Wendy A. Rogers
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"W. A. Rogers"
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Publications by Wendy A. Rogers (bibliography)
» 2008 «
Kwasny, Michelle, Caine, Kelly, Rogers, Wendy A. and Fisk, Arthur D. (2008): Privacy and technology: folk definitions and perspectives. In: Proceedings of ACM CHI 2008 Conference on Human Factors in Computing Systems April 5-10, 2008. pp. 3291-3296. Available online
“In this paper we present preliminary results from a study of individual differences in privacy beliefs and relate folk definitions of privacy to extant privacy theory. Focus groups were conducted with younger and older adult participants who shared their individual definitions of privacy and engaged in a discussion of privacy across six scenarios. Taken together, Westin's and Altman's theories of privacy accounted for both younger and older adults' ideas about privacy; however, neither theory successfully accounted for findings across all age and gender groups. Whereas males tended to think of privacy in terms of personal needs and convenience, females focused more on privacy in terms of others, respecting privacy rights, and safety. Older adults tended to be more concerned with privacy of space than information privacy. Initial results suggest that designing for commonalities in privacy perceptions among group members is feasible.”
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» 2005 «
Lund, Arnold, Strother, Lynn and Rogers, Wendy A. (2005): The human factors and ergonomics society perspective. In: Proceedings of ACM CHI 2005 Conference on Human Factors in Computing Systems 2005. pp. 1091-1092. Available online
“We first describe the Human Factors and Ergonomics Society (HFES), then our challenges with respect to meeting the needs of multidisciplinary professionals. We discuss how HFES has tried, as a professional organization, to meet the needs of its diverse members.”
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» 2000 «
Mead, Sherry E., Sit, Richard A., Rogers, Wendy A., Jamieson, Brian A. and Rousseau, Gabriel K. (2000): Influences of General Computer Experience and Age on Library Database Search Performance. In Behaviour and Information Technology, 19 (2) pp. 107-123
“Two experiments examined the effects of general computer experience and age on library system search performance among novice library system users. Twenty younger adults (10 with high and 10 with low computer experience) and 20 older adults (10 with low and 10 with no computer experience) performed 10 search tasks of varying difficulty. Search success, syntax errors, database field specifications, keyword specifications, and use of Boolean operators were examined. Among younger novices, high computer experience was associated with slightly better performance than low computer experience. Among older novices, having some computer experience was associated with much better performance than no computer experience. Older computer users showed lower overall success rates, made more syntax and field specification errors, and demonstrated poorer understanding of Boolean logic and keyword matching algorithms than younger adults with similar computer experience. Implications for interface design and training interventions for novice on-line library system users are discussed.”
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» 1998 «
Rousseau, Gabriel K., Jamieson, Brian A., Rogers, Wendy A., Mead, Sherry E. and Sit, Richard A. (1998): Assessing the Usability of On-Line Library Systems. In Behaviour and Information Technology, 17 (5) pp. 274-281
“Computer-based library systems are becoming pervasive throughout public and university libraries. The purpose of the present study was to survey the users of a representative system to assess the degree to which they used the system's functionality, their difficulties with the system, and their experiences learning the system. The majority of the 966 users of the system made limited use of the more advanced system commands and had difficulty understanding how the system works. Importantly, many of the users reported remotely accessing the system, which has implications for the development of training and help systems. The data from the survey are interpreted in the context of suggestions for design and training improvements for library on-line systems.”
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Meyer, Beth, Rogers, Wendy A., Schneider-Hufschmidt, Matthias, Grace, Gregory, Spaulding-Johnson, Victoria A. and Mead, Sherry E. (1998): Making Technology Accessible for Older Users. In ACM SIGCHI Bulletin, 30 (4) pp. 62-65
“The proportion of the world's population that is over age 60 has grown dramatically and continues to increase. The World Health Organization estimates that, by the year 2020, 24% of Europeans will fall into this age group, along with 23% of North Americans and 17% of East Asians [4]. Furthermore, at least in Europe, older people tend to have more per capita income than younger people do, making them an important market for consumer products. This growing segment of the population is increasingly exposed to computers and various forms of computer technology, both from interest and from necessity [2]. Finally, older adults do have unique usability needs. For example, older people had more trouble finding information in a Web site than younger people [1]. Older mouse users found it more difficult to hit targets, though this effect could be reduced with design interventions [3]. Aging can particularly affect how consumers use industrial designs. Fortunately, designs created to make technology accessible to older users often have some benefit for younger users as well (e.g., [3]). For these reasons, it is critical that the HCI community understand how aging affects computer usability. Towards that end, on April 21, 1998, we conducted a Special Interest Group (SIG) devoted to issues of aging and use of technology. The goal of this SIG was to bring designers together with researchers in the field of aging and human factors, in order to share knowledge and discuss issues in real-world interface design.”
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» 1995 «
Gilbert, D. Kristen and Rogers, Wendy A. (1995): An Evaluation of Age Differences in the Acquisition and Utilization of Mental Models. In: Proceedings of the Human Factors and Ergonomics Society 39th Annual Meeting 1995. p. 940.
“The goal of this research was to determine if there are age differences in the way that young and older adults acquire and utilize mental models. We assessed the acquisition and utilization of a mental model of a map for both young and older adults. Results indicated that while some older adults acquired and utilized the mental model to the same extent as the young adults, this was not true for all of the older adults. Thus, mental models may be an effective training tool for young adults and for some older adults.”
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» 1994 «
Rogers, Wendy A., Gilbert, D. Kristen and Cabrera, Elizabeth Fraser (1994): An In-Depth Analysis of Automatic Teller Machine Usage by Older Adults. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 142-146.
“The present study investigated the usage of Automatic Teller Machines (ATMs) by older adults. We conducted 100 telephone interviews of older adults wherein we queried subjects about their frequency of ATM usage. From this pool of individuals we chose eight frequent users and eight intermediate users to participate in an in-depth structured interview. The phone and structured interviews provided detailed information about usage patterns and general ATM knowledge of older adults. The interviewing technique provided insight into the concerns of older adults and the problems they encounter when using ATM technology. The results of this study provide information relevant to design and training for ATMs. Although the data are derived from a sample of older adults, any improvements of design, safety, or training will be beneficial to the population of users as a whole.”
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Clark, Jennifer L. and Rogers, Wendy A. (1994): Memory Skill Acquisition for Young and Old Adults: Does Training Order Affect Learning?. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 155-159.
“The purpose of the present experiment was to identify the effects of altering the order of training for a memory search task in old and young adults. We provided subjects with extensive practice on consistently mapped (CM) and variably mapped (VM) versions of a memory search task. Half of the subjects in each age group received CM training followed by VM training and the other half received VM first followed by CM. Based on previous findings (Fisk, Rogers, and Giambra, 1990), in which older adults did not switch to a more efficient search strategy (i.e., from serial exhaustive to serial self-terminating) we predicted that older subjects who received VM training first would not adopt the most efficient strategy on subsequent CM training compared to old adults who received the CM training first. The results supported our prediction: namely, the comparison slopes were shallower (i.e., more efficient) for the older adults who received CM training first, relative to those who received VM training prior to the CM training. Order of practice did not significantly affect the performance of the young adults. These data have important implications for the development of training programs in which subjects will be required to learn several task components.”
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Gilbert, D. Kristen and Rogers, Wendy A. (1994): Age Differences on a Paired-Associates Task: How Does Practice Type and Order Affect Training?. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 160-164.
“The purpose of this research was to determine if manipulating the order and type of practice would affect the outcome of training for both young and older adults. We examined age differences in performance on a paired-associates task in which type and order of practice were manipulated. Two versions of a noun-pair associates task were used; in the consistent mapping (CM) version the noun-pairs did not change from trial to trial; in the varied mapping version (VM) the noun-pairs changed from trial to trial. The CM task allowed the subjects to learn the noun-pairs whereas the VM task required that subjects always refer to a key in order to perform the task. Two groups of subjects were trained and the order in which they received the CM and VM versions was manipulated between groups. There were group differences in initial performance on the CM task for both young and older adults. The data indicate that having performed the task at all provided some benefit in terms of reaction time. The subjects were able to acquire the skill of performing the task in the first version they performed and this skill acquisition aided their subsequent performance. In addition, the benefits of prior practice were longer-lasting for older adults relative to young adults.”
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» 1993 «
Rogers, Wendy A., Gilbert, D. K. and Fisk, A. D. (1993): Ability-Performance Relationships in Memory Skill Tasks for Young and Old Adults. In: Proceedings of the Human Factors and Ergonomics Society 37th Annual Meeting 1993. pp. 167-171.
“The present experiment investigated ability-performance relationships for two memory skills, each of which required associative learning. Evidence suggests that, after practice, young and old adults have equivalent associative learning abilities (Fisk and Rogers, 1991; Kausler, 1982). We provided 41 young and 52 old adults with extensive practice on consistently and varied versions of a memory search task and a noun pair look-up task (Ackerman and Woltz, 1993). Only consistent practice allows associative learning because the stimulus items are consistently paired; in varied practice, item pairings change across practice and associative learning is not possible. We also assessed a wide range of abilities for each subject and were thus able to investigate ability-performance relationships across practice conditions and across age groups. These relationships provide an indication of the underlying abilities related to task performance (Ackerman, 1988). The mean data suggested that both young and old adults demonstrated successful associative learning in the two CM tasks. The individual differences data suggest, however, that different abilities may be driving performance across the two age groups. These data have important implications for predicting whether or not older adults will successfully acquire a new skill. If the target skill requires associative learning, older adults, may perform as efficiently as young adults if they are provided with sufficient, consistent practice. The ability-performance data suggest that predictions about which individuals will be most successful at skills requiring associative learning, may be dependent on the age of the target population.”
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» 1992 «
Rogers, Wendy A., Fisk, A. D. and Hertzog, C. (1992): Determinants of Visual Search Performance: Age and Practice Effects. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 912-916.
“In the present experiment, ability-performance relationships were used to assess changes in task requirements across practice. A variety of cognitive and speed ability measures were administered to each subject to measure the following factors: general, fluid, and crystallized intelligence; working memory; perceptual speed; semantic memory access speed; and psychomotor speed. Subsequently, ability-performance relationships were investigated across extensive practice on consistently mapped (CM) and variably mapped (VM) versions of a semantic category visual search task for young (17-30) and old (66-80) adults. The ability-performance relationships revealed similar patterns across CM and VM practice for both age groups. Namely, initial performance was predicted by general ability and semantic memory access, whereas later performance was predicted by perceptual speed. Thus although the mean data suggested that only the young adults had developed an automatic attention response in the CM condition, the locus of the differences between CM and VM or between age groups could not be localized through the ability-performance relationships. Only through a transfer manipulation designed to assess the automaticity of the response in the CM condition did we observe strikingly different ability-performance relationships for the young adults relative to the old adults.”
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» 1991 «
Lee, Mark D., Rogers, Wendy A. and Fisk, Arthur D. (1991): Contextual Change and Skill Acquisition in Visual Search: Does the Rate of Change Affect Performance?. In: Proceedings of the Human Factors Society 35th Annual Meeting 1991. pp. 1377-1381.
“The present investigation examined the effects of training context on the development of a skill in a semantic category visual search task. Thirty-two subjects were trained in a visual search task which allowed the separate examination of feature learning and attention strengthening. Subjects were trained in a Consistently Mapped (CM) condition which allowed both feature learning and attention strengthening, "Attenuated Strength" search conditions which allowed only feature learning, and a Variably Mapped (VM) condition which allowed neither feature learning or attention strengthening. The present experiment also examined the temporal characteristics of feature learning by manipulating the training context which was defined as the number of trials in a row that a particular search condition appeared. There were four different training contexts used (1, 5, 10, and 50) and eight subjects were assigned to each. Each subject performed 11,000 training trials. Analysis of the reaction time (RT) data indicated that within each training context, RT was fastest for the CM condition, intermediate for the Attenuated Strength conditions, and slowest for the VM condition. The results also suggest that 10 trials were sufficient for feature learning to occur. Furthermore, while there was evidence of attention strengthening in the CM condition there was no evidence of attention strengthening in the Attenuated Strength conditions. For inconsistent tasks that allow feature learning, the rate at which the context changes is a critical variable in determining final task performance.”
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» 1990 «
Rogers, Wendy A., Fisk, Arthur D., Giambra, Leonard M. and Rosenberg, Edwin H. (1990): Identifying the Learning Capabilities of Older Adults: Associative and Priority Learning. In: D., Woods, and E., Roth, (eds.) Proceedings of the Human Factors Society 34th Annual Meeting 1990, Santa Monica, USA. pp. 173-177.
» 1989 «
Rogers, Wendy A. and Fisk, Arthur D. (1989): Arithmetic Stroop Interference as a Function of Age: Maintenance and Modification of Automatic Processes. In: Proceedings of the Human Factors Society 33rd Annual Meeting 1989. pp. 169-173.
“This experiment investigated whether well-learned "automatic" processes remain stable as a function of age, as well as whether the ability to modify automatic processes is disrupted for older adults. We used an arithmetic "Stroop" task. Nineteen young (mean 22) and 19 old adults (mean 75) participated in three sessions for a total of 450 trails. The young subjects had faster verification times, overall, than the old adults. Both young and old subjects showed significant Stroop interference. These results support the hypothesis that automatic processes, in this case access of addition and multiplication tables, are maintained for old adults. Furthermore, both groups reduced their RT with practice. For the young adults, there was a decrease in interference with practice suggesting that they were learning to inhibit the automatic process of performing the arithmetical operation. However, the old adults showed no significant decrease in interference, which implies that they were impaired in their ability to inhibit automatic processes, even when those processes interfered with performance. Theoretical and practical training implications are discussed.”
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Lee, Mark D., Rogers, Wendy A. and Fisk, Arthur D. (1989): Transfer of Automatic Component Processes to Compatible, Incompatible, and Conflict Situations: Issues for Retraining. In: Proceedings of the Human Factors Society 33rd Annual Meeting 1989. pp. 1243-1247.
“An experiment was conducted to examine the potential negative effects of automatic task components in situations requiring re-use or inhibition of those components. Participants trained on a category search task for 8,4OO trials in three consistent (CM) and one varied mapping (VM) conditions. Following training, 2,352 trials were completed in seven transfer conditions. Results suggest that skill transfers to similar task situations. However, the data demonstrate that if the transfer situations are incompatible or prior learning must be inhibited, performance is disrupted. Although each condition improved after 336 transfer trials, performance did not reach pre-transfer levels in incompatible or inhibited conditions. The present data are useful for predicting transfer performance when skill components are trained to automaticity using a part-task methodology.”
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» 1988 «
Rogers, Wendy A. and Fisk, Arthur D. (1988): Age-Related Effects of Stimulus-Specific Context on Perceptual Learning. In: Proceedings of the Human Factors Society 32nd Annual Meeting 1988. pp. 198-202.
“The focus of the present study was the investigation of age-related differences in perceptual learning under conditions of consistent mapping (CM), varied mapping (VM), and context-specific training. Context-specific training involved conditions where specific target and distract sets were paired consistently within a condition but were inconsistent across conditions. Eight young (mean age 25) and eight old (mean age 67) subjects participated for 8000 trials of training and 3200 trials of various transfer conditions. The transfer conditions were designed to ascertain the extent to which the subjects had automatized their performance in each of the training conditions. The training results yielded significant differences between young and old adults only under CM training. Performance in the context conditions for young adults mimicked that of the old subjects in the CM condition. The training results suggest that manipulations which disrupt the development of attention-calling strength of stimuli lead to equivalent performance for young and old adults. The transfer results provide similar information. It is proposed that the ability to "strengthen" target information is disrupted in older adults. Based on our previous and the present findings, processing principles are presented which outline important differential considerations for training young and/or older adults.”
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» 1987 «
Casey, Betty Jo, Rogers, Wendy A. and Fisk, Arthur D. (1987): Cognitive Skill Acquisition: A Developmental Approach. In: Proceedings of the Human Factors Society 31st Annual Meeting 1987. pp. 857-861.
“Twenty-eight studies from five different categories of tasks were examined for age-dependent training effects across the ages of seven to ninety. Four general patterns of results emerged from these studies. First, sensorimotor differences were found across the age groups. Second, although there were definite age differences, practice effects were evident for all ages. Third, ability-dependent differences within age groups were observed. These differences may be eliminated with consistent training. Finally, performance on certain task components, primarily those utilizing well-developed automatic processes, remained relatively stable across the life span. These patterns of performance are interpreted from a "connectionist" viewpoint and explained in terms of priority and associative mechanisms of learning.”
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Mar 20th, 2010
Changes to this page (author)
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