1. 9/03 1 © Hayne, Smith and Vijayasarathy (2005) Shared Information and Virtual Surfaces Stephen C. Hayne Cap Smith Leo Vijayasarathy Colorado State University Computer Information Systems This research is supported by Dr. Mike Letsky Grant #66001-00-1-8967

2. 9/03 2 © Hayne, Smith and Vijayasarathy (2005) DCOG (Hutchins) DCOG (Hutchins) Info Sharing (Stasser) Info Sharing (Stasser) Templates (Gobet & Simon) RPD (Klein) RPD (Klein) EBR (Pennington & Hastie) EBR (Pennington & Hastie) Transactive Memory (Wegner) Transactive Memory (Wegner) Stimulating Structures (Grasse) Stimulating Structures (Grasse) Awareness (Dourish) Awareness (Dourish) Shared Mental Models (Cannon-Bowers) Shared Mental Models (Cannon-Bowers) Collaboration and Cognition

3. 9/03 3 © Hayne, Smith and Vijayasarathy (2005) Response Selection Stimulating Structure Situation Assessment Execution Pattern Communication (Cognitive Chunk or Template) Team Recognition Primed Decision Making Collaboration and Cognition Knowledge is not action. Knowledge is situational. Action is in the situation. (Peter Keen)

4. 9/03 4 © Hayne, Smith and Vijayasarathy (2005) The Model Human Processor (from Card, Moran, and Newell)

5. 9/03 5 © Hayne, Smith and Vijayasarathy (2005) Multiple Independent Channels of Working Memory (Baddeley)

6. 9/03 6 © Hayne, Smith and Vijayasarathy (2005) Memory Chunks (Simon, etc.)

7. 9/03 7 © Hayne, Smith and Vijayasarathy (2005) Template Theory Recent refinement of memory chunks (Gobet and Simon, 1996, 1998, 2000) Experienced people create complex structures called “templates” Templates have a core, slots and linkages to other templates which facilitate fast access to long term memory Templates can store at least 10 items and are often labeled

8. 9/03 8 © Hayne, Smith and Vijayasarathy (2005) Chess Template

9. 9/03 9 © Hayne, Smith and Vijayasarathy (2005) Template Creation Goal Oriented: a deliberate, conscious process (explicit) Perceptual: a continuous, automatic process (implicit) Perceptual dominates in many areas, i.e. verbal learning, chess expertise and problem solving. (Gobet et al., 2001)

10. 9/03 10 © Hayne, Smith and Vijayasarathy (2005) Template Theory Core Items –Used to Discriminate and Retrieve from Long Term Memory –Pattern Recognition Slot Items –Represent Context –Diagnostic –Response Selection

11. 9/03 11 © Hayne, Smith and Vijayasarathy (2005) Response Selection Situation Assessment Execution Pattern Communication Team Recognition Primed Decision Making Collaboration and Cognition SLO T COR E

12. 9/03 12 © Hayne, Smith and Vijayasarathy (2005) Research Questions Collaboration is enhanced if individuals share situational assessment Collaboration improves further when pattern sharing tool has good “cognitive fit” But, how is this affected by training?

13. 9/03 13 © Hayne, Smith and Vijayasarathy (2005) Experimental Design Tool Training Implicit/Item (20) Implicit/Chunk (6) Explicit/Item (10) Explicit/Chunk (13)

14. 9/03 14 © Hayne, Smith and Vijayasarathy (2005) Hypotheses H1: In a pattern-recognition task, the outcome quality of teams supported with a chunk-sharing tool will be greater than the outcome quality of teams supported with a discrete-item tool. H2: In a pattern-recognition task, the outcome quality of the teams with implicit training will be greater than the outcome quality of the teams with explicit training.

15. 9/03 15 © Hayne, Smith and Vijayasarathy (2005) Cooperative 3-Player Game Each player has 7 Tokens (numbered 1-7) Opponent has asymmetric resources – Patterns: Definitive, Equivocal, Uncertain Team places tokens so total >= opponent Incentive – Points in each trial ($.50/point/person) – Time of play (countdown $1/person starting @ 1 minute) Play is interactive Decision Game

16. 9/03 16 © Hayne, Smith and Vijayasarathy (2005) Outcome Quality: the overall measure of team performance. It was assessed by computing the number of regions won by a team in a trial. Dependent Measure

17. 9/03 17 © Hayne, Smith and Vijayasarathy (2005) Revealed Information Revealed Information Template Label Indication with Confidence

18. 9/03 18 © Hayne, Smith and Vijayasarathy (2005) Patterns 1 19 20 9 14 1 1 1 19 20 14 1 1 10 1 19 20 14 1 1 1 91014 Template Labels

19. 9/03 19 © Hayne, Smith and Vijayasarathy (2005) Our Patterns as Templates 1 19 20 9 14 1 1 1 19 20 14 1 1 10 1 19 20 14 1 1 1 91014 CoreSlot Template Labels

20. 9/03 20 © Hayne, Smith and Vijayasarathy (2005) Experimental Setting

21. 9/03 21 © Hayne, Smith and Vijayasarathy (2005) Demographics: – 73.7% Male (sophomores and seniors) – Average Age: 23 Subjects were paid ~ $2000… Data Collected

22. 9/03 22 © Hayne, Smith and Vijayasarathy (2005) Results - Descriptive TrainingToolMeanStd. Dev.N ITIS6.26.786119 CS6.86.54336 Total6.40.778155 ETIS6.89.31555 CS6.65.59978 Total6.75.514133 TotalIS6.46.734174 CS6.72.588114 Total6.56.691288

23. 9/03 23 © Hayne, Smith and Vijayasarathy (2005) Results - Anova SourcedfMean Square FSig. Training (IT vs. ET)12.676.51.011 Tool (IS vs. CS)11.974.81.029 Training * Tool110.4425.52.000

24. 9/03 24 © Hayne, Smith and Vijayasarathy (2005) Summary Our Stimulating Structure (chunk), mapped to cognitive templates/chunks was an effective pattern sharing tool. Perceptual/Implicit training is better than Goal-Oriented/Explicit training for pattern recognition. Cognitive fit between training and tool is important.

25. 9/03 25 © Hayne, Smith and Vijayasarathy (2005) Summary Our Stimulating Structure (chunk), mapped to cognitive templates/chunks was an effective pattern sharing tool. In the pattern-recognition task domain, we recommend creating tools for sharing “labeled” patterns to facilitate shared cognition.

26. 9/03 26 © Hayne, Smith and Vijayasarathy (2005) Questions?