Module 2: Cognition and User Expectations
Overview of Module 2/Week 2 of Class (Part 3 of 3)
Prototypes and Scripts
Schemas represent an overall category of cognitive models. Within the category of "schemas" are different mechanisms that humans use to help memory, thought, and behavior in different ways. Two kinds of schema often associated with usability are prototypes and scripts. Each type addresses a different aspect related to expectations, actions, and use.
Prototypes
Prototypes are mental models humans use to identify items in the world around them. For example, when I hear the word “pen,” an image of what a pen “looks like/is” automatically appears in my mind. This image of what a pen should look like is the prototype I have for “pen” in my mental database.
When I look out into the world around me, if I see an object that resembles my prototype for “pen,” I will identify it as a pen, and my mind will access the related schema for how to use that item. If, however, an item does not resemble my prototype for what a pen looks like, then I will not identify it as a pen and will not access the related schema (or consider how this “non-pen” item might be used for pen-related activities).
This connection means that the more closely an item resembles a particular prototype I have for an object, the more easily my mind will
Scripts
Scripts are the schemas humans use to guide their actions in complex social situations. Consider the following example: If I say the word “classroom” – what image appears in your mind? Ideally, your mind has accessed an image of what a classroom looks like. In that image are different objects (e.g., desks, a chalkboard, chalk, etc.) and persons (e.g., a teacher and students).
Moreover, in this setting, you seem to know how those individuals will behave (e.g., how students ask questions) and how items will be use (e.g., how teachers use chalk to write on the chalkboard at the front of the room during a lecture). Such factors guide how we behave in these spaces based upon the related role we’ve identified for ourselves in this context (e.g., as a student or as a teacher).
How do we know this and do this? Via scripts – a schema that tells us how to behave and what to expect in certain social settings. These scripts are schema that tell us
For Consideration
In this module, we will examine these cognitive mechanisms to understand how they affect audience expectations of usability in a particular setting. As you review the readings and videos for this module, consider
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Schemas represent an overall category of cognitive models. Within the category of "schemas" are different mechanisms that humans use to help memory, thought, and behavior in different ways. Two kinds of schema often associated with usability are prototypes and scripts. Each type addresses a different aspect related to expectations, actions, and use.
Prototypes
Prototypes are mental models humans use to identify items in the world around them. For example, when I hear the word “pen,” an image of what a pen “looks like/is” automatically appears in my mind. This image of what a pen should look like is the prototype I have for “pen” in my mental database.
When I look out into the world around me, if I see an object that resembles my prototype for “pen,” I will identify it as a pen, and my mind will access the related schema for how to use that item. If, however, an item does not resemble my prototype for what a pen looks like, then I will not identify it as a pen and will not access the related schema (or consider how this “non-pen” item might be used for pen-related activities).
This connection means that the more closely an item resembles a particular prototype I have for an object, the more easily my mind will
- Identify it as the item represented by the prototype
- Access the related schema for that identified item
- Know how to use that item in certain ways for particular tasks
Scripts
Scripts are the schemas humans use to guide their actions in complex social situations. Consider the following example: If I say the word “classroom” – what image appears in your mind? Ideally, your mind has accessed an image of what a classroom looks like. In that image are different objects (e.g., desks, a chalkboard, chalk, etc.) and persons (e.g., a teacher and students).
Moreover, in this setting, you seem to know how those individuals will behave (e.g., how students ask questions) and how items will be use (e.g., how teachers use chalk to write on the chalkboard at the front of the room during a lecture). Such factors guide how we behave in these spaces based upon the related role we’ve identified for ourselves in this context (e.g., as a student or as a teacher).
How do we know this and do this? Via scripts – a schema that tells us how to behave and what to expect in certain social settings. These scripts are schema that tell us
- What and who should be in a given setting
- What materials will be there
- How those materials should be used
- Who will use them to perform certain tasks in a setting
For Consideration
In this module, we will examine these cognitive mechanisms to understand how they affect audience expectations of usability in a particular setting. As you review the readings and videos for this module, consider
- How cognitive mechanisms connect to ideas of usability and user experience design examined in module 1 of class
- How cognitive factors can help individuals address usability – including guiding user-testing practices
- How easy or difficult it might be to integrate cognitive models into the usability testing and user experience design
- If individuals need particular training or background to apply cognitive mechanisms in usability-related contexts
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Other Module 2/Week 2 Materials
To access other materials for Module 2/Week 2, click on the related link below