The Role of the Computer in Team Problem-Solving: Critiquing or Partial Automation?

1993 ◽  
Vol 37 (15) ◽  
pp. 1029-1029
Author(s):  
Stephanie A. E. Guerlain ◽  
Philip J. Smith
Keyword(s):  
Problem Solving ◽  
Computer System ◽  
Real World ◽  
Automated System ◽  
Computer Interface ◽  
Rule Base ◽  
Heuristic Strategy ◽  
System Designs ◽  
Better Than

A testbed was developed for studying the effects of different computer system designs on human-computer team problem-solving, using the real-world task of antibody identification. The computer interface was designed so that practitioners could solve antibody identification cases using the computer as they normally would using paper and pencil. A rule-base was then encoded into the computer such that it had knowledge for applying a heuristic strategy that is often helpful for solving cases. With this testbed, studies have been run comparing different computer system designs. A critiquing system was found to be better than a partially automated system on cases where the computer's knowledge is incompetent.

scholarly journals Embodiment and the Philosophy of Mind

1998 ◽  
Vol 43 ◽  
pp. 35-51 ◽  
Author(s):  
Andy Clark
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Philosophy Of Mind ◽  
Local Environment ◽  
Inner Model ◽  
The World ◽  
Cognitive Scientist ◽  
Biological Problem ◽  
The Mind

Cognitive science is in some sense the science of the mind. But an increasingly influential theme, in recent years, has been the role of the physical body, and of the local environment, in promoting adaptive success. No right-minded cognitive scientist, to be sure, ever claimed that body and world were completely irrelevant to the understanding of mind. But there was, nonetheless, an unmistakeable tendency to marginalize such factors: to dwell on inner complexity whilst simplifying or ignoring the complex inner-outer interplays that characterize the bulk of basic biological problem-solving. This tendency was expressed in, for example, the development of planning algorithms that treated real-world action as merely a way of implementing solutions arrived at by pure cognition (more recent work, by contrast, allows such actions to play important computational and problem-solving roles). It also surfaced in David Marr's depiction of the task of vision as the construction of a detailed threedimensional image of the visual scene. For possession of such a rich inner model effectively allows the system to ‘throw away’ the world and to focus subsequent computational activity on the inner model alone.

The Role of the Human Factors Designer in an Integrated Computer System

1987 ◽  
Vol 31 (10) ◽  
pp. 1147-1150 ◽  
Author(s):  
Greta L. Myers ◽  
Lisa L. Thrush ◽  
Joseph J. Limanowski
Keyword(s):  
Human Factors ◽  
Computer System ◽  
Computer Interface ◽  
Human Computer Interface ◽  
Function Allocation ◽  
Changing Roles ◽  
Design Function ◽  
Identification Function ◽  
Changing Role

This paper addresses the changing role of the human factors professional in the design of integrated computer systems for telecommunications engineering. Specifically, with the advent of such software, the human-computer interface is at times replaced by a computer-computer interface. With humans removed from the direct processing function, should human factors designers be removed from the design function as well? Our experience has shown that there is in fact a continuing need for our expertise, as long as humans remain in the process in any role. With the changing roles of our users, however, the focus of our efforts should change. The quality and utility of an automated computer system will be optimized by the early and persistent involvement of human factors designers in task analysis, user identification, function allocation, system design, user education and quality assurance.

The Role of Cooperative Learning in Increasing Problem-Solving Ability in a College Remedial Course

1991 ◽  
Vol 22 (5) ◽  
pp. 409-421
Author(s):  
Roberta L. Dees
Keyword(s):  
High School ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Remedial Mathematics ◽  
Minimal Level ◽  
Problem Solving Skills ◽  
Teacher Interventions ◽  
Proof Writing ◽  
Better Than

This study was conducted in a college remedial mathematics course to determine whether a minimal level of teacher intervention could induce cooperative learning on the part of students and whether cooperative learning would help students increase their problem-solving skills in mathematics. The intact, four-credit semester course included high school algebra and geometry. Practical methods that induced cooperation, with only three direct teacher interventions during the semester, are described. Instruments for evaluation of achievement included multiple-choice skills tests and open-ended teacher-made tests. Students using cooperative learning performed as well as or better than the control on every measure. Outcome variables that showed significant differences in favor of cooperative learning were solving word problems in algebra and proof-writing in geometry. It was concluded that the resulting increase in students' problem-solving abilities justified use of the method.

Factors Influencing the Cooperative Problem-Solving of People and Computers

1993 ◽  
Vol 37 (4) ◽  
pp. 387-391 ◽  
Author(s):  
Stephanie A. E. Guerlain
Keyword(s):  
Problem Solving ◽  
Automated System ◽  
Test Cases ◽  
Cooperative Problem Solving ◽  
Multiple Factors ◽  
Factors Influencing ◽  
Competence Level ◽  
Overall Performance ◽  
Case Characteristics ◽  
System Designs

It was the goal of this research to study the influence of different computer system designs on cooperative problem-solving performance. In particular, given that a computer has some knowledge about a domain, how should such knowledge be shared with the practitioner such that overall performance is improved? It was hypothesized that multiple factors contribute to performance changes, and that such factors may interact. In order to test these ideas, a formal, empirical study was conducted comparing the effectiveness of a critiquing system vs. a partially automated system when performing a medical diagnosis task. Thirty-two certified practitioners used one of the two systems to solve five test cases. The results showed that the design of the system interacted with the case characteristics and the competence level of the practitioners such that overall performance was slightly better with the partially automated system on cases where the computer's knowledge was competent (5.6% vs. 11.9% misdiagnosis rate) but on a case where the computer's knowledge was incompetent, the partially automated system induced more errors (76% vs. 43% misdiagnosis rate, p < .05). Details of the interactions causing this tradeoff in performance are discussed so that future designers may take what was learned from this study and apply it to their work.

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

Pattern-Recognition: A Comparison of the Performance of Clinicians and Non-Clinicians - with a Note on the Performance of a Computer-Based System

1972 ◽  
Vol 11 (01) ◽  
pp. 32-37 ◽  
Author(s):  
F. T. DE DOMBAL ◽  
J. C. HORROCKS ◽  
J. R. STANILAND ◽  
P. J. GUILLOU
Keyword(s):  
Pattern Recognition ◽  
Computer System ◽  
Computer Aided Diagnosis ◽  
Clinical Interview ◽  
Computer Performance ◽  
Pattern Size ◽  
Computer Aided ◽  
Computer Based ◽  
Aided Diagnosis ◽  
Better Than

This paper describes a series of 10,500 attempts at »pattern-recognition« by two groups of humans and a computer based system. There was little difference between the performances of 11 clinicians and 11 other persons of comparable intellectual capability. Both groups’ performances were related to the pattern-size, the accuracy diminishing rapidly as the patterns grew larger. By contrast the computer system increased its accuracy as the patterns increased in size.It is suggested (a) that clinicians are very little better than others at pattem-recognition, (b) that the clinician is incapable of analysing on a probabilistic basis the data he collects during a traditional clinical interview and examination and (c) that the study emphasises once again a major difference between human and computer performance. The implications as - regards human- and computer-aided diagnosis are discussed.

Determinants of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar, Indonesia

2019 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Andi Samsu Rijal ◽  
Andi Mega Januarti Putri
Keyword(s):  
Language Choice ◽  
Migrant Children ◽  
Immigrant Communities ◽  
The Public ◽  
International Language ◽  
Language User ◽  
Public Area ◽  
Better Than ◽  
Language Mastery

The essence of language is human activity. Communication with language is carried out through two basic human activities; speaking and listening during the interaction in a group of people. Immigrants in Makassar city communicate with immigrant communities and Makassar people. They used English and Indonesia to communicate with others. The aims of this article were to find out determinant factors of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar and why they used English as their language choice to communicate with other people out of them. The data were taken from UMC in the shelter under the auspices of Makassar’s Social Office and in the public area of Makassar. This research was a qualitative approach; it was from a sociolinguistic perspective and focuses its analysis with the language choice among UMC. This research showed that most immigrants chose English as their language choice since they were in Makassar because they have acquired better than other international language and it has been mastered naturally by doing social interaction among themselves and people outside their community. UMC had more difficulties to socialize with Indonesian than the adult of Immigrants. Other than their lack of language mastery, they also have the anxiety to adapt to other immigrants and Makassar people. English was used by UMC to show their status as a foreigner who lived in a multicultural situation. Language becomes a power for a human being and it becomes a social identity for language user in one community. During the interaction of UMC in Makassar city, the role of English as an International language is shown.

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