the human 2 of 3 1 the human 2 of 3 chapter 1. the human 2 of 3 2 the human lecture 2 information...
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the human 2 of 3 1
The Human
2 of 3 chapter 1
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the human
• Lecture 2 Information i/o … • visual, auditory, haptic, movement
• Lecture 3 (today)– Information stored in memory
• sensory, short-term, long-term
• Lecture 4– Information processed and applied
• reasoning, problem solving, skill, error
– Emotion influences human capabilities– Each person is different
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Memory
There are three types of memory function:
Sensory memories
Short-term memory or working memory
Long-term memory
Selection of stimuli governed by level of arousal.
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Sensory memory
• Buffers for stimuli received through senses– iconic memory: visual stimuli– echoic memory: aural stimuli– haptic memory: tactile stimuli
• Examples– “sparkler” trail– stereo sound
• Continuously overwritten
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Short-term memory (STM)
• Scratch-pad for temporary recall– rapid access ~ 70ms– rapid decay ~ 200ms– limited capacity - 7± 2 chunks
• Some research suggests that programmers have better short-term memory than ‘average’ people– This means you will have better short-term
memory than your users!
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A Chunk is 1 item in short term memory
212348278493202
0121 414 2626
HEC ATR ANU PTH ETR EET
Microsoft product keys
Put your pens down for a minute and watch the screen
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Long-term memory (LTM)
• Repository for all our knowledge– slow access ~ 1/10 second– slow decay, if any– huge or unlimited capacity
• Two types of access structure– episodic – serial memory of events
– semantic – structured memory of facts, concepts, skills
semantic LTM derived from episodic LTM
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Interesting trivia
• Mega memory techniques– Combine episodic and semantic
• Experienced programmers– Use chunked techniques that they have
used before to solve problems– They decompose the problem into bigger
chunks than a novice programmer– Then apply known solution to each chunk– Takes about 10 years to build up repertoire
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Long-term memory (cont.)
• Semantic memory 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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LTM - semantic network
Mind map exercise
mind map our 3 lectures on ‘the human’
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Models of Long Term Memory - 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
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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
Script for a visit to the vet
Entry conditions: dog illvet openowner has money
Result: dog betterowner poorervet richer
Props: examination tablemedicineinstruments
Roles: vet examines diagnoses treatsowner brings dog in pays takes dog out
Scenes: arriving at receptionwaiting in roomexaminationpaying
Tracks: dog needs medicinedog needs operation
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Models of LTM - Production rulesLTM is not only ‘facts’ it is also ‘rules’
Representation of procedural knowledge.
Condition/action rules if condition is matchedthen use rule to determine action.
IF dog is wagging tailTHEN pat dog
IF dog is growlingTHEN run away
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LTM - Storage of information
• 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
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LTM - Forgetting
decay– information is 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
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LTM - retrieval
recall – information reproduced 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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Applying this to your learning
• Mind maps• Pre-read• Take notes• Revise • Look for connections between subjects
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What knowledge do you have your users will not have?
• How much of what we have covered today is general knowledge?
• How hard is it for a user to build up a mental model of an interface?– Do site maps work?– Do you use them?
• What can you do to help?