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-- Alfred North Whitehead

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M. J. Howard

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Publications by M. J. Howard (bibliography)

1988

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Stevenson, Rosemary J., Manktelow, K. I. and Howard, M. J. (1988): Knowledge Elicitation: Dissociating Conscious Reflections from Automatic Processes. In: Jones, Dylan M. and Winder, R. (eds.) Proceedings of the Fourth Conference of the British Computer Society Human Computer Interaction Specialist Group - People and Computers IV August 5-9, 1988, University of Manchester, UK. pp. 565-579.

“One major difficulty with standard techniques of knowledge elicitation is that they require an expert to give a verbal report of his or her knowledge. This assumes that people have conscious access to all of their cognitive processes. 'Thinking aloud' techniques explicitly make this assumption. However, recent developments in cognitive psychology suggest that this assumption is not appropriate. When solving a problem, people may use fast, automatic processes which are not available to conscious reflection. These fast automatic processes can be distinguished from conscious reflection. Two computer programming experts were videoed while each taught a class of students some basic programming concepts. Four 'novice' students from each class were also videoed while explaining the taught material to another person. These videos recorded the fast, automatic actions of people describing concepts. A week later, each person's video was played back to them and key questions were asked about the subject's intentions at different points in the video. These interviews recorded the conscious evaluations and interpretations of the original performance. The reports given at these interviews were classified into production rules. A standard knowledge elicitation technique was also used on the same subjects and the same material. Subjects were presented with ten concept names from the lectures and carried out paired comparisons of the ten concept names. The outcome of the paired comparisons was then subjected to multidimensional scaling. The type and extent of the knowledge elicited in the two situations is compared for both experts and novices.”

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