth - studying for HCi ;) )

(Intentional learning is harder)

26
Q

Design implications - learning

A
  • interfaces that encourage exploration
  • interfaces that guide learning
  • link concepts and representation (facilitate learning of complex material)
27
Q

Design implications - reading, speaking & listening

A
  • speech-based menus or instructions should be short
  • accentuate the intonation of artificial generated speech
  • display large text on a screen (or give possibility to)

(listening requires less cognitive effort than reading or speaking)

28
Q

What is problem-solving, planning, reasoning, or decision making?

A
  • involves reflective cognition (incl. often conscious processes, discussions)
  • may involve working out different scenarios & weighing up alternatives
29
Q

Design implications - problem-solving, planning, reasoning, or decision making

A
  • provide information and help pages (easy to access)
  • use simple and memorable functions to support rapid decision-making and planning
30
Q

Dilemma - decision making

A

as a result of the app mentality people find it difficult to make their own decisions:
- rely on a multitude of apps
- need to look up, get others opinions

31
Q

What are cognitive frameworks and for what are they used?

A

Most known mental models:
- mental models
- gulfs of execution and evaluation
- distributed cognition
- external and embodied cognition

Why?
- used to explain and predict user behavior (based on theories, focusses on mental processes that take place)

32
Q

What is a mental model?

A

–> users develop an understanding of a system
-knowledge structure is described as a mental model (Example S.11-13)
- mental model develops more as users learn more about a product

  • Internal construction of some aspects of the external world enabling predictions and inferences to be made

Different types: deep vs. shallow (use wifi connection vs. how it works)

33
Q

What is an erroneous mental model?

A

A wrong mental model (lecture example: thermostat - to highest number to heat faster, press elevator button twice for fast performance)

humans mental model of interactive devices is often:
- poor, often incomplete, easily confusable, based on inappropriate analogies and superstition

34
Q

Design implications - mental model

A
  • clear & easy to use instructions
  • appropriate guidance
  • provide help
  • transparency (intuitive interface)
  • make obvious what actions interface supports (swiping, clicking, selecting)
35
Q

Explain the gulfs of execution and evaluation

A

explicates gap between user and interface (system) - Slide 14

  • gulf of execution: distance from user to physical system (How do I use this system?)
  • gulf of evaluation: distance from physical system to user
    (What is the current system state?)

Goal: bridging gulf to lower the cognitive effort

can be used a an indicator whether interface increases or decreases cognition load

36
Q

Stages of information processing

A

Input/Stimuli
Stage 1: Encoding
Stage 2: Comparison
Stage 3: Response selection
Stage 4: Response execution
Output/response
(S.15)

limited to mental activities that happen in head + not adequate for HCI

37
Q

Explain external cognition/representation and why they are used

A

Concerned with explaining how we interact with or create information by using a variety of external representations (books, webpages, diagrams, maps, notes,…)

Used to reduce memory load (e.g. diaries, reminders)
–> design implication

38
Q

Explain the processes included in external cognition

A

Externalization: transforming knowledge into external representations to reduce memory load (diaries, personal reminders,…)

Computational offloading: use a tool or device in conjunction with an external representation to help carry out a computation (using pen & paper to solve a math problem)

Annotation: involves modifying existing representations through making marks

Cognitive tracing: involves externally manipulating items into different order or structures (actually modifying/changing items)

39
Q

Explain distributed cognition

A

Is about the nature of cognitive phenomena while interacting across individuals, artifacts, & internal and external representation. Focuses on how information is propagated through different media (how information is represented and re-represented as it moves across individuals and through the array of artifacts that are used during activities)
Lecture example: Air traffic control (S.16)

40
Q

What is an embodied interaction?

A

The practical engagement with the social and physical environment involving creating, manipulating, …

HCI (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions