Browsing by Author "Cooke, Nancy J."
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Item Cognitive organization in chess: Beyond chunking(1989) Berger, Robert Christopher; Lane, David M.; Cooke, Nancy J.Three experiments investigated cognitive organization in chess. The conventional view of perception in chess is the recognition-association model which emphasizes perceptual chunking as a basis for expertise. These experiments explored an alternative hypothesis that a higher level cognitive organizing process allows experts to integrate and perceive a position as a whole, rather than merely as a collection of perceptual chunks. In the first two experiments, subjects were presented with chess positions and high level descriptions of those positions either before or after position presentation. In both experiments, recall in the description-before condition was superior, supporting the importance of a higher level cognitive organization. The third experiment contrasted recall of positions presented by chunk with positions presented by pawn structure. Results showed recall was similar in the two conditions, again lending support to the idea that more than chunking is involved in the expert's perception and recall of a chess position.Item Computer knowledge representation of users of command language-based interfaces and graphical user interfaces(1993) Atlas, Robert Scott; Cooke, Nancy J.An exploratory study was conducted with users of a command-based system, MS-DOS, and the Graphical User Interfaces (GUI) of the Apple Macintosh. It was hypothesized that command-based interfaces and GUIs differ in the ease with which they afford attainment of particular concepts, and that in general the concepts investigated would be more readily attained by Macintosh users. The study attempted to assay subjects' knowledge of particular computer-related concepts, their ability to perform related operations, and the organization of that knowledge. Contrary to some theory (e.g., Tennyson and Cocchiarelli, 1986), a double dissociation between verbalizable conceptual knowledge and performance was observed. Results of the study suggested differences in the support provided by DOS and the Macintosh interface for development of knowledge of particular concepts and procedures, underscoring the potential value of understanding the detailed effects of particular interfaces, and classes of interface, upon user knowledge.Item In search of optimal human-expert system explanations: Empirical studies of human-human and human-expert system interactions(1993) Halgren, Shannon Lee; Cooke, Nancy J.In this project explanations were studied along a continuum ranging from human-human interactions to human-expert system interactions with the goal of identifying features of successful expert system explanations. The project consisted of five distinct phases or steps: (a) defining what a successful explanation entails, (b) observing human-human explanation and formulating hypotheses about the features of successful explanations, (c) testing hypotheses formulated in step b, (d) extending results to an expert system domain and testing again, and (e) from this empirical data, formulating recommendations for expert system explanation designers. The progressive nature of this study allowed conclusions to be drawn about both human-human and human-expert system interactions and the role explanations play in these exchanges. The most salient conclusion drawn from these studies was that explanatory interactions are complex and explanation success is dependent on more than just features of the explanations involved. Individual differences such as an explanation recipient's initial abilities and their participation level in the interaction influence their understanding and performance as much, if not more so, than explanation features. Consistently subjects' participation level interacted with explanation content level. Individuals who are active participants in interactions with an expert perform better when given explanations with low levels of content, whereas passive participants benefit from explanations with high levels of content. Overall, an active participation level increases performance and understanding in human-human interactions, but this result does not generalize to human-expert system interactions where an active participation style is detrimental to performance. This and other inconsistencies between human-human and human-expert system interactions are discussed as well as the advantages of the research approach employed in this project. Finally, recommendations based on the results of these studies are provided for expert system explanation designers.Item Information displays: The effects of organization and category distinctiveness on user performance(1991) Halgren, Shannon Lee; Cooke, Nancy J.The goal of this research was to test the effect of display organization on user performance under a situation representative of non-experts' interactions with an online display. Alphabetical, categorical, and random organizations were tested for response time and accuracy on a visual search task (Experiment 1) and on a problem solving task (Experiment 2). Term or definition targets were searched for in displays consisting of items from distinct or overlapping categories. Performance with alphabetical and categorical organizations was similar when targets were terms and categories were distinct, however, these conditions are atypical of non-experts' interactions. Categorical organizations were superior when task difficulty increased. Surprisingly, overlapping categories resulted in decreased accuracy with alphabetical organizations relative to the distinct category conditions, whereas, performance with categorical organizations remained unaffected. This result and evidence suggesting that the individual display items influence how these factors affect performance have implications for interpreting past display organization research.Item State of science: models and methods for understanding and enhancing teams and teamwork in complex sociotechnical systems(Taylor & Francis, 2022) Roberts, Aaron P. J.; Webster, Leonie V.; Salmon, Paul M.; Flin, Rhona; Salas, Eduardo; Cooke, Nancy J.; Read, Gemma J. M.; Stanton, Neville A.This state of the science review brings together the disparate literature of effective strategies for enhancing and accelerating team performance. The review evaluates and synthesises models and proposes recommended avenues for future research. The two major models of the Input-Mediator-Output-Input (IMOI) framework and the Big Five dimensions of teamwork were reviewed and both will need significant development for application to future teams comprising non-human agents. Research suggests that a multi-method approach is appropriate for team measurements, such as the integration of methods from self-report, observer ratings, event-based measurement and automated recordings. Simulations are recommended as the most effective team-based training interventions. The impact of new technology and autonomous agents is discussed with respect to the changing nature of teamwork. In particular, whether existing teamwork models and measures are suitable to support the design, operation and evaluation of human-nonhuman teams of the future.Item The effects of training on statistical reasoning(1990) Jones, Scott Fariss; Cooke, Nancy J.The methods which people use to reason about everyday events and the strategies they employ have received much attention throughout the years. One aspect of this history is the debate about whether learning rules or examples most facilitates transfer of knowledge to a different domain. This research attempted to answer this question through two experiments. The first experiment concentrated on defining the dimensions along which subjects perceived problems which embodied statistical heuristics. The results identified a contextual dimension along which subjects classified the problems. The second experiment was conducted to determine if the contextual dimension or the problem domain dimension could best account for transfer of training to novel problems. The results indicated that the training transferred to all novel problems, however, training did not transfer to a different set of problems presented to the subjects as a phone survey. Explanations for this lack of transfer are discussed.