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ItemUnderstanding the role of presentation pace in learning a time-sensitive task(Georgia Institute of Technology, 2009-07-02) Hickman, Jamye M.In developing training for new technologies, designers encounter many options in an effort to increase system knowledge and produce effective system usage. Technological advancements do, however, provide the opportunity for more dynamic and interactive training methods. Moreover, technology may require the acquisition of time-sensitive skills. Many technologies have automatic shut-off or low-power functions, like the shutting off the backlight of a cell phone after 30 seconds. These system functions may lead to errors for novice users or for infrequent tasks. To develop effective training for time-sensitive tasks, the learner needs instruction on how to accurately perform the task at a particular pace. One potentially fruitful avenue of exploration is to provide the learning goal during training through the pace of the training materials. This presentation pace is the rate at which training tasks are presented to the learner during training; this pace may be fixed or self-regulated. The goal of the current study was to examine the role of presentation in learning a complex technology using four types of pacing for younger adults (Experiment 1) and older adults (Experiment 2). The results of this study show there seems to be a benefit of self-paced training for younger adults and older adults. These findings provide insight into future studies investigating the underlying mechanisms related to the benefits of self-paced training. Additionally, the findings have implications for the development of training paradigms for time-sensitive technologies.
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ItemOn processing line graphs: understanding aging and the role of spatial and verbal resources(Georgia Institute of Technology, 2008-07-09) Fausset, Cara BaileyThe objective of this research is to explore high-speed analog-to-digital converters (ADCs) using silicon-germanium (SiGe) heterojunction bipolar transistors (HBTs) for wireless digital receiver applications. The stringent requirements of ADCs for the high-performance next-generation wireless digital receiver include (1) low power, (2) low cost, (3) wide input signal bandwidth, (4) high sampling rate, and (5) medium to high resolution. The proposed research achieves the objective by implementing high-performance ADC's key building blocks and integrating these building blocks into a complete sigma-delta analog-to-digital modulator that satisfies the demanding specifications of next-generation wireless digital receiver applications. The scope of this research is divided into two main parts: (1) high-performance key building blocks of the ADC, and (2) high-speed sigma-delta analog-to-digital modulator. The research on ADC's building blocks includes the design of two high-speed track-and-hold amplifiers (THA) and two wide-bandwidth comparators operating at the sampling rate > 10 GS/sec with satisfying resolution. The research on high-speed sigma-delta analog-to-digital modulator includes the design and experimental characterization of a high-speed second-order low-pass sigma-delta modulator, which can operate with a sampling rate up to 20 GS/sec and with a medium resolution. The research is envisioned to demonstrate that the SiGe HBT technology is an ideal platform for the design of high-speed ADCs.
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ItemA controlled resource approach to understanding the effects of feedback on learning(Georgia Institute of Technology, 2007-07-03) McLaughlin, Anne CollinsIt is a testament to the complexity of learning that one hundred years of research on feedback has not produced universal prescriptions for training. Results are split in two directions; those recommending more feedback during training and those recommending less. Numerous theories that explain and predict certain feedback effects, but none explain the mixed findings in the literature. This has resulted in: a) no singular theory and b) little understanding of other factors that might affect the mechanism of feedback. The following series of studies systematically manipulated the cognitive load of the experimental task and measured learner working memory capacity. The overall question was whether forcing the learner to self-evaluate would result in more or less learning of a rule-based cognitive task and how this effect might be moderated by the working memory capacity of the learner and the load of the task to be learned. It was expected that high working memory capacity learners might learn more when difficulties were introduced for a simple task (via less supportive feedback). Instead, all groups not only learned more when receiving more support, the high working memory capacity learners appeared more able to utilize the additional feedback. Instead of providing their own support when feedback was minimal or lacking, high working memory capacity participants seemed best able to make use of the information provided in supportive feedback. Low working memory capacity participants seemed unable to either provide their own support when feedback was minimal or lacking, but also were not as able to make use of the information provided in more supportive feedback. The contribution of the current series of studies is an explanation of why and how appropriate level of feedback support can change based on the working memory capacity of the learner and demands of the task. Feedback can either impose a load upon the learner to self-evaluate or provide support for acquisition performance. Though learners may benefit from feedback neither too high nor too low, the current results indicate that additional feedback is most useful to those with the attentional resources available to utilize it.
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ItemUnderstanding the Role of Age, Work Context, and Task Demands on Managers' Attitudes(Georgia Institute of Technology, 2007-05-17) Lewen, Lisa JoyDespite the availability, capability, and inclination of older workers to remain in the workforce, research indicates that older workers are generally perceived and evaluated less favorably than younger workers (cf., Kite, Stockdale, Whitley, &Johnson, 2005). However, little is known about what factors lead older workers to be perceived less favorably. Up until this point, research investigating attitudes towards older workers has been limited to traditional work contexts. However, telework is an increasingly popular alternative work context and may be more appropriate for older workers. Another possible factor relating to evaluations of older workers is knowledge about age-related changes in ability. For example, the task demands of a job may be particularly high in fluid ability or crystallized ability. The work context and task demands of a job may be two potential sources of influence regarding perceptions of older workers. In the current set of studies, I examined the impact of applicant age, work context (telework and office work), and task demands (fluid ability and crystallized ability) on participants ratings of younger and older job applicants. In Study 1, a total of 16 job descriptions were selected based on their suitability and dependency on: office work/crystallized ability, office work/fluid ability, telework/crystallized ability, telework/fluid ability. Hiring managers recognized the jobs that were suited to telework or office work, but did not distinguish when either fluid or crystallized ability was of primary importance to a particular job. In Study 2, participants rated either younger or older applicants for 4 jobs selected from Study 1. The results of Study 2 were compelling. Older applicants were rated as more qualified when the job was dependent on crystallized ability, as well as when the job took place in a telework context. However, there were no significant differences between older and younger applicants when the job was dependent on fluid ability, or when the job took place in an office work context. The current research is critical to understanding the influence of task demands and the work context on differences between evaluations of older and younger workers.
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ItemInferences and the role of prior knowledge(Georgia Institute of Technology, 2006-11-20) Adams, Anne E.Information in a message can either be fully expressed (explicitly) or indirectly stated (implied) and understood by inference or association. Previous research suggested an age-related decline in performance of implicit compared to explicit information and that this relationship is moderated by prior knowledge. Whereas previous studies mainly obtained quantitative data of inferencing performance, the current study employed both quantitative and qualitative techniques to understand age-related differences in inferencing. Twenty younger and older participants evaluated whether a series of one-sentence statements were true or false based on specific two-sentence text passages. Text passages either resembled real warnings (taken from actual products) or were novel (the opposite of a warning found on an actual product). Statements either explicitly stated information from the text passage or required participants to go beyond information given in the text. Quantitative analysis showed that older adults accuracy compared to that of younger adults when evaluating real text passages, with explicit items being evaluated more accurately than implicit items. For novel text passages (generally lower accuracy scores), younger adults showed the same pattern as for real text passages, whereas older adults accuracy was low for both explicit and implicit statements. Qualitative analyses supported that participants correct answers generally reflected that the intended inference was drawn and that for incorrect answers the inference was not mentioned. The data also suggested that accuracy scores may underestimate the actual ability to infer. Both age groups mentioned most often that text-related factors (e.g., clarity) influenced their decision and brought outside information (e.g., education, experience, expectations) to the task regardless of text passage or statement type. Older adults more often referred to outside information than younger adults, particularly when evaluating novel text passages and their answer was wrong. This study substantiated that age-related differences in a task requiring inferencing may be explained by a combination of the factors of working memory (time and availability of information) and prior knowledge as well as a possible decline in inferencing ability. Prior knowledge is important for both age groups and especially so for older adults. Important implications for designers are to make information available and explicit.
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ItemUnderstanding the Role of Planning in the Performance of Complex Prospective Memory Tasks(Georgia Institute of Technology, 2006-07-07) Stronge, Aideen JoyceProspective memory also known as remembering to remember is the process of remembering to carry out future actions. The present study investigated age-related differences in the performance of two complex prospective memory tasks for 30 younger adults (M = 19.43, SD = 2.10) and 30 older adults (M = 66.87, SD = 3.25). The two tasks had the same constraints, but were framed within different contexts (i.e., taking medications or scheduling groups). Participants performed the tasks within a simulated week based on activities they perform as part of their weekly routine, and they were given 30 minutes to develop plans to help them remember the tasks. Older adults were as accurate as younger adults in developing their plans for both tasks, but made significantly more errors in carrying out the prospective tasks. Planning style was not directly predictive of performance for the group task. However, age-related differences in performance for the medication task were related to planning style such that age-related declines in performance were observed for older adults who used a planning style that did not provide adequate memory support (i.e., list layout with time cues). Moreover, participants of all ages with lower levels of planning experience were more likely to select this ineffective planning style. These findings provide evidence that age-related differences in prospective memory can be ameliorated through the use of a familiar task and the opportunity to develop plans to remember the task. However, if participants develop an ineffective plan they will show performance decrements.
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ItemEffects of Shape, Letter Arrangements, and Practice on Text Entry on a Virtual Keyboard(Georgia Institute of Technology, 2006-05-22) O'Brien, Marita A.This research study examined the design of a virtual keyboard that can be used for text entry with a rotary controller, particularly when users may differ in age and experience with a particular system. I specifically examined the shape and letter arrangement on the virtual keyboard to help determine the best features to use in a design. Two keyboard shapes, an Oval and a Plus, were selected to represent different aspects of the shape. Two keyboard arrangements, Alphabetic and a Standard QWERTY-based ordering, were selected to represent a well-known and less familiar arrangement. In the experiment, older and younger adults entered words over two consecutive days. Most of the time, they used either the Oval or the Plus, but they also used the alternate shape at specific points during their practice session to allow assessment of their ability to transfer what they had learned. At the end of the second day, they also used a variation of the practiced arrangement to examine how well they had learned the letter arrangement. Text entry performance on both shapes improved as a function of practice, demonstrating that participants could learn even unfamiliar devices and virtual keyboards to complete a word entry task. No overall shape effects were found for any level of performance, but shape did affect how participants learned and performed the word entry task. In particular, unique visual features on a shape may facilitate memorization of letter/visual cue mappings. These shape features are particularly important for older adults, as younger adults seem to develop a mental model that helps them memorize letter locations on either shape. With practice, older adults could achieve optimal performance levels with an Alphabetic keyboard on the Plus shape that has the more visually unique corners. In general, alphabetic ordering is best not only because it helped visual search, but also because it facilitated better movement planning. Overall, designers should consider creating unique visual features on a virtual keyboard that will blend with the compatibility and allowed movements for the selected device to create an effective virtual keyboard.