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School of Psychology

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Publication Search Results

Now showing 1 - 4 of 4
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    Exploring everyday privacy behaviors and misclosures
    (Georgia Institute of Technology, 2009-12-08) Caine, Kelly Erinn
    As access to information changes with increased use of technology, privacy becomes an increasingly prominent issue among technology users. Privacy concerns should be taken seriously because they influence system adoption, the way a system is used, and may even lead to system disuse. Threats to privacy are not only due to traditional security and privacy issues; human factors issues such as unintentional disclosure of information also influence the preservation of privacy in technology systems. A dual pronged approach was used to examine privacy. First, a broad investigation of younger and older adults' privacy behaviors was conducted. The goal of this study was to gain a better understanding of privacy across technologies, to discover the similarities, and identify the differences in what privacy means across contexts as well as provide a means to evaluate current theories of privacy. This investigation resulted in a categorization of privacy behaviors associated with technology. There were three high level privacy behavior categories identified: avoidance, modification, and alleviatory behavior. This categorization furthers our understanding about the psychological underpinnings of privacy concerns and suggests that 1) common privacy feelings and behaviors exist across people and technologies and 2) alternative designs which consider these commonalities may increase privacy. Second, I examined one specific human factors issue associated with privacy: disclosure error. This investigation focused on gaining an understanding of how to support privacy by preventing misclosure. A misclosure is an error in disclosure. When information is disclosed in error, or misclosed, privacy is violated in that information not intended for a specific person(s) is nevertheless revealed to that person. The goal of this study was to provide a psychological basis for design suggestions for improving privacy in technology which was grounded in empirical findings. The study furthers our understanding about privacy errors in the following ways: First, it demonstrates for the first time that both younger and older adults experience misclosures . Second, it suggests that misclosures occur even when technology is very familiar to the user. Third, it revealed that some misclosure experiences result in negative consequences, suggesting misclosure is a potential threat to privacy. Finally, by exploring the context surrounding each reported misclosure, I was able to propose potential design suggestions that may decrease the likelihood of misclosure.
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    Is a robot an appliance, teammate, or friend? age-related differences in expectations of and attitudes toward personal home-based robots
    (Georgia Institute of Technology, 2008-11-11) Ezer, Neta
    Future advances in technology may allow home-based robots to perform complex collaborative activities with individuals of different ages. Two studies were conducted to understand the expectations of and attitudes toward home-based robots by younger and older adults. One study involved questionnaires sent to 2500 younger adults (aged 18-28) and 2500 older adults (aged 65-86) in the Atlanta Metropolitan area. One hundred and eighty questionnaires were completed and returned by individuals in the targeted age groups. For the questionnaire, participants were asked to imagine a robot in their home and then to answer questions about how well characteristics matched their imagined robot. Participants' technology and robot experience, demographic information, and health information were also collected. In conjunction with the questionnaire study, twelve younger adults (aged 19-26) and twenty-four older adults in two sub-age groups (younger-older, aged 65-75, and older-older aged 77-85) were interviewed about their expectations of and attitudes toward a robot in their home. They were asked to imagine a robot in their home and answer numerous questions about the tasks their envisioned robot would perform, the appearance of the robot, and other general questions about their interaction with the robot. The results of the studies suggest that individuals have many different ideas about what a robot in the home would be like. Mostly, they want a robot to perform mundane or repetitive tasks, such as cleaning, and picture a robot as a time-saving device. However, individuals are willing to have a robot perform other types of tasks, if they see benefits of having the robot perform those tasks. The ability of the robot to perform tasks efficiently, with minimal effort on the part of the human, appears to be more important in determining acceptance of the robot than its social ability or appearance. Overall, individuals both younger and older seem to be very open to the idea of a robot in their home as long it is useful and not too difficult to use.
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    Explaining dual-task implicit learning deficits: the effect of within stimulus presentation
    (Georgia Institute of Technology, 2006-04-04) Nichols, Timothy A.
    Under typical between stimulus dual-task conditions, implicit sequence learning typically suffers, except under within stimulus conditions, where the stimuli for both tasks are the same. This finding is inconclusive, given that it has not been replicated and the study under which it was obtained was methodologically flawed. The finding also seemed to contradict the psychological refractory period finding that simultaneous presentation of the two task stimuli will result in performance decrements. Two experiments were conducted to test the effect of within stimulus presentation in a dual-task implicit learning task. In Experiment 1, within stimulus presentation resulted in improved sequence learning, relative to between stimulus presentation. The second experiment did not show an effect of response selection load under within stimulus presentation conditions. The findings suggest that implicit learning can occur under attentionally demanding conditions, but that the incidental task structure to be learned should be comprised of stimuli that are already attended during primary task processing.
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    Factors that affect trust and reliance on an automated aid
    (Georgia Institute of Technology, 2006-04-03) Sanchez, Julian
    Previous research efforts aimed at understanding the relationship between automation reliability and reliance on the automation have mainly focused on a single dimension of reliability, the automations error rate. Efforts to understand the effects of additional dimensions, such as types of errors, have merely provided suggestions about the effects that automation false alarms and misses can have on human behavior). Furthermore, other dimensions of reliability, such as the distribution of errors in time, have been almost completely ignored. A multi-task simulation of an agricultural vehicle was used in this investigation. The simulator was composed of two main tasks, a collision avoidance task and a tracking task. The collision avoidance task was supported by an imperfect automated collision avoidance system and the tracking task was performed manually. The results of this investigation indicated that there are distinct patterns of reliance that develop as a function of error type, which are dependent on the state of the automation (alarms or non-alarms). The different distributions of errors across time had an effect on the estimates of reliability and subjective trust ratings. The recency of errors was negatively related to perceived reliability and trust. The results of the current investigation also suggest that older adults are able to adjust their behavior according to the characteristics of the automation, although it takes them longer to do so. Furthermore, it appears that older adults are willing to use automated systems, as long as they are reliable enough to reduce workload.