Adrienne Y. Lee

Learning and transfer of measurement tasks

This study presents a theoretically motivated analysis of learning and performance on a micro-processor based oscilloscope. An analysis of the knowledge required to make basic measurements was done using the GOMS model and Cognitive Complexity Theory (CCT). From these analyses and the criterion used in Polson, Muncher, and Engelbeck (1986), tasks were selected for an experiment evaluating training order manipulations using naive users of oscilloscopes. Production system models for each training task were derived from CCT. The models successfully predicted transfer between tasks and training order effects. Implications for the design of systems with embedded micro-processors are discussed.

Assessing the effectiveness of a multimedia-based lab for upper division psychology students

The efficacy of multimedia-based training in producing increased learning was evaluated. Two multimedia software packages were compared with live or videotaped lectures on the same material. Results differed by type of student (low or high initial knowledge) and type of program. Multimedia training programs may need to provide more aid to students with less initial knowledge in the training domain. In addition, the effects of multimedia may be subtle and therefore require rigorous evaluation.

Using tutoring systems to study learning: An application of HyperCard

HyperCard was used to develop a simplified tutoring system whose principles were based on a learning theory, and a genetics tutoring system was evaluated experimentally. Learning was studied by examining immediate versus delayed feedback after an error was made. Such tutoring systems aid in psychological studies of learning, because experimental variables can be easily manipulated. HyperCard provides a good vehicle for tutoring system development, since it requires no extensive programming skills.

Memory for task-action mappings

Much of the knowledge required to use modern computing systems takes the form of mappings or associations. These associations occur between user goals and the functions that accomplish those goals, between functions and the user actions that activate a desired function, and between a menu item or a button label and the function associated with that item or label. The question we explore in this paper is: when is it worthwhile, if ever, to make a user pay the price of learning a new set of task-action mappings? In other words, how much interference is there when the new set is inconsistent with the original set of task-action mappings of the previously known system? We consider three factors that determine the ease of learning and retention of task-action mappings: mnemonics, regularity within a set of mappings, and consistency of mapping across different system contexts. In two experiments, we found that Irregular-Non-Mnemonic mappings take much longer to master than Regular-Mnemonic mappings and that Irregular-Non-Mnemonic mappings are more rapidly forgotten and subject to interference effects due to inconsistency. Regular-Non-Mnemonic mappings fall between the two groups. They are easier to learn and retain than Irregular-Non-Mnemonic but harder than Regular-Mnemonic mappings. We conclude that transferring from a well-learned set of old task-action mappings is simple when the new set is regular (completely consistent) and mnemonic.

Scoring the completeness of software designs

Abstract A standardized system for scoring the completeness of software designs produced in experimental settings is proposed. The system produces a complete and multifaceted expression of a software design, making it ideal for comparing designs generated in different languages, paradigms, and methodologies. The system decomposes a design into a large number of atomic design “features” and thus is able to characterize the different strengths (and weaknesses) that each design possesses, and to do so in a way that is “paradigm neutral”, that is, not unfairly biased towards one language, paradigm, or methodology. As a result of the thoroughness of this scoring system, an absolute completeness score for a design may be computed, facilitating the comparisons of designs across studies, across design problems, and across experimental conditions. The scoring system allows for the representation of design alternatives and optional features, recognizing that software design problems are neither uniquely understood nor sufficiently constrained to identify a unique solution. In addition, the scoring system characterizes each component of a design as being specified to a certain level of detail or “refinement”. Techniques for scoring designs and generating dependent measures are proposed. Alternative notions of design quality and correctness are described, and it is shown how they can be incorporated into the scoring system. Using the scoring system methodology as the basis for creating a software design problem typology is discussed.

Regular ArticleMemory for task-action mappings: mnemonics, regularity and consistency

Much of the knowledge required to use modern computing systems takes the form of mappings or associations. These associations occur between user goals and the functions that accomplish those goals, between functions and the user actions that activate a desired function, and between a menu item or a button label and the function associated with that item or label. The question we explore in this paper is: when is it worthwhile, if ever, to make a user pay the price of learning a new set of task-action mappings? In other words, how much interference is there when the new set is inconsistent with the original set of task-action mappings of the previously known system? We consider three factors that determine the ease of learning and retention of task-action mappings: mnemonics, regularity within a set of mappings, and consistency of mapping across different system contexts. In two experiments, we found that Irregular-Non-Mnemonic mappings take much longer to master than Regular-Mnemonic mappings and that Irregular-Non-Mnemonic mappings are more rapidly forgotten and subject to interference effects due to inconsistency. Regular-Non-Mnemonic mappings fall between the two groups. They are easier to learn and retain than Irregular-Non-Mnemonic but harder than Regular-Mnemonic mappings. We conclude that transferring from a well-learned set of old task-action mappings is simple when the new set is regular (completely consistent) and mnemonic.

Is multimedia-based training effective?: yes and no

INTRODUCTION Computers can be used to provide students with an opportunity to actively learn material and perform tasks in the same way as professionals in the field. Currently at NMSU, only one method class is available for upperdivision students and there are no labs connected with upper-division classes. Some courses have a special need for labs (e.g. teaching students operant conditioning using live rats). Availability of inexpensive personal computers has led to the possibility of developing computer software dedicated to training and tutoring students [2]. Although the initial cost may be high, it is more cost efficient for long-term laboratory use to develop a computer lab. For example, the estimated cost for purchasing and maintaining laboratory rats is

Comparing procedural and object-oriented design

2,000 per student [1]; however, using a computer virtual rat has an initial cost of less than

CONSISTENCY VERSUS MNEMONICS IN TEXT EDITOR COMMAND SETS

2000 for a single computer and software and more than one student can use the virtual rat software in a computer lab over the course of a semester. In addition, computergenerated animation and multimedia capabilities of computers provide an opportunity to expand the ways in which students can learn [4]. Thus, a full computer laboratory to augment psychology courses could be developed.

TRANSFER OF GENERAL SKILLS ACROSS DOMAINS: COMPUTER PROGRAM DEBUGGING AND TROUBLESHOOTING OF CIRCUITS

Many companies employ programmers who use traditional procedural methods for software design. A new approach, object-oriented design, which allows for easy extensibility and reuse of previous designs, has recently been developed (Wirfs-Brock, Wilkerson, & Wiener, 1990). Major claims are made about the benefits of object-oriented design (Gibson, 1990). However, anecdotal evidence indicates that people who know procedural design have difficulty learning object-oriented design. Unfortunately, the benefits of object-oriented design will be lost if programmers have problems switching paradigms.