Archive for February, 2007

“Multistore Model of Memory” notes on main aspects

Sunday, February 25th, 2007

Working memory and language: an overview
Alan Baddeley University of Bristol,2003

The most influential two-component modelwas that of Atkinson and Shiffrin (1968) (the first theory to be widely accepted).

Two component models found unsatisfactory as conflicting studies proved and disproved the hypothesis.

See fig

Description of the multistore memory.

A temporary verbal–acoustic storage system, a parallel visual subsystem, the visuospatial, finally, behavior was assumed to be controlled by a limited capacity attention system, the central executive.

Flaws in the multi-store model-

The ability of brain damaged people to create new LTM though their STM is destroyed.

Also evidence from brain-damaged patients suggests that there are different types of both short-term and long-term memories that are stored in different places in the brain.

The fixed store aspect of the theory is questioned by the capacity to train and increase the capacity of STM. More recent theories seem to be suggesting that there is more of a flow in and out of LTM

The multi store model has been criticised for being over simple, and has not stood up to further scrutiny in the areas of coding, capacity, and trace duration.

The main critics

Craik F I M & Lockhart R S. Levels of processing: a framework for memory research. J.Verb. Learn. Verb. Behav. 11:671-84, 1972.
[University of Toronto, Toronto, Ontario, Canada]

Alternative framework in which discrete stores were
replaced by a continuum of processing varying from shallow sensory analyses to
deeper, semantic analyses.

We postulated that memory was the record of the operations
carried out during perception and comprehension, and that deeper levels of
processing were associated with longerlasting memory traces.

The alternative

MEMCOG
1982, 2001 Janice M. Keenan
Levels of Processing
Experiment Manual, Department of Physcology University of Denver
Levels of processing framework

Perceptual processing is assumed to be a continuum of rapid analyses of the stimulus at a number of levels (or stages), rather than a series of transfers from one memory store to another as in the multistore model.

The evidence we have just reviewed concerning coding, capacity and trace duration can be taken not only as evidence against the discrete memory structures proposed by the multistore model, but also as evidence for a continuum of mental processing where the type of coding or type of
processing determines how much can be retained and for how long. This is in essence the basis of Craik and Lockhart’s levels of processing approach to memory.

The levels of processing framework enjoyed almost immediate acceptance among a wide
range of memory theorists, and multistore memory models were soon abandoned. But
even though multistore models are no longer utilized in memory research, it is important to realize that some of the concepts developed in these models continue to be used by memory theorists. For example, there is still general acceptance of the notion of sensory memories. Also, memory theorists continue to use the term short-term memory.
However, short-term memory is no longer considered to be a separate structure with fixed and invariant characteristics. Rather, many theorists now use the term to refer to those contents of long-term memory that are currently activated and undergoing processing.

Review of curriculum in England

Tuesday, February 13th, 2007

This article opens up the subject of the review of the ICT curriculum in schools.

http://flux.futurelab.org.uk/2007/02/05/curriculum-review-what-would-you-change/

Scaffolding

Tuesday, February 13th, 2007

Scaffolding

What is scaffolding?

To aid mediation many teachers have developed techniques, which they describe as scaffolding, a creative interactive process aimed at moving children through their zpd in order to complete the partly-formed ideas that lie there. David Leat and his colleagues described scaffolding in these terms:

using explanations, demonstrations, stories and analogies to make sure that they have an initial purchase on the relevant concepts, skill and language that they need

building confidence, and valuing and reinforcing what the teacher sees as important in their continued learning (such as listening)

encouraging mutual support among pupils.

http://www.gtce.org.uk/research/romtopics/rom_teachingandlearning/vygotsky1/study

Accessed 13 February 2007

Interaction Design -Textbook notes

Friday, February 9th, 2007

Interaction Design: Beyond Human-Computer Interaction
Preece, J., Rogers, Y. and Sharp, H.
Publ. John Wiley and Sons, 2002
ISBN-10: 0471492787
ISBN-13: 978-0471492787

Notes on Chapters One -Six and Ten will be posted here.

Preface

“We define Interaction design as “designing interactive products to support prople in their everyday and working lives.”"

The book discusses how “congative, social, and affective issues appley to interaction design.

“The design of spaces for human communication and interaction”
-Winograd 1977

Design and evaluation interwoven

Iterative process.

Very useful structure and layout, good description of routes through the text for different purposes.

The three women authors Academics, specialists in interaction design and HCI. Cognative scientist-Rogers, Sharp software designer-Preece information systems. (I note the gender of the authors as it is relevent to questions I am trying to formulate re gender, cognition and interface design)

Foreword –
Gary Perlman

  • Interaction design meeting of art and science.
  • Importance of user centered design

” A user centered focus requires close work with users, from analysis through design, evaluation and maintenance.”

Ref Don Norman- The design of everyday things(1988)

Chapter 1 what is interaction design

Chapter begins with an overview of design principles from at traditional perspective, what is good and bad design in general. These principles are then translated for interaction design.

Key questions

how do you optimize the users interactions… so that they match the users activities which are being supported and extended.

Goal of the book ” to teach [you] how to carry out interaction design. In particular…how to identify users needs and from this understanding, move to designing usable, useful, and enjoyable systems.”

USEABLE
USEFUL
ENJOYABLE

4 main activities in interaction design

  1. Identify needs
  2. Develop alternative designs to meet these needs
  3. Build interactive prototypes
  4. Evaluate what is being built throughout

3 characterisitics

  1. Users involved throughout development process.
  2. Useability goals should be identified clearly documented
  3. Iteration

Useability Goals

  • effective to use (effectiveness)
  • efficient to use (efficiency)
  • safe to use (safety)
  • have good utility (utility)
  • easy to learn (learnability)
  • easy to remember (memorability)

User experience goal

  • satisfying
  • enjoyable
  • fun
  • entertaining
  • helpful
  • motivating
  • aesthetically pleasing
  • supportive of creativity
  • rewarding
  • emotionally fullfilling

Understanding users needs

  • What are their strengths and difficulties
  • what might help people in what they do
  • listen to and involve the users
  • use tried and tested user-based methods

Working in the Interface design field

  • interaction designers
  • usability engineers
  • web designers
  • information architects
  • user experience designers

Design Principles

  • Visibility
  • feedback
  • constraints a) physical:limitations b) cutural :learned conventions c) logical: reasoning, common sense
  • mapping
  • affordance a) percieved affordance : on screen b) real affordance: physical objects

Affordance an attribute of an object that allows people to know how to use it. “to give a clue”

Nielsen(2001) Usability Principles

1. Visibility

2. Match between system and real world

3. user control and freedom

4. Consitancy and standards

5. Help users recover form error

6. error prevention

7. Regognition rather than recall

8. flexibility and efficiency of use

9.Aesthetic and minimalist design

10. help and documentaiton