Ch. 14: Applied Cognitive Psychology

Front 1

problem centred (approach to cog psychol)

Back 1

risk of methodological sloppiness

Front 2

method centred (approach to cog psychol)

Back 2

emphasis on correct methodology; may lose sight of practical problems that need to be addressed

Front 3

activation-trigger-schema (ATS) theory

Back 3

have several diff. schemas for diff. kinds actions; more than 1 schema can be activated at any one time; schemas may be inappropriately activated, resulting in attentional error

Front 4

oops, I did it again effect

Back 4

habitual sqn of action cont. to operate w/o much attention, and a newer, intended action sqn never gets activated

Front 5

mode errors

Back 5

carrying out an action that would be fine for one situation/mode but not for the situation in which find yourself

Front 6

description errors

Back 6

occur because do not have detailed enough understanding of situation

Front 7

capture errors

Back 7

occur when familiar schema captures behavior in place of an unfamiliar one

Front 8

anticipation errors

Back 8

response occurs earlier in sqn than it should if only being elicited by immediately preceding stimulus

Front 9

asymmetry b/w understanding and prediction

Back 9

can understand something v. well yet unable to predict future occurrence; prediction doesn’t necessarily follow from understanding

Front 10

Cleopatra's nose problem

Back 10

can invent any number hypothetical events that may have changed course history w/o any certainty of being able to predict future occurrences (eg. if Cleopatra had ugly nose, Marc wouldn’t have married her)

Front 11

ergonomics

Back 11

study of ppl in relation to their working env.

Front 12

user friendly

Back 12

helps person to perform task in natural way which is easy to understand and use

Front 13

user interface

Back 13

relationship b/w person and machine being used to perform a task

Front 14

cognitive ergonomics

Back 14

combo of cog psychol. and ergonomics used to understand the person/machine interface

Front 15

textish

Back 15

because keypad on mobile phone is so difficult to use for typing text, test message often written in special code

Front 16

Fitt's law

Back 16

specifies difficulty of moving stylus to a target

Front 17

concurrent processes

Back 17

many diff. processes going on at same time but that terminate at diff. times

Front 18

affordance

Back 18

(of an object) its possible functions; i.e. objects afford particular actions

Front 19

statistical graphics

Back 19

presenting data in visual form that is not only readily understood but also enables the use to draw correct inferences

Front 20

population impact number

Back 20

# ppl in pop. among whom 1 event will be prevented by an intervention w/in entire pop

Front 21

informavores

Back 21

species that hungers for information in order to gather it and store it as a means for adapting to the world

Front 22

information foraging

Back 22

process analogous to that engaged in by animals when they forage for foo; successful foraging strategy returns most task-relevant info w/ minimum

Front 23

information scents

Back 23

just as predators follow scents of their prey, ppl follow imperfect clues to info they seek

Front 24

information diet

Back 24

created by initially examining a large number of possible sources of info in cursory manner and rejecting those that do not look promising

Front 25

recognition

Back 25

degree to which a user can recognize what process is occurring

Front 26

modularity

Back 26

degree to which representation indicates chunks into which process can be decomposed

Front 27

consistency

Back 27

degree to which user need only understand a part of interface in order to generate whole range of possible interactions w/ system

Front 28

rampant featurism

Back 28

tendency for features of interfaces to expand beyond necessity

Front 29

spacing effect

Back 29

distribution of learning over several diff. session leads to better results than does cramming all learning into single session

Front 30

random practice

Back 30

skill can be acquired faster when learned systematically, but performance in longterm is better if skill is acquired through random practice

Front 31

periodic feedback

Back 31

skill learned through periodic feedback (after only a few trials) is better suited to real world conds.

Front 32

illusions of competence

Back 32

ppl often believe they will perform better than in fact they do

Front 33

judgments of learning

Back 33

often wrong judgment that you have learned something and will be able to recall it later

Front 34

foresight bias

Back 34

tendency to believe that you will be able to recall something later if it is present now

Front 35

region of proximal learning

Back 35

theory that ppl will choose to work on material of moderate difficulty