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Memory

Memory. SENSORY STORE. WORKING MEMORY. LONG-TERM MEMORY. A little experiment in memory …. Courtesy of NASA Ames Cognition Laboratory (http://human-factors.arc.nasa.gov/cognition/tutorials/ModelOf/memory5.html)

jaquelyn-albert
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Memory

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  1. Memory SENSORY STORE WORKING MEMORY LONG-TERM MEMORY

  2. A little experiment in memory … • Courtesy of NASA Ames Cognition Laboratory (http://human-factors.arc.nasa.gov/cognition/tutorials/ModelOf/memory5.html) • Step 1: take out a blank sheet of paper and put “List 1” on the top. Then put your pencil/pen down. • Step 2: listen to the list of words carefully. • Step 3: after the entire list is finished, you will be instructed to write down as many of the words as you can remember. • Step 4: check your list against the one I show you and write the number correct at the top of the page. • Repeat steps 1 – 4 with List 2 and List 3.

  3. Results from an earlier experiment http://human-factors.arc.nasa.gov/cognition/tutorials/ModelOf/memory5.html

  4. Impact of memory on system design ... • Power: • Vast store of knowledge • Limitations: • Forgetting • Limited working memory • Attention

  5. “Just the facts” about memory ... • Three subsystems of memory: • Short-term sensory store • Working memory (short-term memory) – WM/STM • Long-term memory - LTM • These subsystems differ in several ways • Capacity • Sensory store __________________________________ • WM is ______________________________ • (the "magic number" 7 plus or minus 2) • LTM __________________________

  6. “Just the facts” about memory … (cont.) • Differences in memory subsystems (cont.) • Duration • Sensory store _____________________________________ • WM _____________________________________________ • LTM _____________________________ • Codes • Sensory store ____________________ • WM ____________________________ • LTM ____________________________

  7. Visuospatial Sketchpad Phonological Loop Central Executive • Stored in analog spatial form • From visual sensory system or LTM • Stored in acoustical form • Info kept active through rehearsal How it works (or doesn’t) ... • Working Memory (WM) • A model (from Baddeley)

  8. WM: How it works (or doesn’t) ... • Restrictions: • Capacity - 7 + 2 “items” of information. • Time - 7 - 70 second “half-life” • Some solutions ... • Increase capacity by “chunking” • Create meaningful sequence already present in LTM • Experiments: • Subject could recall > 20 binary digits by coding into octal (0101111 57) • Subject could recall > 80 digits by coding into running times (353431653  3 min, 53.4 sec mile; 3 hr, 16 min, 53 sec marathon) • Chess masters recall board with great accuracy; "chunk" into strategic patterns

  9. WM: How it works (or doesn’t) ... • Examples of everyday chunking: • Parsing - break up into chunks • phone numbers, social security numbers • Reading musical staffs ("Every Good Boy Does Fine") • Medical school mnemonics • Songs: constraints of rhythm, rhyme • "We Didn't Start the Fire" • "Joseph and the Amazing Technicolor Dreamcoat" • Preamble to the US Constitution • Other approaches to handling WM limitations: • Minimize load • Visual “echoes” • Exploit different codes (e.g., spatial, verbal, etc.)

  10. How it works (or doesn’t) ... • Long-term memory (LTM) • Types • Semantic memory - general knowledge • Event memory • Episodic - an event in the past • Prospective - remember to do something • Basic mechanisms: • Storage - through active rehearsal, involvement, or link to an existing memory. • Alternatively - “everything gets in” • Retrieval - depends on • item strength • number and strength of associations to other items

  11. LTM: How it works (or doesn’t) ... • Organization of information in LTM • Most-used information is semantic • retrieval depends on semantic associations • good design builds / uses appropriate semantic associations • The network of semantic associations around specific topics are schemas • Schemas involving sequences of activities are scripts • Schemas concerning how equipment and systems work are mental models

  12. LTM: How it works (or doesn’t) ... • What it means for design … • Encourage regular use of info • Standardize • Design information to be remembered • Provide memory aids

  13. Memory versus knowledge “in the world” • When do you not need to remember something? • (Why do you not need to remember what a penny looks like?) • When the knowledge is already "in the world"! • (Because you only need to recognize a penny - and nothing else looks like it.)

  14. Knowledge “in the world” • Affordances • Constraints • Mappings • Conceptual Models • Visible Structure • Reveals: • 1. affordances • 2. constraints • 3. mappings

  15. Affordance • "refers to perceived or actual properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used.” (Norman, pg. 9) • Affordances of objects: e.g., chairs, tables, cups • Affordances of materials: e.g., glass, wood • Affordances of controls: How are things operated?

  16. Examples ...

  17. Constraints • Those aspects of a device or material that limit its perceived possible uses. • Physical: size, shape, possibilities for movement, etc. • Semantic: meaning of the situation • related to the notion of “conceptual models” • Cultural: defined by tradition, meaning within the culture (e.g., the color red, triangular shape) • Logical: placement of controls, direction of movement, etc. • related to “mappings”

  18. Examples ... • Physical constraints • Semantic constraints • Cultural constraints • Logical constraints

  19. Conceptual Models • Our understanding of the way things work, how things are put together, cause & effect, etc. • Depends on the visibility of the system structure, the timing of the feedback, and consistency of cause/effect relationships • Builds a framework for storing knowledge about a system or device “in the head.” • Used to develop explanations, recreate forgotten knowledge, and make predictions.

  20. Mappings • Making the connection between how things work and how we think they work. • Some examples … (stay tuned - more in the display design lesson!) • Principle of Pictorial Realism: Displayed quantities should correspond to the human's internal model of these quantities. • Congruence: The linear motion of a control and display should be along the same axis and the rotational motion of a control and display should be in the same direction. • Principle of the Moving Part: The direction of movement of an indicator on a display should be compatible with the direction of movement of an operator's internal representation of the variable whose change is indicated. • Spatial compatibility: The spatial arrangement of displays should be preserved in the controls.

  21. Your turn … • Recall the question regarding Benjamin Franklin given to you as homework last time. • List a few of the things you’ve thought of that Mr. Franklin would be able to “figure out” in your apartment/home. • Describe how Mr. Franklin is able to figure these things out in terms of the affordances, constraints, mappings, and visible structure. Use the following table to help organize your answer.

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