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Human in HCI
Human in HCI
Cognitive psychology
how humans perceive the world around them,
how they store and process information and solve problems, and
how they physically manipulate objects
basic overview of the capabilities and limitations that affect our ability to use
computer systems
When we try to understand something, particularly new,
we use a combination of
What our senses (sight, hearing, touch, smell, taste) are telling
Past experience
Our expectations
Factors to be considered for interaction.
Information input/output
Information stored in memory
sensory, short-term, long-term
Information processed and applied
Emotion influences human capabilities
Each person is different
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Humans are limited in their capacity to process information.
Human factors, or limitations, include
Limited concentration
Changes in mood
The need for motivation
Biases
Fears
Make errors
Misjudgment
Prefer speech
Information input and output
Interaction with the outside world occurs through information being
received and sent: input and output.
the human input is the data output by the computer and vice versa.
Input in humans occurs mainly through the senses and output through
the motor controls of the effectors.
Vision, hearing and touch are the most important senses in HCI.
The fingers, voice, eyes, head and body position are the primary effectors.
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Vision
The two stages in vision are:
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The Eye - physical reception
Is the mechanism for receiving light and transforming it into
electrical energy
The process:
Light reflects from objects
Images are focused upside-down on retina
Retina contains rods for low light vision and cones for colour vision
receptors in the eye transform it into electrical signals which are
passed to the brain
Ganglion cells (in brain) detect pattern and movement
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The Eye Cont.
Interpreting the signal
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Interpreting Cont.
Brightness
Subjective reaction to levels of light
Affected by luminance (level of light emitted by an object) of object
Measured by just noticeable difference
Visual acuity increases with luminance
Colour
Made up of hue, intensity, saturation
Cones sensitive to colour wavelengths
8% males and 1% females colour blind
Interpreting Cont.
A theory about vision is constructivism:
Our brains do not create pixel-by-pixel images
Our minds create, or construct, models that summarize what comes from our senses
These models are what we perceive
When we see something, we do not remember all the details, only those that have
meaning for us
Design implication:
Do not expect people “see” all the details of an interface because people filter out
irrelevant information and save only the important ones
Constructivism Cont.
Constructivist theory states that context plays a major role in what we see
in an image
Are these letters the same?
Constructivism Cont.
With context, the answer will be different
Design implication:
Context can help in resolving ambiguity
Reading
Several stages:
Visual pattern of the word is perceived
Decoded using internal representation of language
The word is processed as part of the sentence or phrase using knowledge of
syntax and semantics.
During the first two stages, the eye makes saccades (jerky
movements), followed by fixations.
The eye moves both forwards and backwards over the text called,
regression.
Increased when the text is more complex.
Word shape is important to recognition
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Hearing
Provides information about environment: factors to be considered
are: distances, directions, objects etc affect hearing.
Physical apparatus of are:
Outer ear – Protects inner and amplifies sound
Middle ear – Transmits sound waves as vibrations to inner ear
Inner ear – Chemical transmitters are released
and cause impulses in auditory nerve
Sound (vibrations) characteristics:
Pitch: sound frequency
Loudness: amplitude
Timbre: type of the sound
Humans can hear frequencies from 20Hz to 15kHz
Less accurate in distinguishing high frequencies than low frequencies.
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Touch
Also called haptic perception, stimuli received through skin.
Provides important feedback about environment.
May be key sense for someone who is visually impaired.
Stimulus received via receptors in the skin:
Thermoreceptors: for heat and cold perception
Nociceptors: for pain perception
Mechanoreceptors: for pressure perception: (some instant, some continuous)
If continuous pressure is applied, they stop to respond.
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Movement
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Memory
Sensory memories
Long-term memory
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Sensory memory
Buffers for stimuli received through senses, continuously overwritten
Iconic memory: visual stimuli
Echoic memory: aural stimuli
Haptic memory: tactile stimuli
Information is passed from the sensory memory to the short term
memory by:
Attention
Filtering stimuli at that moment of interest
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Short-term memory (STM)
Store information which is only required fleetingly.
STM is scratch - pad for temporary recall
STM is accessed and decayed rapidly
Rapid access ~ 70ms
Rapid decay ~ 200ms
STM is limited in capacity
STM can store 5-9 chunks of information
Chunks can be items or groups (like 2 digit number in telephone numbers)
STM recall is damaged by other information interference.
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Long-term Memory (LTM)
Repository for all our knowledge
Slow access ~ 1/10 second
Slow decay, if any
LTM has huge or unlimited capacity
Two types of LTM
Episodic: represents our memory of events and experiences in a serial form
Semantic: structured record of facts, concepts and skills that we have acquired, derived from the
episodic LTM
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LTM
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LTM Model: semantic network
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LTM - semantic network
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Models of LTM - Frames
Information organized in data structures
Slots in structure instantiated with values for instance of
data
Type–subtype relationships
DOG COLLIE
Fixed Fixed
legs: 4 breed of: DOG
type: sheepdog
Default
diet: carniverous Default
sound: bark size: 65 cm
Variable Variable
size: colour
colour
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Models of LTM - Scripts
Model of stereotypical information required to interpret situation
Script has elements that can be instantiated with values for context
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Models of LTM - Production rules
Condition/action rules
if condition is matched
then use rule to determine action.
IF dog is growling
THEN run away
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LTM
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LTM
Storage
The rehearsal of a piece of information from the STM stores it in the
LTM.
If the total learning time is increased, information is remembered better-
total time hypothesis.
However, the learning time should be well spread-distribution of
practice effect.
Spreading learning over time
But repetition alone is not enough, that is:
Information should be meaningful and familiar, so it can be related to existing
structures and more easily incorporated into memory.
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LTM
Forgetting
There are 2 main theories of forgetting:
Decay
Interference.
Decay
Suggests that information held in LTM may eventually be forgotten.
Interference
Information can also be lost through interference: if we acquire new
information, it causes the loss of old information: retroactive interference.
It is also possible that the older information interferes with the newly
acquired information: proactive inhibition.
Forgetting is affected by emotional factors too.
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LTM
recall
information reproduced from memory can be assisted by clues, e.g. categories,
imagery
recognition
information gives knowledge that it has been seen before
less complex than recall - information is clue
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Thinking
• Thinking can require different amounts of knowledge.
• Some thinking activities are very directed and the knowledge required is
constrained. Others require vast amounts of knowledge from different domains.
• Thinking can be divided in:
Reasoning
Deduction,
Induction,
Problem solving
Skill acquisition
Errors and mental models
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Deductive reasoning:
Derive logically necessary conclusion from given premises.
e.g. If it is Friday then she will go to work
It is Friday
Therefore she will go to work.
- Logical conclusion not necessarily true:
e.g. If it is raining then the ground is dry
It is raining
Therefore the ground is dry
Inductive reasoning:
Generalize from cases seen to cases unseen
e.g. All birds we have seen fly
therefore all birds fly.
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Problem solving
Problem solving is the process of finding a solution to an unfamiliar task, using (adapting) the knowledge
we have.
Different types of theories:
Gestalt
Based on insight and restructuring of problem
Analogy
Analogical mapping: Uses knowledge of similar problem from similar domain
Analogical mapping is difficult if domains are semantically different
Skill acquisition
Skilled activity characterized by chunking: Lot of information is chunked to optimize STM
Problem space theory
Analysing means-ends
Largely applied to problem solving in well-defined areas
E.g. puzzles rather than knowledge intensive areas
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Skill acquisition
Experts often have a better encoding of knowledge: information
structures are fine tuned at a deep level to enable efficient and
accurate retrieval.
These skills are acquired through 3 levels:
The learner uses general-purpose rules which interpret facts about a
problem. (slow, memory-demanding)
The learner develops rules specific to the task, using procedures.
The rules are tuned to speed up performance, using generalization.
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Errors and mental models
Types of error
slips
right intention, but failed to do it right
causes: poor physical skill,inattention etc.
change to aspect of skilled behaviour can cause slip
mistakes
wrong intention
cause: incorrect understanding
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Emotion
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Individual differences
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Summary
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