Cognitive Engineering Flashcards
(77 cards)
1
Q
Difference between cognitive engineering and HCI
A
- top-down vs bottom-up
- need to know what people are doing with technology in cog eng; HCI = graphics
2
Q
Cognitive engineering triad
A
(1) agents (2) world (3) technology artifact
3
Q
Artifacts
A
things that are designed
4
Q
Design the window, but…
A
don’t eat the menu
5
Q
Behaviorism
A
context independent
6
Q
Industrial engineering tradition
A
tasks are independent and quantifiable
7
Q
Supervisory control
A
We just monitor
8
Q
Why complete automation won’t work
A
Impossible to predict unknown
9
Q
Issues relating to complexity
A
- risk
- lots of interconnected parts
- dynamic
- time pressure
10
Q
Idiot-proof myth
A
- make systems safe from their users or operators
- myth because people design them in prospective environments / designers are people too
11
Q
Deskilling myth
A
- automation replaces skill
- only unskilled labor left
- myth because they need new skills to deal with automated system
- automate vs. informate
- automation leads to new opportunies
12
Q
Top down approach
A
theoretical / directed
13
Q
Bottom-up approach
A
evidence / experiential
14
Q
Rationalized work
A
- business process
- procedures
- work flow
- assembly line
15
Q
Activity oriented view of work
A
opposite from rationalized work
16
Q
Synchronous
A
telephone
17
Q
asynchronous
A
18
Q
colocated
A
same location
19
Q
distributed
A
different locations
20
Q
authority-responsibility double bind
A
can’t control comp, but responsible for outcomes
21
Q
Schema
A
- data structures
- stereotypes
- lead to expectation about meaning
22
Q
Phenomological
A
- conscious
- what we think schema are
23
Q
Task-artifact cycle
A
Small changes cause huge change, new opportunities
24
Q
Cognitive artifact
A
Tool that replaces or acts cognitively with memory and planning
- makes cues apparent to retrieve schema
25
Distributed cognition
- system of people and tools
| - cognition emerges from the interaction of people and tools
26
Properties of distributed cognitive system
- representation is observable
- multiple people's knowledge
- communication and coordination
- memory/computational aids
27
Overlearned
happens when the world is predictable
28
Why model work domain?
- to create better displays
- to create better documentation
- to make human-centered automation schemes
- communication and task coordination / social-technical organization
- training
29
CWA
- WDA
- CTA
- Strategies
- Social organization
- knowledge/skills
30
CTA in CWA
the "what"
31
Strategies in CWA
the "how"
32
Social/organizational in CWA
the "who"
33
Concept mapping
allows mapping of semantic network
34
data collection
- analytic formalisms / representations
| - good systems explicitly ID system/info requirements
35
Design traceability
documenting the relationships between layers of information
36
Task analysis
- set of goals and subgoals
37
Normative
what should be done
38
Descriptive
What actually gets done (task analysis)
39
Problems with HTA
- will always be unanticipated events
- even for anticipated events, cannot develop complete procedures due to uncertainty and complexity
- differences in expertise lead to different strategies
40
Abstraction hierarchy
multiple levels of system description
41
Going down in AH
the "how"
42
Going up in AH
the "why"
43
Levels in AH
```
Functional purpose
Abstract functions/priorities/abstract constraints
General Processes
Physical Function
Physical Form
```
44
What do nodes in AH represent
Things that need to be measured for effective system control
45
Functional Purpose
Produce radiators/be cost effective
46
Abstract Functions
Conservation of materials; inventory flows; monetary flows; safety; labor constraints
47
General Processes
Forming; brazing; assembly; storage; testing; transporting
48
Physical Function
Copper; aluminum; sheets; pipestock; assembly lines
49
Physical form
Where is it? Quality of it; layout
50
Control Task Analysis
What is necessary to develop system
| Inputs->outputs
51
EID
- develop controls/displays
| - allow support/lowest level of cognitive control possible
52
Example of EID
Turning the game of 15 into the tic tac toe game
53
Information limits that lead to bias
- unpredictable
- cannot feasibly enumerate
- utilities / probabilities unknown
54
Heuristics
simplify problems, make them tractable, results in predictable biases
55
Ecological decision making
(1) world (2) (cognition) choice, processes (3) action
56
feedforward
- low time pressure
- errors/changes
- costly
- smaller range of acceptability
- known/simple model of the world
57
feedback
- high time pressure
- cheap/easy to correct errors
- many acceptable solutions
- model is complex/unknown, many interactions
58
Situated action / ecological psychology
decisions are very context-dependent, can't model cognition
59
Brunswik's view on ecological psychology
judgment and representative design -> vicarious functioning
60
Affordance
what the environment offers to the animals, what it provides or furnishes
61
Structure of organism/environment relation
world = true state
proximal cues = mediating
perception = judgment
(ambiguity between world and proximal cues)
62
Lens model
criteria->cues->judgment
environmental predictability; judgment consistency
regression environment; regression judgment
```
achievement = corr(total yE, yS)
knowledge = corr(ind yE, yS)
```
63
Cognitive engineering
Engineering of human-technology systems in which humans and technology work together to solve problems
64
What becomes apparent when you study a work system in transition?
old, implicit work is revealed
65
Clumsy automation
increases work at times of high demand, works primarily when tasks/demands are low
66
Why is deskilling a myth?
new technology transforms workers' skills
67
Irony of automation
operators have to pay more attention so that they can react in urgent situations
68
Problems with rationalization of work
fails to capture implicit elements
69
Informate
give information rather than automate
70
Propositional knowledge
world is represented in symbols connected to each other
71
Analogical knowledge
world is represented in images - discrete, but able to be manipulated
72
Procedural knowledge
knowledge of how to do things
73
Means-ends approach
(1) where they currently stand
(2) what they are allowed to do to bring them closer
depends on individual strategies and perceptual properties of task
74
Role of metaphor
People come up with interpretations of target domain based on their understanding of metaphor domain
75
Difference between novices and experts
different schemas - abstract vs. surface, chunking
76
Rasmussen's three categories of behavior
skill-based (signals)
rule-based (signs)
knowledge-based (symbols with abstract concepts)
77
Point of external representation
to make problem solving direct (skill/rule based)
