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INTERACTIVE SYSTEM DESIGN & EVALUATION
Thinking and Learning (MENTAL…
INTERACTIVE SYSTEM DESIGN & EVALUATION
- Thinking and Learning
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LEARNING
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LEARNING ASSOCIATIONS
- We learn associations between
- Information structures that turn up together or in sequence
- Situations and actions
- We're sensitive to
- Correlations
- When thoughts and actions are useful or successful
LEARNING PATTERNS
- Humans and other animals are very good at learning
- Patterns
- Correlations
- When we care about what they are telling us
- What things are
- Whether actions succeed or fail
- We can learn to respond correctly to similarities and differences that are too complicated and subtle for use to be able to understand what they are
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LEARNING PROCEDURES
- Faced with non-rountine problems, learner uses general pupose rules for thinking about what to do
- Mental representation of problem
- Information from environment
- With practice, learner learns how to act in situations of this type...
- PROCEDURALISZATION
- COMPOSITION
Learner uses rules specific to the task
- TUNING
PROCEDURALIZATION
- Generating new rules that
- go from input (perceptions and contents of working memory) to output (thoughts and actions produced by general-purpose reasoning with declarative knowledge)
- Increasingly, don't involve recall of knowledge that was originally used in reasoning to reach output
TUNING
- Generalisation: Rules with different conditions and same output combined to one with more general condition
- Discrimination: Rule applications with 'same' condition differentiated to create more, more precise rules
- Strengthening: Effective rules become stronger so more likely to fire, ineffective rules become weaker
COMPOSITION
- Sequences and rules are combined into one.
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MENTAL ACTIONS
- Minds act purposefully
- Changes in mental state - recognising, remembering, imagining
- Speech and other communication
- Body movements
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- Multi-Store Memory Model Atkinson & Shiffrin proposed the multi-store memory model which is a structural model composing of 3 separate stores with information passing between stores in a linear way. The 3 stores are the Sensory memory (SM), the Short-term memory (STM) and the Long-term memory (LTM). https://learndojo.org/a-level/aqa-psychology/memory/
- Working memory is a cognitive system with a limited capacity that is responsible for temporarily holding information available for processing. Working memory is important for reasoning and the guidance of decision-making and behavior. https://en.wikipedia.org/wiki/Working_memory
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Types Of Long-term Memory
Long-term memory (LTM) is believed to be divided into two main types of memory.
- Declarative Memory A type of conscious memory also known as “knowing that” memory which helps us recall facts. This is also subdivided into episodic memory and semantic memory.Episodic Memory consists of memories such as our thoughts or experiences we have had and our personal recollection of them. Memories that are episodic are usually based on events that occur in peoples lives however over time they move over to semantic memory as the event’s association diminishes and the memory becomes “knowledge” based. The strength of episodic memories is determined by the emotions present at the time the memory is being coded. Traumatic life events may be recalled better due to the strong emotional attachment they have and it is believed that episodic memory is what helps us distinguish between our imagination and real events.
- Procedural Memory Not consciously recalled and is known as “knowing how” memory, or procedural memory. This helps us recall procedures such as how to tie our shoelaces, cycle or swim.
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EXPER v NOVICE
- Unfamiliar Task (Novice Behaviour)
- We reason about what to do using declerative knowledge and general problem solving methods, working backwards from objectives (intelligent goal directed problem solving)
- Very Familiar Task (Expert Behaviour)
- We just do it (recognise situation adn take correct actions in correct sequence, without planning)
- Highly Practiced Skill (Automatic behaviour)
- No reflective thingking, perhaps little conscious awareness
NOVICES
- Knowledge mostly declarative - facts and assertions
- Problem solving by conscious reasoning
- backward chaining from goals to actions
- heavy use of memory
- slow
- Problems and examples understood and classified according to obvious 'surface' features
- Sparse and superficial connections between elements of knowledge
- Learning aided by using concrete examples
EXPERTS
- Much task specific procedural problem solving knowledge
- Routine problem solving by applying learned procedures
- forward chaining from situations to actions
- fast
- Problems and examples understood and classified according to approrate abstractions
- Rich and sophisticated connections between elements of knowledge - elaborate schemata and mental models
- Better at learning from abstract descriptions
- FORWARD CHAINING
Forward chaining is the logical process of inferring unknown truths from known data and moving forward using determined conditions and rules to find a solution. The opposite of forward chaining is backward chaining.
https://whatis.techtarget.com/definition/forward-chaining
- ABSTARCTION
An abstraction is a representation that omits the unessential. How much is omitted determines the “level of abstraction.”
All thought deals in abstractions because full representations of reality are physically impossible for the brain to handle. The right abstraction is also much faster. The better one’s abstractions are, the more efficient one’s work becomes. Eventually this can mature into thinking at the correct level of abstraction, an important problem solving skill.
https://www.thwink.org/sustain/glossary/Abstraction.htm
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