Adrienne Y. Lee
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Publications by Adrienne Y. Lee (bibliography)
» 1995 «
Pennington, Nancy, Lee, Adrienne Y. and Rehder, Bob (1995): Cognitive Activities and Levels of Abstraction in Procedural and Object-Oriented Design. In Human-Computer Interaction, 10 (2) pp. 171-226
“The research reported in this article provides descriptions of design activities and of the evolving designs for expert procedural and expert object-oriented (OO) designers and for novice OO designers who also had extensive procedural experience. Ten experienced programmers were observed while designing software that would serve as a scoring system for swim meet competitions. Talk-aloud protocols were collected and analyzed for different types of cognitive activities and strategies that occurred during the course of design. In particular, we analyzed both the design activities and the level of abstraction of the designs over the course of time for each group in order to examine the role of several design strategies described in the literature as central in procedural design. In the course of these analyses, we developed a generic way (design template) of comparing the final designs of designers in different paradigms. Using this template, we analyzed the designs in terms of their completeness for different views at different levels of abstraction. Our analyses of procedural and OO designers -- in terms of their cognitive activities, design strategies, and final designs -- provide a detailed comparison between design paradigms in practice. A variety of descriptive results are discussed in terms of positive transfer, interference, and implications for design training. Findings are also discussed in terms of the relation between tasks and design paradigms.”
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» 1994 «
Lee, Adrienne Y. and Pennington, Nancy (1994): The Effects of Paradigm on Cognitive Activities in Design. In International Journal of Human-Computer Studies, 40 (4) pp. 577-601
“This research examines differences in cognitive activities and final designs among expert designers using object-oriented and procedural design methodologies, and among expert and novice object-oriented designers, when novices have extensive procedural experience. We observed, as predicted by others, a closer alliance of domain and solution spaces in object-oriented design compared to procedural design. Procedural programmers spent a large proportion of their time analysing the problem domain. In contrast, object-oriented designers defined objects and methods much more quickly and spent more time evaluating their designs through simulation processes. Novices resembled object-oriented experts in some ways and procedural experts in others. Their designs had the general shape of the object-oriented experts' designs, but retained some procedural features. Novices were very inefficient at defining objects, going through an extensive situation analysis first, in a manner similar to the procedural experts. Some suggestions for instruction are made on the basis of novice object-oriented designers' difficulties.”
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Lee, Adrienne Y., Foltz, Peter W. and Polson, Peter G. (1994): Memory for Task-Action Mappings: Mnemonics, Regularity and Consistency. In International Journal of Human-Computer Studies, 40 (5) pp. 771-794
“Much of the knowledge required to use modern computing systems takes the form of mappings or associations. These associations occur between user goals and the functions that accomplish those goals, between functions and the user actions that activate a desired function, and between a menu item or a button label and the function associated with that item or label. The question we explore in this paper is: when is it worthwhile, if ever, to make a user pay the price of learning a new set of task-action mappings? In other words, how much interference is there when the new set is inconsistent with the original set of task-action mappings of the previously known system? We consider three factors that determine the ease of learning and retention of task-action mappings: mnemonics, regularity within a set of mappings, and consistency of mapping across different system contexts. In two experiments, we found that Irregular-Non-Mnemonic mappings take much longer to master than Regular-Mnemonic mappings and that Irregular-Non-Mnemonic mappings are more rapidly forgotten and subject to interference effects due to inconsistency. Regular-Non-Mnemonic mappings fall between the two groups. They are easier to learn and retain than Irregular-Non-Mnemonic but harder than Regular-Mnemonic mappings. We conclude that transferring from a well-learned set of old task-action mappings is simple when the new set is regular (completely consistent) and mnemonic.”
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» 1993 «
Lee, Adrienne Y. and Pennington, Nancy (1993): Learning Computer Programming: A Route to General Reasoning Skills?. In: Cook, Curtis, Scholtz, Jean and Spohrer, James C. (eds.) Empirical Studies of Programmers - Fifth Workshop December 3-15, 1993, 1993, Palo Alto, California. pp. 113-136.
“The learning of computer programming in schools has often been promoted as a basis for the learning of general thinking skills. Thus, a fundamental question about computer programming skill is whether it "transfers" to reasoning in other domains. Our research investigates whether expert diagnostic strategies will transfer spontaneously from established programming skill to another, unfamiliar domain. We then examine whether diagnostic reasoning can be taught to novices, in the context of learning to program, in a way that liberates the strategy from its content. The first experiment examined experienced subjects (extensive programming but no electronics) and inexperienced subjects (no programming or electronics) performances in two domains (programming and electronics) when domain specific information was provided. Results suggest that practicing a component of programming skill (debugging) will produce a general diagnostic skill that can transfer spontaneously across domains. The second experiment examined the training of inexperienced subjects for transfer. Experimental subjects learned more than controls, but did not show more transfer. More training may be necessary for subjects to reach advanced levels of the skill and thereby show transfer.”
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Rehder, Bob, Pennington, Nancy and Lee, Adrienne Y. (1993): A Scoring System for Software Designs. In: Cook, Curtis, Scholtz, Jean and Spohrer, James C. (eds.) Empirical Studies of Programmers - Fifth Workshop December 3-15, 1993, 1993, Palo Alto, California. p. 228.
“A system for scoring software designs produced in experimental settings is proposed and described. The system allows for a complete and multifaceted expression of a software design, making it ideal for comparing designs generated in different languages, paradigms, and methodologies. The system is able to characterize the different strengths (and weaknesses) that each design possess, and do so in a way that is "paradigm neutral", that is, is not unfairly biased towards one language, paradigm, or methodology. As a result of the thoroughness of this scoring system, a completeness score for a design may be computed which reflects the completeness of the design in an absolute sense. In addition, the scoring system characterizes each design component as being specified at a certain level of abstraction. Two different notions of level of abstraction, "level of refinement" and "level of decomposition", are compared. The scoring system allows for the representation of design alternatives and optional features, recognizing that software design problems are not sufficiently constrained to identify a unique solution. Techniques for scoring designs and generating dependent measures are described.”
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» 1991 «
Lee, Adrienne Y. (1991): Analogical Reasoning, Expertise, and the Learning of Computer Software. In: Robertson, Scott P., Olson, Gary M. and Olson, Judith S. (eds.) Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference April 28 - June 5, 1991, New Orleans, Louisiana. p. 490. Available online
Lee, Adrienne Y., Foltz, Peter W. and Polson, Peter G. (1991): Consistency versus Mnemonics in Text Editor Command Sets. In ACM SIGCHI Bulletin, 23 (4) p. 41
Lee, Adrienne Y. (1991): Transfer of General Skills Across Domains: Computer Program Debugging and Troubleshooting of Circuits. In ACM SIGCHI Bulletin, 23 (4) p. 45
“A general finding in psychological studies is that little or no transfer occurs across domains. This research proposes four components as critical elements for finding across domain transfer: 1) examining a single level of skill, 2) transfer of domain general knowledge, 3) extensive practice, and 4) specific training on the strategies used. To test these components, the skill of diagnosis will be examined. General diagnostic skill should transfer, but specific knowledge such as computer programming knowledge or electronic component knowledge should not transfer.”
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» 1989 «
Lee, Adrienne Y., Polson, Peter G. and Bailey, Wayne A. (1989): Learning and Transfer of Measurement Tasks. In: Bice, Ken and Lewis, Clayton H. (eds.) Proceedings of the ACM CHI 89 Human Factors in Computing Systems Conference April 30 - June 4, 1989, Austin, Texas. pp. 115-120.
“This study presents a theoretically motivated analysis of learning and performance on a micro-processor based oscilloscope. An analysis of the knowledge required to make basic measurements was done using the GOMS model and Cognitive Complexity Theory (CCT). From these analyses and the criterion used in Polson, Muncher, and Engelbeck (1986), tasks were selected for an experiment evaluating training order manipulations using naive users of oscilloscopes. Production system models for each training task were derived from CCT. The models successfully predicted transfer between tasks and training order effects. Implications for the design of systems with embedded micro-processors are discussed.”
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Mar 16th, 2010
Changes to this page (author)
26 Feb 2010: Enabled abstracts to be shown on Adrienne Y. Lee's author page.23 Jun 2007: Author was edited 23 Jun 2007: Author was edited
28 Apr 2003: Added the author to the bibliography
