This document provides an overview of human-computer interaction (HCI) and the fundamentals of how humans interact and process information. It discusses the key input and output channels between humans and computers, including vision, hearing, and touch. For vision, it describes the human eye and visual processing, including photoreceptors, image formation, and the perception of size, depth, brightness, and color. For hearing, it outlines the structure of the human ear and processing of sound characteristics. It also discusses the touch receptors in skin and haptic perception. The document concludes with an overview of human memory systems, including sensory memory, short-term memory, long-term memory and different models of long-term memory organization.
lecture 20 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, Loftus, eyewitness memory
Central Penn College PSY100 FL13 Z1
Unit 3 for week 3
Sensation and Perception
Credit is given to authors of PSY100 textbook, Morris & Maisto (2013) as well as additional resources to include Durand & Barlow (2013). Much thanks to the publishers for shared images and slide design.
PLEASE NOTE: Please refer to weekly professor guide for list of videos required in addition to this PPT presentation.
lecture 20 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, Loftus, eyewitness memory
Central Penn College PSY100 FL13 Z1
Unit 3 for week 3
Sensation and Perception
Credit is given to authors of PSY100 textbook, Morris & Maisto (2013) as well as additional resources to include Durand & Barlow (2013). Much thanks to the publishers for shared images and slide design.
PLEASE NOTE: Please refer to weekly professor guide for list of videos required in addition to this PPT presentation.
Chapter 1: The human
from
Dix, Finlay, Abowd and Beale (2004).
Human-Computer Interaction, third edition.
Prentice Hall. ISBN 0-13-239864-8.
http://www.hcibook.com/e3/
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2. What is HCI ?
Point of communication between the
user and the computer
Studies the design and use of
computer technology focused on the
interface between the user and the
system
3.
4. Overview
Interaction with world
◦ Occurs through information
Interaction with computer
◦ Input and output channels
Then the information is stored in the
memory
Finally the information is processed and
applied.
Reasoning
Problem solving
Skill acquistion
Error
5. Input-Output Channels
Human interacts by sending and
receiving information
Human Input
◦ Through Senses
Human Output
◦ Through Effectors
8. Interaction with PC Using Input-
Output Channels
Using a GUI-based computer
Information received by sight
Beeps received by ear
Feel keyboard and mouse with fingers
11. Vision
Highly complex activity
Physical and perceptual limitations
2 stages of visual perception:
◦ Physical reception of the stimulus
◦ Interpretation/processing of stimulus
Processing allows construction of
images from incomplete information
15. Rods
Situated towards the edges of
retina
◦ Dominate peripheral vision
Highly Sensitive to light
◦ Allow us to see under low level of
illumination
Unable to resolve fine detail and
are subject to light saturation
◦ Cause of temporary blindness
when moving from dark areas to
very bright ones
120 million rods per eye
16. Cones
Less sensitive to light
◦ Can tolerate more light than
Rods
Basic function is color vision
Situated in Fovea
◦ Small area on retina where
image is fixated
Three types of cones
◦ Each sensitive to a different
wavelength
17. Blind Spot
Area where optic nerve enters
No rods or cones in this area
Visual system compensates
for lack of rods and cones
18. Nerve Cells
A.k.a. Ganglion Cells
Types
◦ X-cells
concentrated in fovea
detection of patterns
◦ Y-cells
widely distributed in retina
early detection of movement
can not detect change in patterns
19. Notions of Size and Distance
You are standing on a hill
Rocks, sheep and small tree on
summit
Farmhouse on hillside
Person walking on track
20. Perceiving Size and Depth
Size specified by visual angle
Affected by both
◦ Size of object
◦ Distance from eye
21. Perceiving Size and Depth
Visual angle
◦ Indicates how much of the field of view is taken by the object
◦ Measured in degree or minutes of arc
22. Visual Angle and Perception
Visual Acuity
◦ Visual Acuity is the ability of a person to perceive fine detail
Law of size constancy
◦ Perception of the object size remains constant even if it visual
angle changes
◦ Perception depends on factors other than visual angle
23. Factors Affecting Visual
Perception
Perception of depth
◦ Cues to determine relative positions of objects
Size and height of object
◦ Provides cue for distance
Familiarity
◦ Certain size helps to judge the distance accordingly
25. Perceiving Brightness
Brightness
◦ Is subjective reaction to levels of light
◦ affected by luminance of object
Luminance
◦ Depends on
Amount of light falling on object
Reflective properties of object
◦ Measured by photometer
Contrast
◦ Function of the luminance of an object and the luminance of its
background
27. Perceiving Color
3 components
◦ Hue
Determined by the spectral wavelength
Blue (short)
Green (medium)
Red (long)
150 hues determined by eye
◦ Intensity
Brightness of color
◦ Saturation
Amount of whiteness in the color
7 million colors can be perceived
28. Perceiving Color
Color perception best in fovea, worst
at periphery where rods are
predominate
3-4% cones in fovea sensitive to blue
light
29. Capabilities and Limitations of
Visual Processing
Visual processing allows
transformation and interpretation of a
complete image
Visual processing compensates image
movement
◦ Image moves on retina, but we see it stable
Color and brightness perceived
constant (hue, intensity, saturation)
30. Provides information about
environment :
distances, directions, objects etc.
Hearing
Human Ear has 3 components:
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
31. outer ear
two parts:
◦ Pinna - attached to the sides of the head
◦ auditory canal - passes the sound waves
to the middle ear.
auditory canal contains wax which
prevents dust, dirt and over-inquisitive
insects reaching the middle ear
32. Middle Ear
Passes the Sound waves
along the auditory canal
and vibrate the ear drum
which in turn vibrates the
ossicles, which transmit
the vibrations to the
cochlea, and so into the
inner ear.
33. Inner Ear
The waves are passed into the liquid-
filled cochlea
The delicate hair cells or cilia bends
because of the vibrations in the
cochlean liquid and release a
chemical transmitter which causes
impulses in the auditory nerve.
34. Processing sound
Characteristics of Sound:
◦ Pitch - frequency of the sound
◦ Loudness - amplitude of the sound
◦ Timbre - type of the sound
35. Humans can hear frequencies from 20Hz to
15kHz
Different frequencies trigger activity in
neurons in different parts of the auditory
system, and cause different rates of firing of
nerve impulses
Auditory system filters sounds
– Allows to ignore background noise and concentrate
on important information
36. Touch
last of the senses is touch or haptic perception.
Provides vital information about our
environment.
It tells us when we touch something hot or
cold, and can therefore act as a warning.
• Stimulus received via receptors in the skin
37. Types of sensory receptor
Thermoreceptors
Respond to heat and cold
Nociceptors
Respond to pressure, heat and pain
Mechanoreceptors
Respond to pressure
2 types:
Rapidly adapting mechanoreceptors - respond to immediate
pressure
Slowly adapting mechanoreceptors - respond to continuously
applied pressure
38. Kinethesis - awareness of position of
body & limb
affects comfort and performance.
Three types:
rapidly adapting - respond when a limb is moved
in a particular direction;
slowly adapting - respond to both movement and
static position;
positional receptors - respond only when a limb is
in a static position.
40. Sensory Memory
act as buffers for stimuli received
through the senses
iconic memory for visual stimuli,
echoic memory for aural stimuli
haptic memory for touch.
These memories are constantly overwritten
by new information coming in on these
channels.
Examples – iconic memory
Moving a finger infront of the eye
“sparkler”
Information remains in iconic memory very
briefly, in the order of 0.5 seconds.
41. Examples – echoic memory
direction from which a sound originates
Information is passed from sensory memory
into short-term memory by attention,
thereby filtering the stimuli to only those
which are of interest at a given time.
Information received by sensory memories
is quickly passed into a more permanent
memory store, or overwritten and lost.
42. Short-term memory
working memory
acts as a ‘scratch-pad’ for temporary
recall of information.
used to store information which is only
required fleetingly
Example:
calculate the multiplication 35 × 6 in your head
5 × 6 and followed by 30 × 6
43. Short-term memory can be accessed
– rapid access ~ 70ms
– rapid decay ~ 200ms
Two basic methods for measuring memory
capacity.
determining the length of a sequence which can be
remembered in order. limited capacity 7± 2 chunks
allows items to be freely recalled in any order.
45. Long Term Memory
store factual information, experiential
knowledge, procedural rules of behavior –
Stores everything we know.
Characteristics:
1. It has huge capacity
2. It has a relatively slow access time of
approximately a tenth of seconds.
3. Forgetting occurs more slow in long- term memory
46. Long-term memory structure
2 types
episodic memory
represents memory of events and experience in a
serial form.
Can recall an actual events took place at a given
point of our lives.
semantic memory
structured record of facts, concepts and skills that we
have acquired.
semantic LTM derived from episodic
LTM
47. LTM MODELS:
Semantic Network
Semantic memory is structured as a
network.
Items are associated to each other in
classes, and may inherit attributes
from parent classes.
Example:
knowledge about dogs may be
stored in a network as shown
49. LTM MODELS:
Frames
Information organized in data
structures
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
50. Frame slots may contain default, fixed
or variable information.
A frame is instantiated when the slots
are filled with appropriate values.
Frames and scripts can be linked
together in networks to represent
hierarchical structured knowledge.
51. LTM MODELS: Scripts
Scripts attempt to model the
representation of stereotypical
knowledge about situations.
Eg: knowledge of the activities of dog
owners and vets
52. A script comprises a number of elements, which, like
slots, can be filled with appropriate information:
Entry conditions Conditions that must be
satisfied for the script to be activated.
Result Conditions that will be true after the script is
terminated.
Props Objects involved in the events described in
the script.
Roles Actions performed by particular participants.
Scenes The sequences of events that occur.
Tracks A variation on the general pattern
representing an alternative scenario.
53. LTM MODELS: 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
54. Long-term memory processes
3 main activities
storage or remembering of information,
Forgetting
information retrieval
55. Storage of information
rehearsal :
Information is moved from short-term
memory to long-term memory.
by repeated exposure to a stimulus or the
rehearsal of a piece of information transfers it
into long-term memory.
repetition is not enough to learn
information well. If information is not
meaningful it is more difficult to
remember.
structure, meaning and familiarity
– information easier to remember
56. Forgetting
2 main theories of forgetting:
Decay
Interference.
Decay
information is lost gradually but very slowly
Interference
new information replaces old: retroactive
interference
Ex: remembering your new phone number
old may interfere with new: proactive inhibition
Ex: find your self going to your old house instead of
new one.
57. 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 since the
information is provided as cue
59. Reasoning
• Is the process by which we use the
knowledge to draw conclusions or infer
something new about the interest.
• inferring new information from what is
already known
Kinds of Reasons:
Deductive
Inductive
Abductive
60. Deductive Reasoning
• Deductive reasoning derives the
logically necessary conclusion from the
given premises.
e.g
.
If it is Friday then she will go to work
It is Friday
Therefore she will go to work.
e.g. People from Pampanga cooks well and
delicious She is from Pampanga
Therefore she cooks well and delicious
61. Deductive Reasoning
• Logical conclusion not necessarily true:
e.g.
If it is raining then the ground
is dry It is raining
Therefore the ground is dry
62. 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
63. Inductive Reasoning
• Induction:
generalize from cases seen to infer
information about cases unseen
e.g. all elephants we have seen have trunks therefore we
infer that all elephants have trunks.
• Unreliable:
– can only prove false not true
• Humans not good at using negative evidence
e.g. Wason's cards.
64. Wason's cards
Is this true?
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
In fact, to test the truth of the statement we need to check
negative evidence
65. Abductive reasoning
Abduction reasons from a fact to the action or
state that caused it.
e.g.
Sam drives fast when drunk.
If I see Sam driving fast, assume drunk.
• Unreliable:
– can lead to false explanations
•If an event always follows an action, the user
will infer that the event is caused by the action
unless evidence to the contrary is made
available.
•If, in fact, the event and the action are
66. Problem solving
• Process of finding solution to unfamiliar task
using knowledge.
• There are a number of different views of
how people solve problems.
• Several theories.
67. Gestalt Theory
Problem solving is a matter of reproducing
known responses or trial and error.
problem solving both productive and
reproductive
Reproductive problem solving draws on
previous experience.
Hindrance to finding a solution
Productive problem solving involves insight
and restructuring of the problem
70. Problem space theory
Proposed by Newell and Simon
problem space comprises of problem states
problem solving involves generating states
using legal operators
The problem has an initial state and a goal state
and people use the operators to move from
initial to the goal.
heuristics may be employed to select operators
71. Sample Heuristic
means-ends analysis
the initial state is compared with the goal
state and an operator is chosen to reduce
the difference between the two.
Eg: reorganizing your office and you want to
move your desk from the north wall of the
room to the window
Operators : carry or push or drag them
If desk is heavy then new subgoal: to make it
light.
72. – 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
73. 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
74. 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