Engineering topics

Schneider, Vivian I.

Publications and source records attributed to Schneider, Vivian I..

5 records

NASA NTRS2019

Training, Retention, and Transfer of Data Entry Perceptual and Motor Processes Over Short and Long Retention Intervals

In 2 experiments, subjects trained in a standard data entry task, which involved typing numbers (e.g., 2147) using their right hands. At an initial test (20 min or 6 months after training), subjects completed the standard task, followed by a left-hand variant (typing with their left hands) that involved the same perceptual, but different motoric, processes as the standard task. At a second test (2 days or 8 months after training), subjects completed the standard task, followed by a code variant (translating letters into digits, then typing the digits with their right hands) that involved different perceptual, but the same motoric, processes as the standard task. At test, for each of the three tasks, half the trials were trained numbers (old) and half were new. Repetition priming (faster response times to old than new numbers) was found for each task, with extended delays only slightly decreasing the magnitude of the effect. Repetition priming for the standard task reflects retention of trained numbers, for the left-hand variant reflects transfer of perceptual processes, and for the code variant reflects transfer of motoric processes. There was, thus, evidence for both specificity and generalizability of training data entry perceptual and motoric processes even over very long retention intervals.

transfer↗

NASA NTRS2017

How Much is Remembered as a Function of Presentation Modality?

According to a widespread claim often used for teaching recommendations, students remember 10 percent of what they read, 20 percent of what they hear, 30 percent of what they see, and 50 percent of what they see and hear. Clearly, the percentages cannot be correct, and there is no empirical evidence even for the ordering. To investigate the ordering, we used a laboratory paradigm that has already revealed some findings regarding the ordering of modalities for remembering information. In this paradigm, subjects are given messages instructing them to move in a grid of four stacked matrices by clicking a computer mouse. The current experiment compared 3 modalities presented either once, see (visual arrows), hear (auditory words), read (visual words); twice in succession, see see, hear hear, read read; or in two different successive modalities, see hear, hear see, see read, read see, hear read, read hear. We found better performance for messages presented twice than for those presented once, regardless of modality. For the twice-presented messages performance varied as a function of the second modality, with best performance for see and worst for read.

information↗

NASA NTRS2017

Training, Retention, and Transfer of Data Entry Perceptual and Motoric Processes Over Long Retention Intervals

Subjects trained in a standard data entry task, which involved typing numbers (e.g., 5421) using their right hands. At test (6 months post-training), subjects completed the standard task, followed by a left-hand variant (typing with their left hands) that involved the same perceptual, but different motoric, processes as the standard task. At a second test (8 months post-training), subjects completed the standard task, followed by a code variant (translating letters into digits, then typing the digits with their right hands) that involved different perceptual, but the same motoric, processes as the standard task. For each of the three tasks, half the trials were trained numbers (old) and half were new. Repetition priming (faster response times to old than new numbers) was found for each task. Repetition priming for the standard task reflects retention of trained numbers; for the left-hand variant reflects transfer of perceptual processes; and for the code variant reflects transfer of motoric processes. There was thus evidence for both specificity and generalizability of training data entry perceptual and motoric processes over very long retention intervals.

dat↗

NASA NTRS2002

Comprehension of Navigation Directions

Subjects were shown navigation instructions varying in length directing them to move in a space represented by grids on a computer screen. They followed the instructions by clicking on the grids in the locations specified. Some subjects repeated back the instructions before following them, some did not, and others repeated back the instructions in reduced form, including only the critical words. The commands in each message were presented simultaneously for half of the subjects and sequentially for the others. For the longest messages, performance was better on the initial commands and worse on the final commands with simultaneous than with sequential presentation. Instruction repetition depressed performance, but reduced repetition removed this disadvantage. Effects of presentation format were attributed to visual scanning strategies. The advantage for reduced repetition was attributable either to enhanced visual scanning or to reduced output interference. A follow-up study with auditory presentation supported the visual scanning explanation.

Healy, Alice F.↗

NASA NTRS2000

Comprehension of Navigation Directions

In an experiment simulating communication between air traffic controllers and pilots, subjects were given navigation instructions varying in length telling them to move in a space represented by grids on a computer screen. The subjects followed the instructions by clicking on the grids in the locations specified. Half of the subjects read the instructions, and half heard them. Half of the subjects in each modality condition repeated back the instructions before following them,and half did not. Performance was worse for the visual than for the auditory modality on the longer messages. Repetition of the instructions generally depressed performance, especially with the longer messages, which required more output than did the shorter messages, and especially with the visual modality, in which phonological recoding from the visual input to the spoken output was necessary. These results are explained in terms of the degrading effects of output interference on memory for instructions.

Schneider, Vivian I.↗