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Human Performance 1H2 Revision lecture

Human Performance 1H2 Revision lecture. Chris Baber. Module Objectives. At the end of this module, students will be expected to be able to: Relate principles of human information processing to human-centred system design; Employ basic concepts from cognitive psychology;

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Human Performance 1H2 Revision lecture

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  1. Human Performance1H2 Revision lecture Chris Baber

  2. Module Objectives At the end of this module, students will be expected to be able to: • Relate principles of human information processing to human-centred system design; • Employ basic concepts from cognitive psychology; • Describe the use of products in terms of the requisite cognitive activities.

  3. Reading List Norman, D.A. , 1990, The Design of Everyday Things New York: Basic Books Noyes, J.M. and Baber, C. , 1999, User-Centred Design of Systems Berlin: Springer-Verlag Smyth, M.M. et al. , 1994, Cognition in Action London: LEA [2nd edition] Matthews, G., Davies, D.R., Westerman, S.J. and Stammers, R.B., 2000, Human Performance London: Psychology Press Wickens, C.D. And Hollands, J., 1999, Engineering Psychology and Human Performance, New York: Harper Collins

  4. Expert Problem Solving • Expert performance in problem solving can differ from novices: • More knowledge about particular field • Knowledge organised differently • Problems features recognised differently, e.g., inclined planes vs. conservation of energy • More time on analysing problem • Performance outside field similar to novices

  5. Experts and Chess Problems Eye Movement ‘Expert’ ‘Novice’ Gobet, F., http://www.psychology.nottingham.ac.uk/credit/projects/chess_expertise/

  6. Recognition-Primed Decision-Making • Account of Expert Decision-Making • e.g., in medicine, emergency services, military • Recognise situation, from previous experience, and apply known actions • Situation can be defined in terms of core features, and actions selected • Situation unfamiliar and decision-making explores alternative strategies prior to selection of action

  7. Recognition-primed Decision-making

  8. Scripts, Schema and Frames • Schema = chunks of knowledge • Slots for information: fixed, default, optional • Scripts = action sequences • Generalised event schema (Nelson, 1986) • Frames = knowledge about the properties of things

  9. Data-driven perception Activation of neural structures of sensory system by pattern of stimulation from environment

  10. Theory-driven perception Perception driven by memories and expectations about incoming information.

  11. KEYPOINT PERCEPTION involves a set of active processes that impose: STRUCTURE, STABILITY, and MEANING on the world

  12. Visual Illusions Old Woman or Young girl? http://www.genesishci.com/illusions2.htm

  13. Eye-Movement ‘Heat Maps’

  14. Divided Attention • Dual tasks require people to divide attention • Limited attentional resource that is shared between tasks • Depends on tasks, e.g., talk and drive, sight read music and shadow speech

  15. Task Similarity • Interference when use same stimulus modality – visual or auditory • Interference when use same stage of processing – input: central: output • Interference when use same memory codes – verbal or visual • Interference when use same response codes – spoken or manual

  16. Practice and Expertise • Highly practised dual-task performance, e.g., 6 weeks read + take dictation • Expert pianists can sight-read + shadow; expert typists can touch-type + shadow • Performance strategies • Reduced demand • Reduced resource load

  17. Flexible Central Resource CapacityKahneman, 1973

  18. Multiple Resource Theory (Wickens, 1980)

  19. Predictions and Evidence • Dual-task Experiments • Visual task (driving) better when Route Guidance presented using auditory rather than visual display (Parkes and Coleman, 1990) • Tracking tasks better time-shared with vocal response than manual response (Wickens et al., 1983)

  20. Driving and Cell-phone use • Brookhuis et al., 1991, Accident Analysis & Prevention • Manual manipulation of phone, e.g., dialling a number, interferes with control of car • Strayer & Johnston, 2001, Psychological Science • Phone conversation can significantly increase time to react to a stimulus and probability of missing the stimulus • Interference proportional to complexity of the driving task (easy vs. difficult course) AND complexity of speech production (shadowing vs. generation)

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