Area:
Cognitive Psychology, Computer Science, Experimental Psychology
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High-probability grants
According to our matching algorithm, Peter G. Polson is the likely recipient of the following grants.
| Years |
Recipients |
Code |
Title / Keywords |
Matching
score |
| 1977 — 1980 |
Polson, Peter |
N/AActivity Code Description:
No activity code was retrieved: click on the grant title for more information |
Problem Solving and Comprehension @ University of Colorado At Boulder |
0.915 |
| 1988 — 1991 |
Lewis, Clayton (co-PI) [⬀]
Fischer, Gerhard [⬀]
Kintsch, Walter (co-PI) [⬀]
Polson, Peter |
N/AActivity Code Description:
No activity code was retrieved: click on the grant title for more information |
Design Principles For Comprehensive Systems @ University of Colorado At Boulder
Modern high-function computer systems are difficult to master and use. This problem is attacked in an interdisciplinary project that combines the development of innovative systems with a theor- etical investigation of the cognitive processes involved in com- puter use. The goal is to develop design principles for systems that are radically easier to understand, and hence to use, than any now in existence. Rooted in a comprehension-centered theory of human-computer interaction, the principles are to be embodied in concrete applications, which will serve as testbeds for both principles and the theory they reflect. This project promises a fundamental contribution to the art and science of augmenting human intellectual productivity. The degree to which it integrates exploratory system design with fundamental research on user-system interaction is unique. If successful, it could yield theoretical results of unprecedented explanatory power and design principles of wide applicabilty to interactive systems.
|
0.915 |
| 1992 — 1995 |
Lewis, Clayton [⬀]
Polson, Peter |
N/AActivity Code Description:
No activity code was retrieved: click on the grant title for more information |
Exploration and Learning in Interactive Systems @ University of Colorado At Boulder
Users at all levels of expertise prefer to learn software tools by exploration. However, our knowledge of how users explore system, and how exploration can lead to effective learning, remains limited. In this work studies are made of learning by exploration looking at factors that lead to retention as measured by the time saved in performing similar tasks repeatedly and for different task instructions intended to promote different modes of exploration. A theoretical model of the cognitive processes involved in exploration is extended to account for the differing patterns of explorations and to model the consequences if the various kinds if exploration for retention,. The results will be incorporated into a software design methodology using the cognitive walkthrough approach for tools that can be effectivelymastered through exploration.
|
0.915 |