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HCI human presentation for all student..ppt
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- 2. The human Information i/o… ◦ visual, auditory, haptic, movement Information stored in memory ◦ sensory, short-term, long-term Information processed and applied ◦ reasoning, problem solving, skill, error Emotion influences human capabilities Each person is different
- 3. Vision Two stages invision • physical reception of stimulus • processing and interpretation of stimulus
- 4. The Eye- physicalreception mechanism for receiving light and transforming it into electrical energy light reflects from objects images are focused upside-down on retina retina contains rods for low light vision and cones for colour vision ganglion cells (brain!) detect pattern and movement
- 5. Interpreting the signal Sizeand depth ◦ visual angle indicates how much of view object occupies (relates to size and distance from eye) ◦ visual acuity is ability to perceive detail (limited) ◦ familiar objects perceived as constant size (in spite of changes in visual angle when far away) ◦ cues like overlapping help perception of size and depth
- 6. Interpreting the signal(cont) Brightness ◦ subjective reaction to levels of light ◦ affected by luminance of object ◦ measured by just noticeable difference ◦ visual acuity increases with luminance as does flicker Colour ◦ made up of hue, intensity, saturation ◦ cones sensitive to colour wavelengths ◦ blue acuity is lowest ◦ 8% males and 1% females colour blind
- 7. Interpreting the signal(cont) The visual system compensates for: ◦ movement ◦ changes in luminance. Context is used to resolve ambiguity Optical illusions sometimes occur due to over compensation
- 8. Optical Illusions the Ponzoillusion the Muller Lyer illusion
- 9. Reading Several stages: ◦ visualpattern perceived ◦ decoded using internal representation of language ◦ interpreted using knowledge of syntax, semantics, pragmatics Reading involves saccades and fixations Perception occurs during fixations Word shape is important to recognition Negative contrast improves reading from computer screen
- 10. Hearing Provides information aboutenvironment: distances, directions, objects etc. Physical apparatus: ◦ 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 ◦ pitch – sound frequency ◦ loudness – amplitude ◦ timbre – type or quality
- 11. Hearing (cont) Humans canhear frequencies from 20Hz to 15kHz ◦ less accurate distinguishing high frequencies than low. Auditory system filters sounds ◦ can attend to sounds over background noise. ◦ for example, the cocktail party phenomenon.
- 12. Touch Provides important feedbackabout environment. May be key sense for someone who is visually impaired. Stimulus received via receptors in the skin: ◦ thermoreceptors – heat and cold ◦ nociceptors – pain ◦ mechanoreceptors – pressure (some instant, some continuous) Some areas more sensitive than others e.g. fingers. Kinethesis - awareness of body position ◦ affects comfort and performance.
- 13. Movement Time taken torespond to stimulus: reaction time + movement time Movement time dependent on age, fitness etc. Reaction time - dependent on stimulus type: ◦ visual ~ 200ms ◦ auditory ~ 150 ms ◦ pain ~ 700ms Increasing reaction time decreases accuracy in the unskilled operator but not in the skilled operator.
- 14. Movement (cont) Fitts' Lawdescribes the time taken to hit a screen target: Mt = a + b log2(D/S + 1) where: a and b are empirically determined constants Mt is movement time D is Distance S is Size of target targets as large as possible distances as small as possible
- 15. Memory There are threetypes of memory function: Sensory memories Short-term memory or working memory Long-term memory Selection of stimuli governed by level of arousal.
- 16. sensory memory Buffers forstimuli received through senses ◦ iconic memory: visual stimuli ◦ echoic memory: aural stimuli ◦ haptic memory: tactile stimuli Examples ◦ “sparkler” trail ◦ stereo sound Continuously overwritten
- 17. Short-term memory (STM) Scratch-padfor temporary recall ◦ rapid access ~ 70ms ◦ rapid decay ~ 200ms ◦ limited capacity - 7± 2 chunks
- 18. Long-term memory (LTM) Repositoryfor all our knowledge ◦ slow access ~ 1/10 second ◦ slow decay, if any ◦ huge or unlimited capacity Two types ◦ episodic – serial memory of events ◦ semantic – structured memory of facts,concepts, skills semantic LTM derived from episodic LTM
- 19. Long-term memory (cont.) Semanticmemory structure ◦ provides access to information ◦ represents relationships between bits of information ◦ supports inference Model: semantic network ◦ inheritance – child nodes inherit properties of parent nodes ◦ relationships between bits of information explicit ◦ supports inference through inheritance
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- 21. Models of LTM-Frames Information organized in data structures Slots in structure instantiated with values for instance of data Type–subtype relationships DOG Fixed legs: 4 Default diet: carniverous sound: bark Variable size: colour COLLIE Fixed breed of: DOG type: sheepdog Default size: 65 cm Variable colour
- 22. Models of LTM-Scripts Model of stereotypical information required to interpret situation Script has elements that can be instantiated with values for context Script for a visit to the vet Entry conditions: dog ill vet open owner has money Result: dog better owner poorer vet richer Props: examination table medicine instruments Roles: vet examines diagnoses treats owner brings dog in pays takes dog out Scenes: arriving at reception waiting in room examination paying Tracks: dog needs medicine dog needs operation
- 23. Models of LTM-Production rules Representation of procedural knowledge. Condition/action rules if condition is matched then use rule to determine action. IF dog is wagging tail THEN pat dog IF dog is growling THEN run away
- 24. LTM- Storage ofinformation rehearsal ◦ information moves from STM to LTM total time hypothesis ◦ amount retained proportional to rehearsal time distribution of practice effect ◦ optimized by spreading learning over time structure, meaning and familiarity ◦ information easier to remember
- 25. LTM- Forgetting decay ◦ informationis lost gradually but very slowly interference ◦ new information replaces old: retroactive interference ◦ old may interfere with new: proactive inhibition so may not forget at all memory is selective … … affected by emotion – can subconsciously `choose' to forget
- 26. LTM- retrieval recall ◦ informationreproduced from memory can be assisted by cues, e.g. categories, imagery recognition ◦ information gives knowledge that it has been seen before ◦ less complex than recall - information is cue
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- 28. Deductive Reasoning Deduction: ◦ derivelogically 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
- 29. Deduction (cont.) When truthand logical validity clash … e.g. Some people are babies Some babies cry Inference - Some people cry Correct? People bring world knowledge to bear
- 30. Inductive Reasoning Induction: ◦ generalizefrom cases seen to cases unseen e.g. all elephants we have seen have trunks therefore all elephants have trunks. Unreliable: ◦ can only prove false not true … but useful! Humans not good at using negative evidence e.g. Wason's cards.
- 31. Wason's cards Is thistrue? How many cards do you need to turn over to find out? …. and which cards? If a card has a vowel on one side it has an even number on the other 7 E 4 K
- 32. Abductive reasoning reasoning fromevent to cause e.g. Sam drives fast when drunk. If I see Sam driving fast, assume drunk. Unreliable: ◦ can lead to false explanations
- 33. Problem solving Process offinding solution to unfamiliar task using knowledge. Several theories. Gestalt ◦ problem solving both productive and reproductive ◦ productive draws on insight and restructuring of problem ◦ attractive but not enough evidence to explain `insight' etc. ◦ move away from behaviourism and led towards information processing theories
- 34. Problem solving (cont.) Problemspace theory ◦ problem space comprises problem states ◦ problem solving involves generating states using legal operators ◦ heuristics may be employed to select operators e.g. means-ends analysis ◦ operates within human information processing system e.g. STM limits etc. ◦ largely applied to problem solving in well-defined areas e.g. puzzles rather than knowledge intensive areas
- 35. Problem solving (cont.) Analogy ◦analogical mapping: ◦ novel problems in new domain? ◦ use knowledge of similar problem from similar domain ◦ analogical mapping difficult if domains are semantically different Skill acquisition ◦ skilled activity characterized by chunking ◦ lot of information is chunked to optimize STM ◦ conceptual rather than superficial grouping of problems ◦ information is structured more effectively
- 36. Errors and mentalmodels 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 humans create mental models to explain behaviour. if wrong (different from actual system) errors can occur
- 37. Emotion Various theories ofhow emotion works ◦ James-Lange: emotion is our interpretation of a physiological response to a stimuli ◦ Cannon: emotion is a psychological response to a stimuli ◦ Schacter-Singer: emotion is the result of our evaluation of our physiological responses, in the light of the whole situation we are in Emotion clearly involves both cognitive and physical responses to stimuli
- 38. Emotion (cont.) The biologicalresponse to physical stimuli is called affect Affect influences how we respond to situations ◦ positive creative problem solving ◦ negative narrow thinking “Negative affect can make it harder to do even easy tasks; positive affect can make it easier to do difficult tasks” (Donald Norman)
- 39. Emotion (cont.) Implications forinterface design ◦ stress will increase the difficulty of problem solving ◦ relaxed users will be more forgiving of shortcomings in design ◦ aesthetically pleasing and rewarding interfaces will increase positive affect
- 40. Individual differences long term –sex, physical and intellectual abilities short term – effect of stress or fatigue changing – age Ask yourself: will design decision exclude section of user population?
- 41. Psychology and theDesign of Interactive System Some direct applications ◦ e.g. blue acuity is poor blue should not be used for important detail However, correct application generally requires understanding of context in psychology, and an understanding of particular experimental conditions A lot of knowledge has been distilled in ◦ guidelines (chap 7) ◦ cognitive models (chap 12) ◦ experimental and analytic evaluation techniques (chap 9)