35,298 research outputs found
Challenging the Computational Metaphor: Implications for How We Think
This paper explores the role of the traditional computational metaphor in our thinking as computer scientists, its influence on epistemological styles, and its implications for our understanding of cognition. It proposes to replace the conventional metaphor--a sequence of steps--with the notion of a community of interacting entities, and examines the ramifications of such a shift on these various ways in which we think
Denotation and connotation in the human-computer interface: The āSave as...ā command
This paper presents a semiotic technique as a means
of exploring meaning and understanding in interface design
and use. This is examined through a study of the interaction
between the āfileā metaphor and āsave asā command metaphor.
The behaviour of these (from a functional or computational
basis) do not exactly match, or map onto, the meaning of the
metaphor. We examine both the denotation of a term to the
user, i.e. its literal meaning to that person, and the termās
connotations, i.e. any other meanings associated with the term.
We suggest that the technique applied is useful in predicting
future problems with understanding the use of metaphor at the
interface and with designing appropriate signification for
human-computer interaction. Variation in connotation was
expected but a more fundamental difference in denotation was
also uncovered. Moreover, the results clearly demonstrate that
consistency in the denotation of a term is critical in achieving a
good user understanding of the command
Mixing Metaphors In The Cerebral Hemispheres: What Happens When Careers Collide?
Are processes of figurative comparison and figurative categorization different? An experiment combining alternative-sense and matched-sense metaphor priming with a divided visual field assessment technique sought to isolate processes of comparison and categorization in the 2 cerebral hemispheres. For target metaphors presented in the right visual field/left cerebral hemisphere (RVF/LH), only matched-sense primes were facilitative. Literal primes and alternative-sense primes had no effect on comprehension time compared to the unprimed baseline. The effects of matched-sense primes were additive with the rated conventionality of the targets. For target metaphors presented to the left visual field/right cerebral hemisphere (LVF/RH), matched-sense primes were again additively facilitative. However, alternative-sense primes, though facilitative overall, seemed to eliminate the preexisting advantages of conventional target metaphor senses in the LVF/RH in favor of metaphoric senses similar to those of the primes. These findings are consistent with tightly controlled categorical coding in the LH and coarse, flexible, context-dependent coding in the RH. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract
Screen-based musical instruments as semiotic machines
The ixi software project started in 2000 with the intention to explore new interactive patterns and virtual interfaces in computer music software. The aim of this paper is not to describe these programs, as they have been described elsewhere, but rather explicate the theoretical background that underlies the design of these screen-based instruments. After an analysis of the similarities and differences in the design of acoustic and screen-based instruments, the paper describes how the creation of an interface is essentially the creation of a semiotic system that affects and influences the musician and the composer. Finally the terminology of this semiotics is explained as an interaction model
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Making the technology fit the pedagogy
In this paper we explore whether technology provides the teaching profession with a new form of pedagogy, often referred to as āe-learningā, or is merely an attempt to āreinvent the wheelā. Salmonās e-tivities, Laurillardās conversational framework and others have helped to further the case in favour of a new pedagogy. Distance learning particularly has been has able to derive considerable benefit from the opportunities involved.
However, is āthe Internetā nothing more than an all-embracing metaphor for a multitude of traditional teaching locations, for example the classroom, campus and the lecture theatre? We find these ālearning environmentsā can exist wherever we want them, as virtual, mobile, personal or even real locations. Has the online world bridged the gap for distance teaching, drawing it closer to traditional forms of teaching, and therefore traditional pedagogy? Does it mean that there are more opportunities for HEIs to move into distance learning provision
From knowledge presentation to knowledge representation to knowledge construction: Future directions for hypermedia
Relationships between human memory systems and hypermedia systems are discussed with particular emphasis on the underlying importance of associational memory. The distinctions between knowledge presentation, knowledge representation, and knowledge constructions are addressed. Issues involved in actually developing individualizable hypermedia based knowledge construction tools are presented
Break it Down for Me: A Study in Automated Lyric Annotation
Comprehending lyrics, as found in songs and poems, can pose a challenge to
human and machine readers alike. This motivates the need for systems that can
understand the ambiguity and jargon found in such creative texts, and provide
commentary to aid readers in reaching the correct interpretation. We introduce
the task of automated lyric annotation (ALA). Like text simplification, a goal
of ALA is to rephrase the original text in a more easily understandable manner.
However, in ALA the system must often include additional information to clarify
niche terminology and abstract concepts. To stimulate research on this task, we
release a large collection of crowdsourced annotations for song lyrics. We
analyze the performance of translation and retrieval models on this task,
measuring performance with both automated and human evaluation. We find that
each model captures a unique type of information important to the task.Comment: To appear in Proceedings of EMNLP 201
Security and Online learning: to protect or prohibit
The rapid development of online learning is opening up many new learning opportunities. Yet, with this increased potential come a myriad of risks. Usable security systems are essential as poor usability in security can result in excluding intended users while allowing sensitive data to be released to unacceptable recipients. This chapter presents findings concerned with usability for two security issues: authentication mechanisms and privacy. Usability issues such as memorability, feedback, guidance, context of use and concepts of information ownership are reviewed within various environments. This chapter also reviews the roots of these usability difficulties in the culture clash between the non-user-oriented perspective of security and the information exchange culture of the education domain. Finally an account is provided of how future systems can be developed which maintain security and yet are still usable
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