摘要:

The mapping of different semantic and syntactic elements on the acquisition and practice of text-editing skill is used to test predictions from a production system model of skill development. Five text editors that use specific or general procedures that either obey a joint or a disjoint syntax have been designed and tested. Joint syntax and disjoint syntax, respectively, refer to whether defining the operation and the object in a procedure is done in a single or in two different steps. Tests of the editors were carried out using a set of varied tasks presented in two different serial task orders. Results showed that specific procedures are not necessarily faster to use than general ones for simple tasks, but general ones are faster for complex ones. Moreover, specific procedures are more prone to forgetting, as users consulted the help facilities more often. Users of joint editors consulted the help menu less often but for a longer time than users of disjoint editors. They also experienced a greater workload. It is suggested that joint and disjoint editors differ according to the way task parameters must be provided to the procedures. Finally, all measures were sensitive to serial task orders. The production system model of skill development is shown to provide an accurate explanation of group differences and of serial task order effects through strength accumulation, number of executed cycles, and cognitive operators.

ISSN:0737-0024    

DOI:10.1207/s15327051hci1004_1

出版商:Lawrence Erlbaum Associates, Inc.    

年代:1995

数据来源: Taylor

摘要:

Three different videoconferencing systems for supporting multiparty, remote conversations are described and evaluated experimentally. The three systems differed by how many participants were visible at once, their spatial arrangement, and control over who was seen. Conversations using these systems were compared to same-room (Experiment 1) and audio-only (Experiment 2) conversations. Specialized speech-tracking equipment recorded the on-off patterns of speech that allowed objective measurement of structural aspects of the conversations, such as turn length, pauses, and interruptions. Questionnaires and interviews also documented participants' opinions and perceptions in the various settings. Contrary to expectation, systems in which visual cues such as selective gaze were absent produced no differences in turn-taking or in any other aspect of the structure of conversation. In fact, turn-taking was unaffected even when visual information was completely absent. Overall, only the same-room condition showed any significant differences from any other condition; people in the same room produced more interruptions and fewer formal handovers of the floor than in any of the technology-mediated conditions. In this respect, the audio-only and video systems examined in these studies were equivalent. However, analyses of participants' perceptions showed that participants felt that visual access in mediated conversations was both important and beneficial in conversation. Further, there were indications that the particular design of the different video systems did affect some aspects of conversational behavior, such as the ability to hold side and parallel conversations.

ISSN:0737-0024    

DOI:10.1207/s15327051hci1004_2

出版商:Lawrence Erlbaum Associates, Inc.    

年代:1995

数据来源: Taylor