Chapter2 BasicPsychologyNeededforInterfaceDesign
大学思辩英语教材
大学思辩英语教材With the increasing importance of critical thinking and effective communication skills in today's society, the development of a comprehensive college-level debate English textbook is crucial. This article aims to address the need for a thought-provoking and well-structured university-level debate English textbook that can enhance students' analytical thinking, persuasive abilities, and overall language proficiency.Introduction:In this section, we will introduce the significance of critical thinking and communication skills in the modern world. The introduction will emphasize the role of a college-level debate English textbook in fostering these skills among students.Chapter 1: Foundations of Critical ThinkingThis chapter will lay the groundwork for students to understand the basics of critical thinking. It will cover the importance of logical reasoning, evaluating evidence, and assessing sources. Through practical exercises and engaging content, students will learn how to analyze information systematically and independently.Chapter 2: Structuring an Effective ArgumentIn this chapter, students will delve into the art of constructing a persuasive argument. They will learn about the essential components of an argument, such as claims, evidence, and reasoning. Through examples andpractice activities, students will develop the ability to build sound and compelling arguments.Chapter 3: Counterarguments and RebuttalsEffective debate involves understanding and addressing opposing viewpoints. This chapter will guide students on how to anticipate counterarguments and develop strong rebuttals. It will highlight the importance of acknowledging differing opinions while effectively refuting them through logical reasoning and compelling evidence.Chapter 4: Language and RhetoricLanguage plays a crucial role in persuasion. This chapter will discuss the power of language, using rhetorical devices, and employing effective communication strategies. Students will learn how to use ethos, logos, and pathos in their speeches, enhancing their persuasive capabilities.Chapter 5: Analyzing and Evaluating ArgumentsIn this chapter, students will explore critical thinking in action by learning how to evaluate and analyze different types of arguments. Through engaging exercises, they will develop skills in identifying fallacies, assessing the credibility of sources, and recognizing bias. This chapter will enable students to become more discerning consumers and creators of information.Chapter 6: Ethical DebatesDebates often involve discussing ethical issues. This chapter will expose students to various ethical dilemmas and guide them in analyzing these debates from an ethical standpoint. Students will learn how to articulate theirpositions ethically and engage in respectful discourse when discussing sensitive topics.Chapter 7: Debating in a Global ContextAs the world becomes more interconnected, the ability to engage in debates on a global scale is essential. This chapter will focus on exploring cross-cultural debates, international issues, and intercultural communication. Students will gain a deeper understanding of diverse perspectives and foster cultural sensitivity.Conclusion:The need for a comprehensive and well-structured college-level debate English textbook is evident. Such a textbook will equip students with the necessary skills to think critically, communicate effectively, and engage in meaningful debates. By addressing the various aspects of debate, from structuring arguments to evaluating information, this textbook will empower students to become persuasive and informed communicators.In summary, the creation of a university-level debate English textbook holds immense value in promoting critical thinking and effective communication skills among students. This article has outlined the key chapters and topics that such a textbook should cover.。
英语学位论文写作PPTCHAPTER2
2.2 Basic writing
How to write a dissertation in English
2.1 2.2 2.3 2.4 2.5 2.6 2.7
writing. In addition this covers topics such as précis writing, which is concerned with abstracting the main points of an essay, a report or a book. Similar to précis writing is the writing of summaries, which is also concerned with the condensation of information. In a basic writing book or course, students are also presented with topics such as personal letters and notes, memos and reports, business letters, certificates, public notices, and curriculum vitae, which are needed in everyday life.
2.7 Exercises
Chapter 2
Basic Writing and Academic Writing
2.1 Introduction
How to write a dissertation in English
2.1 2.2 2.3 2.4 2.5 2.6 2.7
In this chapter we will distinguish between two types of writing that you may encounter in your studies at university or college. The first type is called basic writing or practical writing, and the other type is academic writing. These two types of writing belong to different genre types and reflect the level of difficulties. Basic writing is everyday writing and all of us do it, while academic writing is only required in an academic environment.
大学心理英语教材
大学心理英语教材IntroductionThe study of psychology has become increasingly important in today's society, as it provides insight into human behavior, cognitive processes, mental health, and more. As English has become a global language, the need for psychology resources in English has also grown. This article aims to introduce a comprehensive and effective college-level psychology textbook that focuses on teaching psychology concepts in English – the "University Psychology English Textbook."Chapter 1: Introduction to PsychologyIn this chapter, students are introduced to the field of psychology and its various subfields. They learn about the history of psychology, key figures, and the different perspectives within the discipline. The chapter also covers basic research methods and ethical considerations in psychology.Chapter 2: Biological PsychologyThis chapter delves into the biological foundation of human behavior and mental processes. Topics covered include the structure and function of the brain, the nervous system, genetics, and the influence of hormones on behavior. Students will gain an understanding of how biological factors contribute to human psychology.Chapter 3: Developmental PsychologyThe focus of this chapter is on the study of human development across the lifespan. It explores the physical, cognitive, and socioemotional changesthat occur from infancy to old age. Students will examine various theories of development, such as Piaget's cognitive development theory and Erikson's psychosocial theory.Chapter 4: Cognitive PsychologyCognitive processes, including attention, memory, language, problem-solving, and decision-making, are explored in this chapter. Students will learn about the internal mental processes that shape human perception, learning, and knowledge acquisition. The chapter also covers influential theories such as information processing and cognitive neuroscience.Chapter 5: Social PsychologyThis chapter focuses on how individuals are influenced by social interactions and societal factors. Topics include social cognition, social perception, conformity, group dynamics, and attitudes. Students will gain insights into the factors that shape human behavior in social settings and the impact of cultural diversity.Chapter 6: Personality PsychologyPersonality traits, theories of personality, and assessment methods are discussed in this chapter. Students will explore major theories such as psychodynamic, humanistic, and trait perspectives. The chapter also covers the different approaches to measuring and assessing personality.Chapter 7: Abnormal PsychologyThe study of abnormal behavior, psychological disorders, and their treatments is the central theme of this chapter. Students will examine variouspsychological disorders, including anxiety disorders, mood disorders, and personality disorders. They will also gain an understanding of different treatment approaches, including psychotherapy and psychopharmacology.Chapter 8: Health PsychologyThis chapter explores the interaction between psychology and physical health. Students will learn about the role of stress, coping mechanisms, and behavior change in promoting overall health and well-being. The chapter also covers topics such as health promotion, illness prevention, and the mind-body connection.ConclusionThe "University Psychology English Textbook" is designed to provide a comprehensive and accessible resource for college students studying psychology in English. With its broad coverage of key concepts, theories, and research in the field, it serves as an essential tool for both English language learners and psychology enthusiasts. By combining English language proficiency with an understanding of psychology, students are better prepared to contribute to the global psychological community and apply their knowledge in various professional settings.。
Chapter4.ThepsychologyofSecondLanguage
Chapter4.ThepsychologyofSecondLanguageChapter 4. The psychology of Second Language Acquisition1)Languages and the brainBroca’s area – to be responsible for the ability to speak.Wernicke’s area - located in the left temporal lobe, result in excessivespeech and loss of language comprehension.Brain lateralization – specialization of the two halves of the brain. Methods for gathering data:Correlations of location of brain damage with patterns of loss/recoveryin cases where languages are affected differentially.Presentation of stimuli from different languages to the right versus theleft visual or auditory fields.Mapping the brain surface during surgery by using electrical stimulationat precise points and recording.Positron Emission Tomography and other non-invasive imagingtechniques.Some researches and questions in this area:How independent are the languages of multilingual speakers?How are multiple language structures organized in relation to oneanother in the brain? Are both languages stored in the same areas?Does the organization of the brain for L2 in relation to L1 differ withage of acquisition, how it is learned, or level of proficiency?Do two or more languages show the same sort of loss or disruption afterbrain damage? When there is differential impairment or recovery, whic hlanguage recovers first?2)Learning processesPsychology provides us with two major frameworks for the focus onlearning processes: Information Processing and Connectionism.Information Processing (IP)(1)Perception and the input of new information.(2)The formation, organization, and regulation of internal representations.(3)Retrieval and output strategies.Assumptions:Second language learning is the acquisition of a complex cognitive skill.Complex skills can be reduced to sets of simpler component skills.Le arning of a skill initially demands learners’ attention.Controlled processing requires considerable mental “space”.Humans are limited-capacity processors.Learners go from controlled to automatic processing with practice.Learning essentially involves development from controlled to automaticprocessing of component skills.Along with development from controlled to automatic processing.Reorganizing mental representations as part of learning makes structuresmore coordinated, integrated, and efficient, including a faster responsetime when they are activated.In SLA, restructuring of internal L2 representations, along with largerstores in memory, accounts for increasing levels of L2 proficiency.Theories regarding order of acquisitionLearners acquire certain grammatical structures in a developmentalsequence.Developmental sequences reflect how learners overcome processinglimitations.Language instruction which targets developmental features will besuccessful only if learners have already mastered the p rocessingoperations which are associated with the previous stage of acquisition.Competition M odelCoined by Bates and MacWhinney: this is a functional approach which assumes that all linguistic performance involves mapping between external form and internal function.Form-function mapping is basic for L1 acquisitionTask frequency.Contrastive availability.Conflict reliability.Connectionist approachesFocus on the increasing strength of associations between stimuli and responses rather than on t he inferred abstraction of “rules” or on restructuring.The best-known connectionist approach in SLA is Parallel Distributed Processing (PDP)Attention is not viewed as a central mechanism.Information processing is not serial in nature.Knowledge is not stored in memory or retrieved as patterns.3)Differences in learnersAge factorAge differences in SLAYounger advantage:Brain plasticity.Not analytical.Fewer inhibitions.Weaker group identity.Simplified input more likely.Older advantage:Learning capacity.Analytic ability.Pragmatic skills.Greater knowledge of L1.Real-world knowledge.Sex factor:Females tend to be better L2 learners than males.Aptitude factor:Phonemic coding ability.Inductive language learning ability and grammatical sensitivity.Associative memory capacity.M otivation factor:Significant goal or need.Desire to attain the goal.Perception that learning L2 is relevant to fulfilling the goal or meetingthe need.Belief in the likely success or failure of learning L2.Value of potential outcomes/rewards.Cognitive style factor:Field-dependent - Field-independentGlobal - ParticularHolistic - AnalyticDeductive - InductiveFocus on meaning – Focus on formPersonality factor:(1)Anxious – Self – confidence(2)Risk avoiding – Risk trying(3)Shy – Advertisement(4)Introverted – Extroverted(5)Inner directed – Other directed(6)Reflective – Impulsive(7)Imaginative – Uninquisitive(8)Creative – Uncreative(9)Empathetic – Insensitive to others(10)Referent of ambiguity – Closure orientedLearning strategies:Differential L2 outcomes may also be affected by individualslearning strategies.(1)Meta cognitive.(2)Cognitive.(3)Social/affective.The major traits good learners have:Concern for language formConcern for communicationActive task approachAwareness of the learning process.Capacity to use strategies flexibly in accordance with task requirements.4)The effects of multilingualism(1)Bilingual children show consistent advantages in tasks of both verbaland nonverbal abilities.(2)Bilingual children show advanced meta-linguistic abilities.(3)Cognitive and meta-linguistic advantages appearing bilingual situations.(4)The cognitive effects of bilingualism appear relatively early in theprocess of becoming bilingual and do not require high levels ofbilingual proficiency nor the achievement of balanced bilingualism.。
Chapter2 BasicPsychologyNeededforInterfaceDesign
Fovea Has No Rods
Rods
are more sensitive to dim light In scotopic（暗视的） conditions, peripheral vision (rod-rich) is better than foveal vision
Easier to see a dim star if you don’t look directly at it
“Chunk”:
unit of perception or
memory Chunking depends on presentation and what you already know THECATRANUPTHETREE ETH ECA TRA NUP THE TRE THE CAT RAN UP THE TREE 3-4digit chunking is ideal for encoding unrelated digits
Processors
Processors
have a cycle time
Tp ~ 100ms [50-200ms] Tc ~ 70ms [30-100ms] Tm ~ 70ms [25-170ms]
Fastman
may be 10× faster than
slowman
Perceptual Fusion
Encoded as physical sound Size ~[4.4-6.2] bits Decay ~1500 [900-3500ms]
Working Memory (WM)
capacity: 7±2 “chunks” Fast decay (7 [5-226] sec) Maintenance rehearsal fends off decay Interference causes faster decay
2024版高考英语一轮总复习教材复习Unit2教师用书新人教版选择性必修第三册
Unit 2 Healthy LifestyleⅠ．词块记单词1．modern psychology 现代心理学2．facilitate a positive change in our bad habits 促进我们不良习惯的积极改变3．a negative routine 一种消极的习惯行为4．show some discipline 展示一定的自制力5．join the People's Liberation Army 参加人民解放军6．passive cigarette smoking 被动吸烟7．nutrition specialist 营养专家8．fitness consultant 健康顾问9．skip breakfast 不吃早餐10．feel sleepy and dizzy 感觉困倦和头晕11．stimulate one's motivation 激发某人的动力12．feel dynamic 感到精力充沛13．enhance the quality of my life 提高我的生活质量14．get refreshed 重新焕发活力15．absorb stress effectively 有效吸收压力Ⅱ．语境记单词1．He likes physics and hopes to be a physicist in the future．(physical) 2．Many people were rewarded but my father didn't get any reward．In spite of this, my father thought it was rewarding．(reward)3．John is very reliable — if he promises to do something he will do it, so you can rely on him to help you when you are in trouble．(rely)4．Doctors examined Tim carefully in the medical examination．He was very grateful to the examiners．(examine)5．The famous composer wrote many songs in his life, many of which were composed of different elements．He was highly praised．Recently, we were asked to write a composition about him．(compose)6．Sorry to disturb you, but I need a place where I can work without disturbance and the noise in your room is too disturbing．(disturb)Ⅲ．语境记短语1．They are still trying to decide on(选定) a quiet place．2．The comments came in response to(回复) the questions asked by journalists．3．I feel stressed out(紧张的，有压力的) because I can't speak English well．4．These businessmen were worn out(筋疲力尽的) after two hours' walk．5．Then, they started working straight away(马上)，cleaning the windows and sweeping the floor．6．Be sure and take a typing course so when this doesn't work out, you'll have something to rely on(依赖)．7．My grandfather made up his mind(下定决心) to give up smoking and soon he succeeded．8．As shown in the traditional Chinese character, the word “medicine” is composed of(由……组成) two parts．9．Why don't you shave off(剃掉) that beard and get a haircut?Ⅳ．公式练句型1．如果再给十分钟时间，这些工人会把工作做得更好。
2024届高考英语一轮总复习选择性必修第二册Unit2BridgingCultures教师用书
UNIT2BRIDGING CULTURES一、阅读词汇——在词块中明义1．a complex system一个复杂的系统2．a disaster zone灾难地带3．financial advisor财务顾问4．law firm律师事务所5．departure time启程时间6．an ideal setting理想的环境7．the dramatic story喜剧般的故事8．a tremendous explosion巨大的爆炸声9．mature stage成熟期10．economic boom经济繁荣11．the economic outlook经济前景12．within the budget在预算之内13．the logical conclusion合乎逻辑的结论14．the final outcome最终结果二、表达词汇——在语境中活用(一)在括号内写出蓝体词汇在语境中的汉语意思1．Can you recall exactly what happened?(v.记起)2．They tried to engage him in conversation.(vt.使加入)3．The project would give scientists new insights into what is happening to the Earth's atmosphere.(n.洞察力)4．The government has not yet grasped the seriousness of the crisis.(vt.理解) 5．Her airfare and hotel expenses were paid by the committee.(n.费用)6．My instinctive reaction was to deny everything.(vt.否认)7．She's not very optimistic about the outcome of the talks.(adj.乐观的) 8．Some people do gain weight after they stop smoking.(vt.增加)9．I sincerely hope you will soon recover.(adv.真诚地)(二)写出蓝体词汇的语境之义及拓展形式1．The basic course does not qualify you to practise as a therapist.(vt.使具备资格)拓展：qualified adj.有资格的；合格的；胜任的→qualification n．资格；学历2．In my youth my ambition had been to be an inventor.(n.抱负)拓展：ambitious adj.有野心的；有雄心的3．This book is an adaptation of his novel.(n.改编本)拓展：adapt v．(使)适应；改编4．Ned put his arm around her,trying to comfort her.(vt.安慰)拓展：comfortable adj.舒适的；舒服的→uncomfortable adj.(反义词)不舒服的；不舒适的5．I seem to have involved myself in something I don't understand.(vt.使卷入)拓展：involved adj.有关联；卷入的→involvement n．参与；加入6．Stephen Chase had determined to live up to the expectations of the company.(n.期望)拓展：expect vt.期待；盼望；料想→expected adj.预料的；预期的→unexpected adj.出乎意料的7．We have had lots of applicants for these positions.(n.申请人)拓展：apply v．申请；应用；适用→application n．申请；申请书；应用8．They had not been exposed to most diseases common to urban populations.(vt.使暴露于)拓展：exposure n．接触；体验；暴露；揭露9．The farm and surrounding area were flooded.(n.周围的)拓展：surround v．包围；环绕→surroundings n．[pl.]环境；周围的事物10．I must admit the state of the country depresses me.(vt.使沮丧)拓展：depressed adj.沮丧的；意志消沉的→depression n．抑郁；沮丧11．We must strengthen our unity in the face of powerful enemies.(vt.加强)拓展：strong adj.强壮的→strength n．体力；力气；长处三、词块短语——在语境中辨义活用写出或选出加蓝部分在语境中的汉语意思1．They expected him to participate in the ceremony.参加2．Please speak up.We can't hear you clearly.大声点说3．We all side with your opinion that we should hold a spoken competition.支持4．It took him two years to adapt to the new environment.适应5．I believe that each of us can contribute to the future of the world.对……做出贡献6．We sincerely expect to communicate and cooperate with you.和……合作7．In summary,we should take effective measures to protect the environment.总之8．After the holiday,he quit his job and set up a company with his friends.建立9．Generally speaking,American English is different from British English in pronunciation and spelling.一般来说10．After a while we began to feel at home with each other.__B__A．待在家里B．舒服自在C．相处D．在家玩四、经典句式——在佳句背诵中品悟规则用法1.教材原句It was the first time that she had left China.[It is/was the first/second...time(that)句型]这是她第一次离开中国。
自考本科段英语(二)课文(第四单元)
Unit 4T ext AImproving Your MemoryPsychological research has focused on a number of basic principles that helps memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that does not make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme ―Thirty days has September, April, June, and November…?’’ It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order? Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467, 13, 63. Categorizing is another means of organization. Suppose you are asked to remember the following list of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them as follows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan – 12, 389 feet—might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year (365) added t o the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in one group were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of the words for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory. (407 words) (7) (33) T ext BShort-term MemoryThere are two kinds of memory: short-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exams often have this experience. In contrast, information in short-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to themselves.Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.Dr Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors. There was a light in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to wait more than ten seconds, it could not remember the correct door. Hunter’s results show that rats have a short-term memory of about ten seconds.Later, Dr. Henning studied how students who are learning English as a second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English: beginning, intermediate, advanced, and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether,wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, and result could be used as four unrelated words. Finally the subjects took a language proficiency test.Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning’s results suggest that beginning students hold the sound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory. (548 words) (6) (27)。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Fovea Has No Rods
Rods
are more sensitive to dim light In scotopic（暗视的） conditions, peripheral vision (rod-rich) is better than foveal vision
Easier to see a dim star if you don’t look directly at it
Small
Long-term Memory (LTM)
Huge
capacity Little decay Elaborative rehearsal moves chunks from WM to LTM by making connections with other chunks
2.2 The Human Eye
Photoreceptors
Rods（视杆）
Only one kind (peak response in green wavelengths) Sensitive to low light (“scotopic vision”)
Multiple
nearby rods aggregated into a single nerve signal
Whether you want to or not
Say the colors of These Words Aloud
Hello Good OK Map Bug Dog
Now Do It Again
红 黑 绿 蓝 橙 粉
2.4 Cognitive Processing
Cognitive Processing
“Chunk”:
unit of perception or
memory Chunking depends on presentation and what you already know THECATRANUPTHETREE ETH ECA TRA NUP THE TRE THE CAT RAN UP THE TREE 3-4digit chunking is ideal for encoding unrelated digits
RT
= c + d log2 N
Speed-Accuracy Tradeoff
Accuracy
varies with reaction time
Can choose any point on curve Can move curve with practice
Divided Attention (Multitasking)
Resource
metaphor
performance depends on:
Attention is a resource that can be divided among different tasks simultaneously Task structure
Modality:
Multitasking
2.1 Human Information Processing
How to process information?
Human Information Processing Model
Memory properties
Encoding:
type of things stored Size: number of things stored Decay time: how long memory lasts
allows only some info to enter into consciousness
Spotlight metaphor
Spotlight
moves serially from one input channel to another Visual dominance: easier to attend to visual channels than auditory channels All stimuli within spotlighted channel are processed in parallel
Signals from Photoreceptors
Brightness
M + L + rods L- M Weighted sum of S, M, L
Red-green difference
Blue-yellow difference
Color Blindness
Red-green
2.3 Attention
What is attention?
Attention
is the process by which the mind chooses from among the various stimuli that strike the senses at any given moment
visual vs. auditory Encoding: spatial vs. verbal Component: perceptual/cognitive vs. motor vs. WM
Difficulty
2 degrees of visual angle is the area of the fovea’s high acuity, where a person can actually read text or see a detailed icon Eye On the rest of the screen, a person is very sensitive to movement, blinking, or other changes Screen
Two
stimuli within the same PP cycle (Tp ~ 100ms) appear fused Consequences
1/ Tp frames/sec is enough to perceive a moving picture (10 fps OK, 20 fps smooth) Computer response < Tp feels instantaneous Causality is strongly influenced by fusion
Chromatic Aberration
Different
wavelengths focus differently
Highly separated wavelengths (red & blue) can’t be focused simultaneously
Guideline:
don’t use red-on-blue text
User Interface Design and Evaluation
Chapter 2 Basic Psychology Needed for Interface Design
Software College of NEU
Contents
2.1
Human Information Processing 2.2 The Human Eye 2.3 Attention 2.4 Cognitive Processing 2.5 Motor Processing
Lens（晶状体） and aqueous humor（水状液） turn yellow with age
Blue wavelengths are filtered out
Lens weakens with age
Blue is harder to focus
Guideline: don’t use blue against dark backgrounds where small details matter (text!)
Short-Term Sensory Store
Visualຫໍສະໝຸດ information store
Encoded as physical image Size ~17 [7-17]bits Decay ~200ms [70-1000 ms]
Auditory
information store
It looks fuzzy and hurts to read
Blue Details Are Hard to Resolve
Fovea has no S cones
Can’t resolve small blue features (unless they have high contrast with background)
Saturated at moderate light intensity (“photopic vision”)
Cones
do most of the vision under photopic conditions
Photoreceptors
Cones（视锥）
Operate in brighter light Three kinds: S(hort), M(edium), L(ong) S cones are very weak, centered in blue wavelengths M and L are more powerful, overlapping M centered in green, L in red
Bottom-up vs. Top-Down Perception