Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer

Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer

Eshaa Alkhalifa (University of Bahrain, Bahrain)
Indexed In: SCOPUS View 1 More Indices
Release Date: January, 2006|Copyright: © 2006 |Pages: 346
DOI: 10.4018/978-1-59140-842-0
ISBN13: 9781591408420|ISBN10: 1591408423|EISBN13: 9781591408444
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Description & Coverage
Description:

As science advances, more and more emphasis is being placed on the human user of the computer-based system. Instead of humans learning how to interact with these systems, the systems must learn how to interact with humans. Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer covers all the main areas of focus of cognitive science research that may influence the design of computer-based systems. It offers a number of practically-implemented designs to support the claim that it is possible to directly benefit from that field of study.

Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer presents several projects from different parts of the world, which offer a variety of applications as examples to show the scope of the benefit is not at all limited to a particular target, like learning. This book is a guide for researchers who wish to know which areas to focus on depending on their application's goals.

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Editor/Author Biographies
Dr. Eshaa Alkhalifa obtained her PhD in Cognitive Science from the University of Edinburgh, her MSc from George Washington University. She was awarded two science day awards and gave numerous talks internationally. One of her main research goals is to break the ground to allow researchers to cross the divide between the purely theoretical findings of Cognitive Science and the practical applications of computerized systems, by introducing Cognitively Informed Systems. More specifically, she has a research goal to study the implications of human errors caused by cognitive limitations either to memory or reasoning onto their learning.
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