1. ?

2. Subject: Spørsmål
Date sent: Fri, 12 Mar :38:
From:
To:
Hei!
Hva er riktig å si når man ønsker å bestille 2 pølser, og pølsene skal ligge i hver sin lompe?
Jeg bestilte 2 "pølse-med-lompe". Så ble jeg opptatt med noe annet, men da jeg åpnet posen oppdaget jeg det: Jeg hadde
riktignok fått 2 pølser, men de lå i samme lompe!
Hva burde jeg ha sagt?
Jeg skal holde en forelesning klokken i dag, og tenkte å bruke "pølse-med-lompe"-paradokset som isbryter(!). Hadde det
vært mulig å fått en uformell uttalselse innen den tid? Det hadde vært helt konge!
Hilsen
Ingerid Rødseth
______________________________
EDB Telecom
Svar:
Det er neppe mulig å slå fast at rent språklig er det riktig å si xxx. Spørsmålet har absolutt sine praktiske og pragmatiske sider, f.eks. hva som er vanlig å si i den situasjonen, hva slags kombinasjoner som er mest solgt, hvor godt personene kjenner hverandre osv. I en samtale skal en gjerne være så presis som nødvendig, men heller ikke mer. Når én person bestiller noe, regner kanskje ekspeditøren med at bestillingen gjelder én person, og at det er nok med én lompe.
Jeg er ikke helt sikker på om du sa "to ganger pølse med lompe" f.eks.? Det burde holde. Ellers skulle også "to pølser i hver sin
lompe" være nokså sikkert!!
Med vennlig hilsen
Marit Hovdenak
rådgiver
Norsk språkråd (
Postboks 8107 Dep, OSLO
Besøk: C.J. Hambros pl. 5
Telefon: (s.bord), (dir.)
Faks:

3. psychological phenomena in human computer interaction
cognitive
psychological phenomena
in human computer interaction
Ingerid Rødseth
EDB Telecom

4. Human computer interaction
Since early 80s
Roots in ergonomics, World War II, MMI
Multidiciplinary subject, an ideal designer should know:
Cognitive psychology
Ergonomics
Sociology
Computer science / engineering
Target business
Graphic design
Technical writing
Philosophy
Etc.
No general and unified theory of HCI
A marriage between art and science: The arcitecture analogy
A system should be useful, usable and used
No longer a stepchild

5. OK

6. Modal versus modeless
Buttons
Behaviour

7. coginitive psychology-
Neisser (1967): ”Cognitive Psychology refers to all process by which the sensory input is
Transformed
Reduced
Elaborated
Stored
Recovered
And used”
Reed(1988): ”Cognition is usually defined simply as the acquisition of knowledge. However, the asquisition and use of knowledge involves many skills”.
Matlin (1983): ”Cognition involves how we acquire, store, and retrive knowledge”.
Ingerid Rødseth
EDB Telecom

8. Context sensitive popup menues
Selected text
None selected text
Focus

9. cognitive psychology
-attempts to understand
basic mechanisms
governing human thoughts
-is the foundation for other areas within social sciences
clinical psychology (malfunctions)
Social psychology (individual behaviour in groups)
Political science (percuasion)
Sociology (organizing groups)
Linguistics (features in languages)
-has been the subject for scientific research only
for a little more than 100 years.

10. psychology history
Empiricism – all knowledge come from experience (Berkely, Locke, Hume)
Nativism – people are born with a great deal of knowledge (Descartes, Kant)
1879 First laboratory for cognitive psychology, Wilhelm Wundt, Leipzig, Germany
Introspection: Reporting the contents of your conciousness
Ca Behaviorism (John Watson) Animal learning. No mental constructs.

11. Cognitive psychology-newer tradition
Emerged
Three influences
World War II, information theory, processing information, training soldiers, attention breakdown. Donald Broadbent; perception & attention
Artificial intelligence, Allan Newell, Herbert Simon
Linguistics, Naom Chomsky (MiT) Structure of language
Ulric Neisser’s Cognitive Psychology Focused on perception and attention
Cognitive science (Integrate Psychology, Philosophy, Linguistics, Neuroscience and AI) Computer simulation

12. information processing analyses
These various approaches converged into a new approach in studying human cognition: IPA: How to process information
Cognition / information processing as a set of steps
Involves
Perceiving stimuli
Human memory
Decision making
Response generation

13. the Sternberg Paradigm (1966)
judge if one specific number belongs to a set of numbers
exemplifies the information prosessing theories
the stimuli has to be compared with each of the digits in the memory set
the information processing stages: 9
Perceive stimulus
9=3?
9=9?
Make decision
Generate response
9=6?

14. other approaches
The ecological approach: Cognition can be understood as the response to a relevant structure of the environment
Situated cognition: The social environment
Physiology: Why not just study people’s brains while they do mathematics?! (100 Billion nerve cells in the brain)
The computer has been an influential analogy for understanding the human mind. High level languages are translated into lower level statements to be executed in the computer. One gets a good understanding by knowing the high level languages.
AI: If X is married to Y and is the mother of Z, then Y is likely to be the father of Z. Symbols and rules
Cognitive neuroscience

15. Good user interfaces versus bad user interfaces (visuality/mapping/feedback)
MS applications / Apple Mobile phones Cars Doors Wash Machines Lego Video Machines Faucets
Elevators

16. the nervous system
nervous system: Brain+various sensory systems that gather information from parts in the body
neuron: Cell that accumulates and transmits electricity, rate of firing
cognition: Patterns of neural activity
neurons responds to specific features of a stimulus, but not one single purpose
not dual value as in computers 0 – 1
brain codes information redundantly, pattern is not lost even if cells are missing

17. The brain
Seperate function areas in left and right brain parts
Left: Linguistic/analytic
Right: Perceptual/spatial
Central nervous system: brain+spinal chord
Right part of the body connected to the left hemisphere and opposite
Hemispheres are connected with a broad band of fibers (corpus callosum)

18. Connectionism
Conncting basic neural elements for achieving higher-level cognition
PDP Parallel Distributed Processing (connectionist model by McClelland and Rumelhart)

19. Perception
How to recognize what we encounter?
Pattern recognition
Interpretation of information
Visual agnosia (dont recognize visual objects, but can recognize the same object from smell we, feel or sound)
Two faces: Extraction and recognition

20. Visual Information Perception
Light passes through the lens
Falls on the retina
Light is converted into neural energy through a photochemical process
The information progresses by various neural tracks to the visual cortex
On-off cells
Bar detectors 3D
Texture gradient
Smaller is further away
Objects closely packed togehter
Stereopsis (two eyes, slightly
different views)
Motion Parallax (close objects move faster)

21. Object-Centered Perception
Gestalt Principles of Organization (Wertheimer 1912)
Proximity; Elements close together
Elements that look alike
Good continuation
Closure and good form
Smallness
Sorroundness

22. Visual Pattern recognition
Template Matching, retinal image transmittted to the brain,
finding a correspondance between a pattern and a stimuli
What about nonstandard letters?
Feature analysis
Separateley recognize the features that make a pattern, for instance a letter
Object recognition
Familiar objects can be seen as a known configuration of simple components
36 basic categories of sub-objects (geons)

23. Speech recognition
Gaps? Continous speech stream
Phonemes, basic vocabulary of speech sound (school consists of the phonemes [s] [k] [ú] [l]
Feature analysis of speech
Consonantal feature
Voicing, sip versus zip
Place of articualtion, [f] [v] bottom lip pressed agains front teeth
Categorical perception, perceive phonemes as coming from different categories even when they differ on a single continous dimension. [p] [b] (Studdart-Kennedy 1976)

24. Context and Pattern Recognition
T E C T
Selfridge 1955
Top-down processing, high level general knowledge contributes to the interpretation
WOR  WORD, WORK, WORN, WORM
WORD
*eel on the shoe *eel on the orange *eel on the axle

25. We don’t know what we are talking about
Hva er en snabel?
Nese?

26. Navigasjonsmodell, prototyping

27. Attention and performance
Human information processing system is a limited resource system
Attetention: The allocation of the processing resources
Broadbent (1958) The Filter Theory (bottleneck, two messages, one in each ear)
Erikson & StJames (1986): The Spotlight Metaphor (Attention in certain angles)
Neisser & Becklen (1976): Two films over another
Attenuation theory
Switch attention after context
Late selection theory
Selects after perceiving
Available for a short time

28. Memory
Sensory, short term (work, +-7), long term (events, skill)
Information that are not attended will rapidly be lost
Sperling (1960): Partial-report procedure versus Whole-report-procedure. Equal result X M J R
C N K P
V F L B
Treisman & Gelade (1980): Feature information must be in the focus of attention in order to for it to be syntesized into a pattern (recognise T’s)
Iconic, echoic and haptic memory
Constantly overwritten

29. Short-term memory or working memory Long-term memory
Sensory memories
Short-term memory or working memory
Long-term memory
Attention
Rehearsal

31. Automaticity
The more a process has been practiced, the less atttention it requires
Examples of automated processes (requires little (none?) attention)
Examples of controlled processes (requires attention)
Schneider & Shifffrin: The amount of time to search for a target in a visual display depends on the degree of automaticity achieved in discrimi- nating that target from the distractors (e.g. Numbers from letters)
The Stroop Effect: Difficult to stop automatic processing from executing

32. The Stroop Effect, Dunbar & MacCleod (1984):
RØD GRØNN GUL BLÅ GRØNN SORT HVIT RØD BLÅ GUL ROSA BLÅ LILLA GRØNN RØD BLÅ TURKIS RØD ORANGE HVIT GRØNN BRUN BLÅ GUL

33. The Stroop Effect, Dunbar & MacCleod (1984):

34. Dual Task Performance
Depends on how automated processes are
Play piano and sing
When a person must make two responses in close succession, the second response can be delayed and interfered with by the first response.
Single resource versus the multiple resource theory – different processing resources.
William James (1890): ”Everybody knows what attention is. It is the taking
possesion by the mind, in a clear and vivid form, of one out of several simultaneously possible objects or trains of thought. Focalization, concentration of conciousness are of its essence. It implies withdrawel from some things in order to deal effectively with others.”

35. Reasoning ( deductive, inductive, abductive)
Inferring information from what we already know
Conclusions follow from their premises
Modus ponens
A כּ B A B
A כּ B ~ A ~ B
De som har gått lederkurs, blir gode ledere.
Oddmar har gått lederkurs.
Oddmar er en god leder.
De som har gått lederkurs, blir gode ledere.
Oddmar har ikke gått lederkurs.
Oddmar er ikke en god leder.

36. Problem solving
Letter on one side, number on the other If a card has a vowel on one side of the card, it has an even number on the other. E K 4 7
Finding a solution to an unfamiliar task
Behaviorists: Responses of trial and error
Gestalt: Reuse of knowledge and insight
Newall and Simon: The problem space

37. The way to go
Put a lot of effort in the conceptual model
Be humble
Nothing is obvious
Mapping
Make things visible
Recognition is easier than recall
Design for users, not designers
User interfaces should be designed to be invisible
Stribe for automated processes
Design for errors
Standardize
Give feedback
The limited resource of our attention should be used for problemsolving, not for struggeling with the system