Test
Chapter 1 and Chapter 2
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Preguntas del test (86)
13 parts of Model human processing
- APerceptual system
- BInformation Processing System
- CMotor system
- DCognitive system
- ENervous system
2What is the Perceptual system?
- Acontrols the action
- Bhandling the sensory stimulus
- Cprovides processing needed to connect the two
- Dhandles input-output, memory, and processing
3What is the Cognitive system?
- Acontrols the action
- Bprovides processing needed to connect the two
- Chandling the sensory stimulus
- Dhandles input-output, memory, and processing
4What is Information Processing System?
- Acontrols the action
- Bprovides processing needed to connect the two
- Chandling the sensory stimulus
- Dhandles input-output, memory, and processing
5What is the Motor system?
- Acontrols the action
- Bprovides processing needed to connect the two
- Chandling the sensory stimulus
- Dhandles input-output, memory, and processing
6[blank_start]The Human[blank_end] - the users and the one the computer aims to help
- AThe Human
7[blank_start]Cognitive Psychology[blank_end] - how humans perceive the world around them
- ACognitive Psychology
8Humans interact with the world through information being [blank_start]received[blank_end] and [blank_start]send[blank_end]
- Areceived
- Bsend
93 inputs needed for HCI
- Ahearing
- Btasting
- Csmelling
- Dseeing
- Etouching
10Outputs - occurs through motor effectors including:
- Afinger
- Beyes
- Chead
- Dtongue
- Eears
- Flimbs
- Gvocal systems
11Human vision
- Athe physical properties of the eyes and its visual system means that there are things the eyes can't see
- Bhighly complex activity with a range of physical and perceptial limitation
- Cstimulus responsible for completing incomplete information
- Dmechanism for receiving light and transforming it into electrical energy
12Physical Reception
- Athe physical properties of the eyes and its visual system means that there are things the eyes can't see
- Bhighly complex activity with a range of physical and perceptial limitation
- Cstimulus responsible for completing incomplete information
- Dmechanism for receiving light and transforming it into electrical energy
13Processing and interpretation
- Athe physical properties of the eyes and its visual system means that there are things the eyes can't see
- Bhighly complex activity with a range of physical and perceptial limitation
- Cstimulus responsible for completing incomplete information
- Dmechanism for receiving light and transforming it into electrical energy
14The Human Eye
- Athe physical properties of the eyes and its visual system means that there are things the eyes can't see
- Bhighly complex activity with a range of physical and perceptial limitation
- Cstimulus responsible for completing incomplete information
- Dmechanism for receiving light and transforming it into electrical energy
15Interpreting the Signals
- AMovement
- BVisual systems
- CSize and depth
- DChange of luminance
- EVisual angle
- FCue
- GVisual acuity
- HContext
- IColor
- JBrightness
16compensates for MOVEMENT and CHANGE OF LUMINANCE
- AVisual systems
- BContext
- CInterpreting the Signals
17Context
- Ahow the object takes view
- Bis used to resolve ambiguity
- Chelps perception of size and depth
- Dmade up of hue, saturation, and intensity
18Stage 1 of Reading
- Adecoded using internal representation of language
- Binterpreted using knowledge of syntax, semantics, pragmatics
- Cvisual pattern perceived
19Stage 2 of Reading
- Adecoded using internal representation of language
- Binterpreted using knowledge of syntax, semantics, pragmatics
- Cvisual pattern perceived
20Stage 3 of Reading
- Adecoded using internal representation of language
- Binterpreted using knowledge of syntax, semantics, pragmatics
- Cvisual pattern perceived
21Reading involves [blank_start]saccades[blank_end] and [blank_start]fixations[blank_end]
- Asaccades
- Bfixations
22[blank_start]Perception[blank_end] occurs during fixations
- APerception
23[blank_start]Word shape[blank_end] is important to recognition
- AWord shape
24[blank_start]Negative contrast[blank_end] improves reading from computer screen
- ANegative contrast
25[blank_start]Saccades[blank_end] – rapid eye movement between fixation points.
- ASaccades
26[blank_start]Fixation points[blank_end] – points that one tends to give more attention to
- AFixation points
27Often considered secondary to sight and Provides information about environment
- ATouching
- BSmelling
- CHearing
- DTasting
28Provides important feedback about environment and may be key sense for someone who is visually impaired.
- ATouching
- BSmelling
- CHearing
- DTasting
29[blank_start]Hearing[blank_end] begins with vibration of air or sound waves
- AHearing
30[blank_start]Outer ear[blank_end] - protects the inner ear and amplifies sound
- AOuter ear
31[blank_start]Middle ear[blank_end] - transmits sound waves as vibration to the inner ear
- AMiddle ear
32[blank_start]Inner Ear[blank_end] - chemical transmitters that are responsible for sending information to the auditory nerve
- AInner Ear
33[blank_start]Pitch[blank_end] is the frequency of the sound.
- APitch
34[blank_start]Loudness[blank_end] is proportional to the amplitude of the sound.
- ALoudness
35[blank_start]Timbre[blank_end] relates to the type of the sound.
- ATimbre
36Human Range is [blank_start]20Hz[blank_end] to [blank_start]15kHz[blank_end] and Less accurate distinguishing [blank_start]high frequencies[blank_end] than low.
- A20Hz
- B15kHz
- Chigh frequencies
37thermoreceptors
- Atemperature
- Bpain
- Cpressure, Instant, Continuous
38nociceptors
- Atemperature
- Bpain
- Cpressure, Instant, Continuous
39mechanoreceptors
- Atemperature
- Bpain
- Cpressure, Instant, Continuous
40[blank_start]Kinesthesis[blank_end] - awareness of body position and affects comfort and performance.
- AKinesthesis
41Time taken to respond to stimulus (response time): [blank_start]reaction time[blank_end] + [blank_start]movement time[blank_end]
- Areaction time
- Bmovement time
42[blank_start]Movement Time[blank_end] is dependent largely on the physical characteristics of the subjects: their age and fitness
- AMovement Time
43[blank_start]Reaction time[blank_end] varies according to the sensory channel through which the stimulus is received
- AReaction time
44Auditory
- A200 ms
- B150 ms
- C700 ms
45200 ms
- AAuditory
- BPain
- CVisual
46Pain
- A150 ms
- B700 ms
- C200 ms
47Mt = [blank_start]a + b log2(D/S + 1)[blank_end] where: a and b are empirically determined constants Mt is [blank_start]movement time[blank_end] D is [blank_start]Distance[blank_end] S is [blank_start]Size of target[blank_end]
- Aa + b log2(D/S + 1)
- Bmovement time
- CDistance
- DSize of target
48[blank_start]Sensory Memory[blank_end] - Act as buffers for stimuli received through the senses
- ASensory Memory
49[blank_start]Iconic memory[blank_end] - Visual stimuli; Echoic memory - [blank_start]Aural stimuli[blank_end]; [blank_start]Haptic memory[blank_end] - Touch
- AIconic memory
- BAural stimuli
- CHaptic memory
50[blank_start]Short-term memory[blank_end] - Acts as a ‘[blank_start]scratch-pad[blank_end]’ for temporary recall of information. Can be accessed rapidly, in the order of [blank_start]70 ms[blank_end]. Has a [blank_start]limited[blank_end] capacity
- AShort-term memory
- Bscratch-pad
- C70 ms
- Dlimited
51[blank_start]Long-term Memory[blank_end]
● Our main resource.
● Store factual information, experiential
knowledge, procedural rules of behavior –
in fact, [blank_start]everything that we know[blank_end].
● Intended for the [blank_start]long-term storage[blank_end] of
information- ALong-term Memory
- Beverything that we know
- Clong-term storage
52Long-term Memory Structures: [blank_start]Episodic memory[blank_end] and [blank_start]Semantic memory[blank_end]
- AEpisodic memory
- BSemantic memory
53● represents our memory of events and
experiences in a serial form
● memory that we can reconstruct the actual
events that took place at a given point in our
lives- ASemantic memory
- BEpisodic memory
54● structured record of facts, concepts and
skills that we have acquired.
● Derived from that in our Episodic memory,
such that we can learn new facts or
concepts from our experiences.
● Representation of relationships between
pieces of information, and inference- ASemantic memory
- BEpisodic memory
55Models of LTM: [blank_start]Semantic Network[blank_end], [blank_start]Frames[blank_end], [blank_start]Script[blank_end], and [blank_start]Production Lines[blank_end]
- ASemantic Network
- BFrames
- CScript
- DProduction Lines
56● Inheritance – child nodes inherit
properties of parent nodes
● Relationships between bits of
information explicit
● Supports inference through inheritance- AFrames
- BSemantic Network
- CProduction Lines
- DScript
57● Information organized in data structures
● Slots in structure instantiated with values for instance of data
● Type–subtype relationships- AFrames
- BSemantic Network
- CProduction Lines
- DScript
58● Model of stereotypical information required
to interpret situation
● has elements that can be instantiated
with values for context- AFrames
- BSemantic Network
- CProduction Lines
- DScript
59● Representation of procedural knowledge.
● Condition/action rules
○ if condition is matched
○ then use rule to determine action.- AFrames
- BSemantic Network
- CProduction Lines
- DScript
60Ways of Forgetting: [blank_start]Decay[blank_end] and [blank_start]Interference[blank_end]
- ADecay
- BInterference
61Information is lost gradually but very slowly
- ADecay
- BInterference
- Cemotion
62○ New information replaces old: retroactive interference
○ Old may interfere with new: proactive inhibition- ADecay
- BInterference
- Cemotion
63can subconsciously `choose' to forget
- ADecay
- BInterference
- Cemotion
64Accessing: [blank_start]Recall[blank_end] and [blank_start]Recognition[blank_end]
- ARecall
- BRecognition
65Information reproduced from memory can be assisted by cues, e.g. categories, imagery
- ARecall
- BRecognition
66Information gives knowledge that it has been seen before less complex than recall - information is cue
- ARecall
- BRecognition
67[blank_start]Thinking[blank_end] - requires different amounts of knowledge, very directed and the knowledge required is constrained, and requires vast amounts of knowledge from different domains.
- AThinking
68Two categories of thinking
● [blank_start]Reasoning[blank_end]
● [blank_start]Problem solving[blank_end]- AReasoning
- BProblem solving
69[blank_start]Reasoning[blank_end] - the process by which we use the knowledge we have to draw conclusions or infer something new about the domain of interest
- AReasoning
70[blank_start]deductive[blank_end], [blank_start]inductive[blank_end] and [blank_start]abductive[blank_end] are different types of reasoning
- Adeductive
- Binductive
- Cabductive
71a logical process in which a conclusion is based on the concordance of multiple premises that are generally assumed to be true.
- ADeductive
- BInductive
- CAbductive
72a logical process in which multiple premises, all believed true or found true most of the time, are combined to obtain a specific conclusion.
- ADeductive
- BInductive
- CAbductive
73type of reasoning whereby one seeks to explain relevant evidence by beginning with some commonly well known facts that are already accepted and then working towards an explanation.
- ADeductive
- BInductive
- CAbductive
74[blank_start]Problem Solving[blank_end] - Process of finding solution to unfamiliar task using knowledge.
- AProblem Solving
75■ 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.- AGestalt
- BProblem Space Theory
76■ problem space comprises problem states
■ problem solving involves generating states using legal operators
■ heuristics 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- AGestalt
- BProblem space theory
77[blank_start]Analogy[blank_end] - use knowledge of similar problem from similar domain
- AAnalogy
78 [blank_start]Skill Acquisition[blank_end] - ● 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- ASkill Acquisition
79Types of error: [blank_start]Slips[blank_end] and [blank_start]Mistakes[blank_end]
- ASlips
- BMistakes
80○ right intention, but failed to do it right
○ causes: poor physical skill, inattention etc.- ASlips
- BMistakes
81○ wrong intention
○ cause: incorrect understanding- ASlips
- BMistakes
82emotion is our interpretation of a physiological response to a stimuli
- AJames-Lange
- BCannon
- CSchacter-Singer
83emotion is a psychological response to a stimuli
- AJames-Lange
- BCannon
- CSchacter-Singer
84emotion is the result of our evaluation of our physiological responses, in the light of the whole situation we are in
- AJames-Lange
- BCannon
- CSchacter-Singer
85Emotion clearly involves both [blank_start]cognitive[blank_end] and [blank_start]physical[blank_end] responses to stimuli
- Acognitive
- Bphysical
86The biological response to physical stimuli is called [blank_start]affect[blank_end]
- Aaffect
Información
- Descripción
- 1 1101 Test sobre Chapter 1 and Chapter 2, creado por Rieze Maxia el 11/09/2021.
- Autor
- Rieze Maxia
- Idioma
- English
- Visitas
- 2
- Historial
- Creado el 11 sep 2021 · actualizado el 14 sep 2021
- Etiquetas
- Valoración
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