Modeling  and Adapting to Cognitive Load  Lucas Rizoli 2007-11-20 CPSC 532C
<ul><li>M ü ller  et al. , 2001 </li></ul><ul><li>Recognizing Time Pressure and Cognitive Load on the Basis of Speech </li...
Assessing cognitive load <ul><li>Analytic </li></ul><ul><li>General, not case-specific </li></ul><ul><li>Performance </li>...
Assessing cognitive load <ul><li>Analytic </li></ul><ul><li>General, not case-specific </li></ul><ul><li>Performance </li>...
Müller  et al. , 2001 <ul><li>Relate load to utterances </li></ul><ul><li>Questions asked to helper application </li></ul>...
 
“ I’m thirsty. Is there—can I get a beer on the flight?”
Utterance symptoms <ul><li>Disfluencies </li></ul><ul><li>Self-correction, false start, interruption </li></ul><ul><li>Con...
Utterance symptoms <ul><li>Articulation rate </li></ul><ul><li>Syllables per second </li></ul><ul><li>Number of syllables ...
Hurry Take time
Hurry Take time
Hurry Take time
Hurry Take time
 
NAVIGATION? TIME PRESSURE?
Results <ul><li>Discernable differences under load </li></ul><ul><li>Utterances  change with pressure (s) </li></ul><ul><l...
From http://en.wikipedia.org/wiki/Voight-Kampff_machine
Iqbal  et al. , 2005 <ul><li>Measure cognitive load </li></ul><ul><li>Correlates with  pupil size </li></ul><ul><li>Averag...
 
 
 
 
Results <ul><li>Mental load drops between tasks </li></ul><ul><li>Drop  greater at higher levels </li></ul><ul><li>Load ti...
Index of Opportunity
Index of Opportunity
I like this paper Iqbal  et al. , 2005
I like this paper <ul><li>Clear goals and procedure </li></ul><ul><li>Controlled experiment </li></ul><ul><li>Empirical st...
Schultheis & Jameson, 2004 <ul><li>Measure mental load during reading </li></ul><ul><li>5 th , 12 th  grade text & philoso...
Easy Hard Standard Novel
Easy Hard Standard Novel
 
 
Results <ul><li>Brain activity changes with difficulty </li></ul><ul><li>Easy text, bigger reaction to new sound </li></ul...
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Modeling and Adapting to Cognitive Load

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A summary of three papers on assessing users' cognitive load and adapting interfaces to it, used as a starting point for class discussion.

Presented on Nov. 20, 2007 for CPSC 532B (http://www.cs.ubc.ca/~conati/532b-2007/532-description.html)

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Transcript of "Modeling and Adapting to Cognitive Load"

  1. 1. Modeling and Adapting to Cognitive Load Lucas Rizoli 2007-11-20 CPSC 532C
  2. 2. <ul><li>M ü ller et al. , 2001 </li></ul><ul><li>Recognizing Time Pressure and Cognitive Load on the Basis of Speech </li></ul><ul><li>Schultheis & Jameson, 2004 </li></ul><ul><li>Assessing Cognitive Load in Adaptive Hypermedia Systems </li></ul><ul><li>Iqbal et al. , 2005 </li></ul><ul><li>Towards an Index of Opportunity </li></ul>
  3. 3. Assessing cognitive load <ul><li>Analytic </li></ul><ul><li>General, not case-specific </li></ul><ul><li>Performance </li></ul><ul><li>From behaviour </li></ul><ul><li>Psychophsiological </li></ul><ul><li>Body states </li></ul><ul><li>Subjective </li></ul><ul><li>Self-report </li></ul>
  4. 4. Assessing cognitive load <ul><li>Analytic </li></ul><ul><li>General, not case-specific </li></ul><ul><li>Performance </li></ul><ul><li>From behaviour </li></ul><ul><li>Psychophsiological </li></ul><ul><li>Body states </li></ul><ul><li>Subjective </li></ul><ul><li>Self-report </li></ul>task model reading speed , speech brain activity , pupil size difficulty rating
  5. 5. Müller et al. , 2001 <ul><li>Relate load to utterances </li></ul><ul><li>Questions asked to helper application </li></ul><ul><li>Task and time pressures </li></ul><ul><li>Subjects navigate virtual room </li></ul><ul><li>Told to hurry or take time </li></ul><ul><li>Use utterances to diagnose pressures </li></ul>
  6. 7. “ I’m thirsty. Is there—can I get a beer on the flight?”
  7. 8. Utterance symptoms <ul><li>Disfluencies </li></ul><ul><li>Self-correction, false start, interruption </li></ul><ul><li>Content quality </li></ul><ul><li>Ranked over all subjects (1–32) </li></ul><ul><li>Average of 4 rank scores </li></ul>
  8. 9. Utterance symptoms <ul><li>Articulation rate </li></ul><ul><li>Syllables per second </li></ul><ul><li>Number of syllables </li></ul><ul><li>Silent pauses </li></ul><ul><li>Filled pauses </li></ul>
  9. 10. Hurry Take time
  10. 11. Hurry Take time
  11. 12. Hurry Take time
  12. 13. Hurry Take time
  13. 15. NAVIGATION? TIME PRESSURE?
  14. 16. Results <ul><li>Discernable differences under load </li></ul><ul><li>Utterances change with pressure (s) </li></ul><ul><li>Differences used to detect load </li></ul><ul><li>Inferring causes difficult </li></ul><ul><li>Navigation acts as distractor </li></ul><ul><li>Effects hard to separate </li></ul>
  15. 17. From http://en.wikipedia.org/wiki/Voight-Kampff_machine
  16. 18. Iqbal et al. , 2005 <ul><li>Measure cognitive load </li></ul><ul><li>Correlates with pupil size </li></ul><ul><li>Average % change in pupil size ( APCS ) </li></ul><ul><li>Relate load to tasks </li></ul><ul><li>Create an index of opportunity </li></ul><ul><li>Better times to interrupt a user </li></ul>
  17. 23. Results <ul><li>Mental load drops between tasks </li></ul><ul><li>Drop greater at higher levels </li></ul><ul><li>Load tied to task model </li></ul><ul><li>Know the subtasks, boundaries </li></ul><ul><li>Different tasks, different load </li></ul><ul><li>Know baseline load , task type </li></ul>
  18. 24. Index of Opportunity
  19. 25. Index of Opportunity
  20. 26. I like this paper Iqbal et al. , 2005
  21. 27. I like this paper <ul><li>Clear goals and procedure </li></ul><ul><li>Controlled experiment </li></ul><ul><li>Empirical study </li></ul><ul><li>Decent statistical analysis </li></ul><ul><li>Practical results </li></ul>Iqbal et al. , 2005
  22. 28. Schultheis & Jameson, 2004 <ul><li>Measure mental load during reading </li></ul><ul><li>5 th , 12 th grade text & philosophical text </li></ul><ul><li>Es war auf Deutsch </li></ul><ul><li>Measured pupil size and brain activity </li></ul><ul><li>P300 event-related potential </li></ul><ul><li>Reaction to novel auditory stimuli </li></ul><ul><li>Also speed & subjective difficulty </li></ul>
  23. 29. Easy Hard Standard Novel
  24. 30. Easy Hard Standard Novel
  25. 33. Results <ul><li>Brain activity changes with difficulty </li></ul><ul><li>Easy text, bigger reaction to new sound </li></ul><ul><li>Also reading speed & subjective </li></ul><ul><li>No significant change in pupil size </li></ul><ul><li>Poor measure of reading difficulty </li></ul>

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