Cognition: Memory, Attention, and Learning

Memory, attention, learning are intertwined in the user’s cognitive processing. These are the basic mechanisms of the user’s cognitive architecture and thus provide the basis for cognition. Users have several types of memory that are important for computer use. Attention can be seen as the set of items being processed at the same time and how they are being processed. If there are more items stored in memory or the items in memory are better organized these effects will improve performance and provide the appearance of more attention. Users also learn constantly. The effects of learning lead to more items being stored in memory and allow the user to attend to more aspects of a task.

[1]  Lucy A. Suchman,et al.  Office procedure as practical action: models of work and system design , 1983, TOIS.

[2]  R S Nickerson,et al.  Man-computer interaction: a challenge for human factors research. , 1969, Ergonomics.

[3]  Ellen Lamar Thomas,et al.  Improving Reading in Every Class: A Sourcebook for Teachers , 1982 .

[4]  Stellan Ohlsson,et al.  Computational Models of Skill Acquisition , 2008 .

[5]  George Sperling,et al.  The information available in brief visual presentations. , 1960 .

[6]  J. G. Hollands,et al.  Engineering Psychology and Human Performance , 1984 .

[7]  E. Tulving.  Episodic memory: from mind to brain. , 2002, Annual review of psychology.

[8]  H. Simon,et al.  STM capacity for Chinese words and idioms: Chunking and acoustical loop hypotheses , 1985, Memory & cognition.

[9]  A. Inkeles,et al.  International Encyclopedia of the Social Sciences. , 1968 .

[10]  David E. Kieras,et al.  An Approach to the Formal Analysis of User Complexity , 1999, Int. J. Man Mach. Stud..

[11]  John R. Anderson.  Cognitive Psychology and Its Implications , 1980 .

[12]  John R. Anderson.  Cognitive psychology and its implications, 2nd ed. , 1985 .

[13]  Ron Sun,et al.  The Cambridge Handbook of Computational Psychology , 2008 .

[14]  Frank E. Ritter,et al.  Knowledge-Based Usability Evaluation For Reality-Based Interaction , 2009 .

[15]  Dorothea P. Simon,et al.  Expert and Novice Performance in Solving Physics Problems , 1980, Science.

[16]  K. A. Ericsson,et al.  The Road To Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports, and Games , 1996 .

[17]  R. Leach.  The learning curve , 1992 .

[18]  Daniel C. McFarlane,et al.  Coordinating the Interruption of People in Human-Computer Interaction , 1999, INTERACT.

[19]  Frank E. Ritter,et al.  An integrated theory for improved skill acquisition and retention in the three stages of learning , 2013 .

[20]  R. Seibel.  DISCRIMINATION REACTION TIME FOR 1,023-ALTERNATIVE TASK. , 1963, Journal of experimental psychology.

[21]  L. Reder,et al.  The Strategy-Specific Nature of Improvement: The Power Law Applies by Strategy Within Task , 1998 .

[22]  D. Norman.  Categorization of action slips. , 1981 .

[23]  Emily S. Patterson,et al.  How Unexpected Events Produce An Escalation Of Cognitive And Coordinative Demands , 2001 .

[24]  R. Engle.  Working Memory Capacity as Executive Attention , 2002 .

[25]  John R. Anderson.  Acquisition of cognitive skill. , 1982 .

[26]  Joseph Psotka,et al.  Intelligent tutoring systems : lessons learned , 1988 .

[27]  Neil Charness,et al.  Light Pen Use and Practice Minimize Age and Hand Performance Differences in Pointing Tasks , 2004, Hum. Factors.

[28]  A. W. Melton.  Categories of Human Learning , 1964 .

[29]  N. Smelser,et al.  International Encyclopedia of the Social and Behavioral Sciences , 2001 .

[30]  C. Lebiere,et al.  The Atomic Components of Thought , 1998 .

[31]  F. E. Ritter,et al.  Learning Curve, The , 2001 .

[32]  H A Simon,et al.  How Big Is a Chunk? , 1974, Science.

[33]  G. S. Snoddy.  Learning and stability: a psychophysiological analysis of a case of motor learning with clinical applications. , 1926 .

[34]  K. A. Ericsson,et al.  Protocol Analysis: Verbal Reports as Data , 1984 .

[35]  K. A. Ericsson,et al.  Long-term working memory. , 1995, Psychological review.

[36]  K A Ericcson,et al.  Acquisition of a memory skill. , 1980, Science.

[37]  E. Loftus.  Our changeable memories: legal and practical implications , 2003, Nature Reviews Neuroscience.

[38]  John R. Anderson,et al.  Rules of the Mind , 1993 .

[39]  Scott D. Brown,et al.  The power law repealed: The case for an exponential law of practice , 2000, Psychonomic bulletin & review.

[40]  A. Baddeley.  The psychology of memory , 1976 .

[41]  David E. Kieras,et al.  Predictive engineering models based on the EPIC architecture for a multimodal high-performance human-computer interaction task , 1997, TCHI.

[42]  Paul M. Fitts,et al.  Perceptual-Motor Skill Learning1 , 1964 .

[43]  Herbert A. Simon,et al.  Models of Competence in Solving Physics Problems , 1980, Cogn. Sci..

[44]  Stellan Ohlsson,et al.  The Learning Curve for Writing Books: Evidence from Professor Asimov , 1992 .

[45]  P. H. Lindsay.  Human Information Processing , 1977 .

[46]  P. Andersen,et al.  [Learning and memory]. , 1995, Tidsskrift for den Norske laegeforening : tidsskrift for praktisk medicin, ny raekke.

[47]  P. Hancock,et al.  Stress, Workload, and Fatigue , 2009 .

[48]  John R. Hayes,et al.  The Complete Problem Solver , 1981 .

[49]  Allen Newell,et al.  The psychology of human-computer interaction , 1983 .

[50]  H. Simon,et al.  Skill in Chess , 1988 .

[51]  Frank E. Ritter,et al.  Speech Interaction Can Support Problem Solving , 1999, INTERACT.

[52]  Richard C. Atkinson,et al.  Human Memory: A Proposed System and its Control Processes , 1968, Psychology of Learning and Motivation.

[53]  A. Newell.  Unified Theories of Cognition , 1990 .

[54]  John R. Anderson,et al.  The Transfer of Cognitive Skill , 1989 .

[55]  S. Payne,et al.  The Effects of Operator Implementation Cost on Planfulness of Problem Solving and Learning , 1998, Cognitive Psychology.

[56]  M. J. Intons-Peterson,et al.  Memory Distortions and Their Prevention , 2013 .

[57]  John R. Anderson.  Cognitive Skills and Their Acquisition , 2013 .

[58]  P. Rabbitt,et al.  How does very prolonged practice improve decision speed , 1989 .

[59]  Brian P. Bailey,et al.  The Effects of Interruptions on Task Performance, Annoyance, and Anxiety in the User Interface , 2001, INTERACT.

[60]  Elizabeth F Loftus,et al.  Leading questions and the eyewitness report , 1975, Cognitive Psychology.

[61]  Lisanne Bainbridge,et al.  Ironies of automation , 1982, Autom..

[62]  John R. Anderson,et al.  Skill Acquisition and the LISP Tutor , 1989, Cogn. Sci..

[63]  P. Carpenter,et al.  Individual differences in working memory and reading , 1980 .

[64]  G. A. Miller.  THE PSYCHOLOGICAL REVIEW THE MAGICAL NUMBER SEVEN, PLUS OR MINUS TWO: SOME LIMITS ON OUR CAPACITY FOR PROCESSING INFORMATION 1 , 1956 .

[65]  R. Siegler,et al.  Strategy choice procedures and the development of multiplication skill. , 1988, Journal of experimental psychology. General.

[66]  Jens Rasmussen,et al.  Skills, rules, and knowledge; signals, signs, and symbols, and other distinctions in human performance models , 1983, IEEE Transactions on Systems, Man, and Cybernetics.

[67]  Marsha C. Lovett,et al.  A source activation theory of working memory: cross-task prediction of performance in ACT-R , 2000, Cognitive Systems Research.

[68]  Yuanzhi Wang,et al.  The ironies of automation: still going strong at 30? , 2012, ECCE.

[69]  D. Simonton.  Creative expertise: A life-span developmental perspective. , 1996 .

[70]  D E Kieras,et al.  A computational theory of executive cognitive processes and multiple-task performance: Part 1. Basic mechanisms. , 1997, Psychological review.