The cognitive dimensions framework is a broad-brush evaluation technique for interactive devices and for non-interactive notations. It sets out a small vocabulary of terms designed to capture the cognitively-relevant aspects of structure, and shows how they can be traded off against each other

of learning and practice to acquire any significant cognitive skill to a reasonable degree of proficiency. For instance, after 100 hours a student learning to program a computer has achieved only a very modest facility in the skill. Learning one's primary language takes tens of thousands of hours

, and demonstrate that most of the steps are polynomial, typically bounded by O (N 2 ). Next we demonstrate some examples of its operation taken from our cognitive simulation studies and work in machine learning. Finally, we compare SME to other analogy programs and discuss several areas for future work. This paper

functional tie between them. They act together in the manner in which they affect behavior. A person's cognition (his opinions and beliefs) about the situation in which he exists and his appraisals of what he is capable of doing (his evaluation of his abilities) will together have bearing on his

security requires a different usability standard, and that it will not be achieved through the user interface design techniques appropriate to other types of consumer software. To test this hypothesis, we performed a case study of a security program which does have a good user interface by general

is through a system of implicit reference termed deictic, whereby pointing movements are used to bind objects in the world to cognitive programs. We show how deictic bindings enable the solution of natural tasks and argue that one of the central features of cognition, working memory, can be related to moment

In this article we propose mechanisms that govern the processing of emotional information, particularly those involved in fear eduction. Emotions are viewed as represented by information structures in memory, and anxiety is thought to occur when an information structure that serves as program

This paper considers the sources of skill formation in a modern economy and emphasizes the importance of both cognitive and noncognitive skills in producing economic and social success and the importance of both formal academic institutions and families and firms as sources of learning. Skill

The cognitive programming paradigm- the next

pursued a program of self-directed learning under conditions involving either proximal subgoals, distal goals, or no goals. Results of the multifaceted assessment provide support for the superiority of proximal self-influence. Under proximal subgoals, children progressed rapidly in self-directed learning