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Stephen M. Hess

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Publications by Stephen M. Hess (bibliography)

1995

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Hess, Stephen M. and Detweiler, Mark C. (1995): The Effects of Response Alternatives on Keeping-Track Performance. In: Proceedings of the Human Factors and Ergonomics Society 39th Annual Meeting 1995. pp. 1390-1394.

“A keeping-track task was used to explore the role of interference in dynamically updating memory. Subjects performed a keeping-track task in which all monitored attributes either shared four response alternatives, or were distributed such that each monitored attribute had its own unique set of four states. The response alternatives were distributed differently on the computer keyboard in these two conditions. Results suggest that the mapping effect seen in Yntema and Meuser's (1960) original experiments is best explained by interference: Accuracy was lowest when all attributes shared the same four states. Spatially distributing the response alternatives benefited accuracy when subjects kept track of multiple attributes with unique response sets, but having to choose from many response keys led to increased response times. These data suggest that keeping-track performance is sensitive to interference from shared attribute sets and to how the response environment is designed.”

1994

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Hess, Stephen M. and Detweiler, Mark C. (1994): Training to Reduce the Disruptive Effects of Interruptions. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 1173-1177.

“Two multi-session experiments are described in which a complex problem-solving task was interrupted at different stages of practice. In Experiment 1, subjects practiced the main problem-solving task for three sessions, with intermittent interruptions during each session. By the end of Session 3, interruptions which were similar to the main task, in terms of type of material processed and processing demands, no longer disrupted performance as they had in Sessions 1 and 2. In Experiment 2, subjects practiced the same problem-solving task for two sessions without interruptions. The same types of interruptions used in Experiment 1 were introduced in Session 3. Although the main task was well learned by the third session, the interruptions disrupted subjects' main-task accuracies dramatically. These results suggest that training tasks under uninterrupted conditions can lead to excellent performance, but may not allow subjects to develop the kinds of strategies needed to flexibly recover from interruptions when they occur.”

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Hess, Stephen M., Detweiler, Mark C. and Ellis, R. Darin (1994): The Effects of Display Layout on Monitoring and Updating System States. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 1336-1340.

“Information-display issues are described in the context of a complex memory-updating task similar to Yntema's (1963). Subjects performed the updating task with two types of graphic interfaces. In one condition, the interface provided invariant spatial information which could be used to support task performance; in the second condition, the same information was presented in a single spatial location. The results suggest that 1) the mapping effect (one-to-many vs. many-to-one) found by Yntema did not occur when the response sets being updated were composed of the same response alternatives; 2) the type of screen layout used to support the updating task had a large impact on both accuracy and time to respond; and 3) the type of screen layout used interacted with the task's cognitive demands, including length of lag between an update and a response, and the number of variables being monitored. These results suggest that the design of information displays requires consideration of the abstract representational requirements of the task being supported.”

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