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<HEAD><TITLE>CS377. Principles from the Cognitive Sciences - readings</TITLE><BODY><H2><!WA0><IMG SRC="http://www-pcd.stanford.edu/gifs/logo.hci.gif">CS377. Topics in Human-Computer Interaction</H2><H3>Stanford University 1994-95</H3> <H2>Autumn 94-95: Principles from the Cognitive Sciences for human-computer interaction</H2>Tues-Thurs., 11:00 - 12:15Room: 352; Margaret Jacks Hall (Bldg 460)<P>Instructor: Henry B. (Hank) StrubEmail: strub@interval.com Phone: 354-0919<H2>Contents of Course Reader</H2><HR><H3>Lecture 1: Motivational Readings (optional)</H3><H4>how "classics" in HCI will set a foundation for communication and education</H4>Winograd, T. (1994). Perspectives: Designing a language for interactions. Interactions, 1 (2), 7-9. <H4>How perspective influences whether properties are strengths or weaknesses</H4>pp. 221-227, fromNorman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. Reading, MA: Addison-Wesley. <HR><H3>Week 1: A taste of High Level Cognition & Perception</H3><H4>A classic design-oriented perspective on cognition and perception</H4>Chapter 1, pp. 1-33 and related notes pp. 219-220, fromNorman, D. A. (1988). The psychology of everyday things. New York: Basic Books. <H4>An activity-theory approach to study and design of artifacts</H4>Bannon, L. J. & B縟ker, S. (1991). Beyond the interface: Encountering artifacts in use. In J. M. Carroll (Ed.), Designing interaction: Psychology at the human-computer interface. (pp. 227-253). New York: Cambridge University Press. <HR><H3>Week 2: A taste of Low Level Cognition and Perception</H3><H4>Cognitive and perceptual rules of thumb that can be used to estimate human performance</H4>pp. 124-143, plus figures D-16 and D-17, and references; fromCard, S. K. (1984). Human limits and the VDT computer interface. In J. L. Bennett (Ed.), Visual display terminals : usability issues and health concerns. (pp. 117-155). Englewood Cliffs, NJ: Prentice-Hall. <H4>A short introduction to GOMS methodology</H4>pp. 140-152 fromCard, S. K., Moran, T. P. and Newell, A. (1983). The psychology of human-computer interaction. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. <H4>Issues that don't fit well into GOMS</H4>Wright, P., Lickorish, A. and Milroy, R. (1994). Remembering while mousing: The cognitive costs of mouse clicks. SIGSCHI Bulletin, 26 (1), 41-45. <HR><H3>Week 3: Methodology 1: Ethnography</H3><H4>Practical overview of ethnographic methodology</H4>Blomberg, J., Giacomi, J., Mosher, A. and Swenton-Wall, P. (1993). Ethnographic field methods and their relation to design. In D. Schuler & A. Makioka (Eds.), Participatory design: Principles and practices. (pp. 123-156). Hillsdale, NJ: Erlbaum. <H4>Study that used ethnographic methods</H4>Nardi, B. A. & Miller, J. R. (1991). Twinkling lights and nested loops: Distributed problem solving and spreadsheet development. International Journal of Man-Machine Studies, 34, 161-184. <HR><H3>Week 4: Methodology 2: Case Studies</H3><H4>Nuts and Bolts chapter on Case Study methodologies, and tradeoffs in their use</H4>Chapter 6, pp. 146-169, from:Robson, C. (1993). Real world research: A resource for social scientists and practitioner-researchers. Cambridge, MA: Blackwell Publishers. <H4>Questions the utility of cognitive theory for real design issues</H4>Landauer, T. (1991). Let's get real: A position paper on the role of cognitive psychology in the design of humanly useful and usable systems. In J. M. Carroll (Ed.), Designing Interaction: Psychology at the human-computer interface. (pp. 60-73). New York: Cambridge University Press. <HR><H3>Week 5: Human Error, almost always based on complex interdependencies</H3><H4>Well written discussion on how people and system factors interact in cases of error</H4>Chapter 2, pp. 8-26; and pp. 87-102, and 105-109; fromWoods, D. D., Johannesen, L. J., Cook, R. I. and Sarter, N. B. (draft of November, 1993). Behind human error: Cognitive systems, computers and hindsight . State-of-the-Art Report prepared for CSERIAC. <H4>"Obvious" things users often don't know; possible consequences; and safer design</H4>Laughery, K. R. (1993). Everybody knows---or do they. Ergonomics in design, pp. 8-13. <HR><H3>Week 6: Human Memory: a case that brings previous course weeks together</H3><H4>Short introduction to low-level memory principles</H4>pp. 303-308, fromLindsay, P. H. & Norman, D. A. (1977). Human information processing. Orlando, FL: Academic Press. <H4>Some practical high-level memory issues</H4>pp. 115-122, fromSearleman, A. & Herrmann, D. (1994). Memory from a broader perspective. New York: McGraw-Hill, Inc. <H4>Memory issues related to speech and conversation</H4>pp. 179-199, fromCohen, G. (1989). Memory in the real world. Hillsdale, NJ: LEA. <HR><H3>Week 7: Methodology 3: Uses for Qualitative Methodology, and Usability</H3><H4>Practical discussion on appropriate (and inappropriate) uses of qualitative data</H4>Chapter 12, pp. 370-407, fromRobson, C. (1993). Real world research: A resource for social scientists and practitioner-researchers. Cambridge, MA: Blackwell Publishers. <H4>An introduction to (and retrospective discussion of) Usability</H4>Gould, J. D., Boies, S. J. and Lewis, C. (1991). Making usable, useful, productivity - enhancing computer applications. Communications of the ACM, 34 (1), 74-85. <HR><H3>End of Quarter: Design and Application Issues</H3><H4>Introduction and discussion of prototyping methodologies</H4>Madsen, K. H. & Aiken, P. H. (1993). Experiences using cooperative interactive storyboard prototyping. Communications of the ACM, 36 (4), 57-64. <H4>Projections on literacy and teaching in the future</H4>Soloway, E. (1993). Reading and writing in the 21st Century. Communications of the ACM, 36 (5), 23-27. <H4>Realistic constraints of technology in schools</H4>Becker, H. J. (1993). Teaching with and about computers in secondary schools. Communications of the ACM, 36 (5), 69-73. <H4>A case of a cognitively-based product; with discussion of implementation issues</H4>Leirer, V. O., Tanke, E. D. and Morrow, D. G. (1993). Commercial cognitive/memory systems: A case study. Applied cognitive psychology, 7, 675-689. <NOPRINT><HR>Click here for <!WA1><A HREF="http://pcd.stanford.edu/hci/courses/cs377strub.html">the course description</A> <BR>Click here for <!WA2><A HREF="http://pcd.stanford.edu/hci/courses/cs377.html">the general listing for CS377</A> <BR>Click here for list of <!WA3><A HREF="http://www-pcd.stanford.edu/hci/courses.html">HCI courses at Stanford</A> <ADDRESS>Information provided for the <!WA4><A HREF="http://www-cs.stanford.edu">Stanford Computer Science Department</A> by the <!WA5><A HREF="http://www-pcd.stanford.edu/hci/hci-coordinator.html">HCI Course Coordinator</A> as part of the description of <!WA6><A HREF="http://www-pcd.stanford.edu/hci.html">HCI at Stanford.</A> Last updated Sept. 11, 1994</ADDRESS></NOPRINT>⌨️ 快捷键说明
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