the human

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
 Vision

Two stages in vision

• physical reception of stimulus

• processing and interpretation of stimulus

 The Eye - physical reception
• 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

 Interpreting the signal
• Size and 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
Interpreting the signal (cont)
• Brightness
– subjective reaction to levels of light
– affected by luminance(intensity) 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
 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
 Optical Illusions

the Ponzo illusion the Muller Lyer illusion

 Reading
• Several stages:
– visual pattern perceived
– decoded using internal representation of language
– interpreted using knowledge of syntax, semantics,
pragmatics(study of how words are used)

• Reading involves saccades and fixations

• Perception occurs during fixations
• Word shape is important to recognition
• Negative contrast improves reading from computer screen
• God is nowhere
 Hearing
• Provides information about environment:
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
 Hearing (cont)
• Humans can hear 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.
 Touch
• Provides important feedback about 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.
 Movement
• Time taken to respond 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.
 Movement (cont)
• Fitts' Law describes 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
 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.

 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
 Short-term memory (STM)
• Scratch-pad for temporary recall

– rapid access ~ 70ms

– rapid decay ~ 200ms

– limited capacity - 7± 2 chunks

 Examples

212348278493202

0121 414 2626

HEC ATR ANU PTH ETR EET

 Long-term memory (LTM)
• Repository for 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

 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
LTM - semantic network
 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
 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 Roles: vet examines

vet open diagnoses
owner has money treats
owner brings dog in
Result: dog better
pays
owner poorer
takes dog out
vet richer
Scenes: arriving at reception
Props: examination table
waiting in room
medicine
examination
instruments
paying
Tracks: dog needs medicine
dog needs operation
 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
 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
 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

 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.
 Thinking
• Reasoning
deduction, induction, abduction
• Problem solving
 Deductive Reasoning
• Deduction:
– 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
 Deduction (cont.)
• When truth and logical validity clash …
e.g. Some people are babies
Some babies cry
Inference - Some people cry
Correct?

• People bring world knowledge to bear

 Inductive Reasoning
• Induction:
– generalize from 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.
 Wason's cards

7 E 4 K
If a card has a vowel on one side it has an even number on the other

Is this true?

How many cards do you need to turn over to find out?

…. and which cards?

 Abductive reasoning
• reasoning from event to cause
e.g. Sam drives fast when drunk.
If I see Sam driving fast, assume drunk.

• Unreliable:
– can lead to false explanations
 Problem solving
• Process of finding 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
 Problem solving (cont.)
Problem space theory
– problem space comprises problem states
– Eg:Idle-running---waiting--running--idle/stop

– problem solving involves generating states using legal operators

– Heuristics(trial and error, a rule of thumb or an educated guess) 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
 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
 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
humans create mental models to explain behaviour.
if wrong (different from actual system) errors can occur
 Emotion
• Various theories of how emotion works(3):
– 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.
 Emotion (cont.)
• The biological response 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)
 Emotion (cont.)
• Implications for interface 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.
 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?
 Psychology and the Design 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)