Learning text editor semantics by analogy

ABSTRACT

This paper presents a cognitive model for one aspect of how novices learn text editors—the acquisition of procedural skill by problem solving in problem spaces and the use of analogy for building a representation of the semantics of text-editor commands (which we call operators). Protocol data of computer-naive subjects learning the EMACS text editor suggests that they use their knowledge of typewriting to decide which commands to use in performing editing tasks. We propose a formal method of analysis that compares operators in two problem spaces and generates misconceptions. The comparison of these predicted misconceptions with verbal comments, error data, and task difficulty lends support to this analysis.

REFERENCES

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INDEX TERMS

Primary Classification:
  H. Information Systems
  H.1 MODELS AND PRINCIPLES
      H.1.2 User/Machine Systems
          Subjects: Software psychology

Additional Classification:
  I. Computing Methodologies
  I.2 ARTIFICIAL INTELLIGENCE
      I.2.6 Learning
          Subjects: Analogies
  I.7 DOCUMENT AND TEXT PROCESSING
      I.7.1 Document and Text Editing

          Nouns: Emacs

General Terms:
Documentation, Human Factors, Performance