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Cognitive ergonomics
▼ Cognitive ergonomics
Cognitive ergonomics
Virpi Kalakoski, Finnish Institute of Occupational Health, Finland
Contents
1Introduction
2What is cognitive ergonomics?
o 2.1Cognitive processes
o 2.2Studying cognition
2.2.1Methods of cognitive science
2.2.2Studying cognition in everyday contexts
3Cognition at work
o 3.1Perception and attention at work
o 3.2Working memory at work
o 3.3Memory and learning at work
o 3.4Thinking and language processes at work
o 3.5Expertise at work
4Cognitive demands of work
o 4.1Specific work requirements
o 4.2Working in dynamic environments
o 4.3Information technology and automation
o 4.4The nature of work in future
5Conclusions: Towards optimal cognitive functioning at work
o 5.1Human cognitive abilities and skills are limited but adaptive
o 5.2It is easier to change work conditions than the human cognitive system
o 5.3Better work for everyone
6References
7Links for further reading
Introduction
Cognitive ergonomics is the discipline of making human-system interaction compatible with human
cognitive abilities and limitations, particularly at work. Cognitive ergonomics utilises the knowledge
emerging from the cognitive sciences on mental processes such as perception, attention, memory,
decision making, and learning. The methods of these fields of research are applied to gain a better
understanding of the factors that affect cognitive function. The practical aim is to improve work conditions
and human performance, as well as safety and health, and to avoid human error and unnecessary load
and stress.
Sensation and perception refers to perception of stimuli gathered through the senses such as sight,
hearing, taste, smell, and/or touch. For example, in construction work one needs to hear the warning
signals and in medical care one needs to be able to discern the symbols on the monitor.
Attention is the stage where the processing is focused on certain aspects of perceived information or
processing may be divided between two or several aspects. For example, in a control room one needs
to notice if there has been a significant change in the situation; in a kindergarten a nurse may need to
focus his/her attention on several children at the one time.
Working memory includes a short term memory storage in which information is available for up to
30 seconds. It also refers to the processes with which information is actively rehearsed and
manipulated in the mind. For example, a telephone operator has to rehearse the name of the desired
person until she/he has connected the call, and a laboratory assistant needs to keep track of the order
of locations when working with several samples.
Long term memory is a permanent store for different kinds of information. Semantic memory refers
to the storage of knowledge about the world, symbols, and concepts. Episodic memory contains
information about events and episodes, whereas events in an individual´s personal life are referred to
as autobiographical memories. Procedural knowledge concerns ‘knowing how’ and skills. For
example, all work requires specific knowledge of the field and specific skills, e.g. how to use a machine
in a safe way, or how to organise a meeting.
These basic cognitive processes and representations are also relevant when one considers higher level
cognitive functions such as language comprehension and production and thinking processes such
as problem solving, decision making and reasoning. For example, the job of a communicator requires
constantly reading and writing of texts, whereas a worker doing maintenance work has to follow guidelines
that need to be read now and then. In addition, the need to solve problems and to make decisions varies
between different tasks and occupations. Cognition also includes learning which refers to permanent or
long lasting changes in knowledge and/or skills, that is relevant to all occupations. In cognitive
science, expertise refers to some superior human ability in a complex cognitive task and can be
considered to reflect maximal adaptation to a particular environment.
Studying cognition
Research on human cognition describes the nature of the human cognitive system. This knowledge of the
human part of the system is needed in the design of equipment, appliances etc. It is useful in appreciating
the critical aspects when one tries to fit an environment to the human cognitive functions that are relevant
to the specific job or task.
Cognition at work
Cognitive functions are subjected to their limits in the same way as the physical characteristics. Even the
most adept juggler cannot throw ten apples into the air and catch them all with only two hands. However,
the brain’s functional capacity limits are not visible and usually cannot be consciously recognized.
Therefore, it is essential to apply reliable knowledge on these aspects of human characteristics in order
that we can ensure that they are not overwhelmed at work. It is important to note that cognitive limitations
will have a less significant impact on performance if the task at hand is learned to such a level that it
becomes an automatized skill, since automatized processes do not burden the limited capacity of attention
and working memory.
Perception and attention at work
Human beings have a limited ability to perceive the environment, and especially to perceive all the details.
People do not notice everything that would be relevant in their work and they are easily distracted by co-
workers.
There are also many working conditions, such as poor lighting, that may impair a worker´s ability to
perceive objects and to focus attention on relevant aspects. Good visual perception requires that the
symbols are clearly noticeable: i.e. the size of a text is large enough and that there is adequate contrast
between the symbols and the background. Thus good lighting conditions will increase the visibility and the
impact of size and contrast.
Good perception conditions make targets visible. Furthermore, they decrease the amount of time that is
needed in visual search when a certain symbol is being sought from among other targets. Targets that pop
out from the environment are found easier and faster than complex targets that require that the region is
scanned serially. If one reduces the number of background objects or grouping targets instead of scattering
them evenly then this will also help to direct attention to the relevant objects, e.g. on an operator’s desktop
or in the vehicle’s control board. An efficient way to direct attention and to enhance perception is to provide
an alert about an incoming relevant stimulus or its spatial location in the environment before the object
appears.
It is important to note that there are several conditions that are distracting and direct attention towards
irrelevant objects.[6] For example, the ability to focus visual attention and to maintain information active in
visuo-spatial working memory is easily distracted by moving objects and flashing lights. [7] In the auditory
domain, a noise that includes detectable speech sounds may impair perception, attention, and other forms
of processing of linguistic information. [8] Furthermore, the ability to hear and to follow a conversation is
impaired in noisy conditions; this is a fact to be considered when designing communication and warning
signals.
New technologies also utilize other sense modalities, such as touch. In principle, the incorporation of
multimodal information can be an effective way to divide attention or to direct the focus of attention towards
relevant objects. However, every sense modality has its limitations that need to be considered when
designing work. [9] Best practices of cognitive ergonomics include:
optimizing the size of symbols and text, contrast between objects and background, and lighting
conditions.
discernibility of targets, grouping of targets, small number of background objects, alerting about
relevant stimulus.
decreasing auditory and visual noise.
listing information and arguments relevant to the problem to be solved or the decision to be made,
using graphics to represent relevant factors and their connections,
constructing common understanding by making the content easy to
process,
Expertise at work
It takes time for an individual to develop into expert; it may require years of dedicated
practice. [19] Experience and learning lead to superior performance in domain-specific tasks, i.e. tasks that
require knowledge and skills relevant to that specific field or domain. The exceptional performance of
experts when compared to novices is evident at multiple levels of cognition: finding and recognizing
relevant stimuli, encoding and categorisation of material, the organisation of knowledge in long term
memory, immediate recall, learning, and thinking. [19]
The superior skill of the expert is not only simply because he/she knows more than others, there also are
qualitative differences in processing task-relevant information. Experts represent domain-specific
knowledge and problems at an abstract level and concentrate on fundamental concepts, whereas novices
focus more on superficial features and dominant objects. Experts are able to select information that is
meaningful, that makes sense and is relevant to the task at hand. In problem solving, experts are able to
think ahead, i.e. to use forward search to identify those possibilities leading to the best outcome.
Research on expertise has revealed the maximal adaptability of human cognitive skills. For a beginner,
many tasks and situations at work are novel and they are thus cognitively more demanding than familiar
or automatized tasks. In contrast, experts possess a vast amount of pre-learned knowledge and skills that
can be used in deliberate and conscious ways to ensure exceptional performance. However, it seems to
take 10 years or 10,000 hours of practice to develop such exceptional skills; this has been demonstrated
in many different domains. Therefore, there has to be a trade-off between acquiring exceptional skills and
the amount of training necessary to achieve adequate performance. When designing work and tasks, it is
crucial to consider the level and kind of expertise required in the task, and the amount of training that is
needed if novices of that domain are expected to perform these tasks. In many cases, it is more efficient
that employees are able to apply their core expertise at work rather than undertaking many additional tasks
that require other skills and understandings. Best practices of cognitive ergonomics include:
1. Perception refers to awareness of relevant objects, people, systems and other environmental
factors.
2. Comprehension is related to understanding the meaning of what was perceived: recognizing,
interpreting and evaluating the significance.
3. Projection refers to the ability to predict the situation in the near future, based on perceiving and
understanding the dynamic elements of the environment. [21] Thus situation awareness is a
complex phenomenon that depends on several basic and higher level cognitive processes.
Information technology and automation
Information and communications technology (ICT) has an increasing role at the work place: in Finland,
nearly 75% of employees use a computer in their work and every third of them spends more than four
hours of the working day in front of a computer. In service work, sales, and care work, the use of information
technology has doubled during the last 10 years. [22] The aim of cognitive ergonomics is to ensure that also
the information work with computers is effortless and that ICT improves a worker´s ability to perform a
variety of tasks instead of causing unnecessary load, errors, and wasting of time.
Using computers does not necessarily decrease cognitive load. In fact, usability problems of information
technology may disrupt performance. The increasing numbers of interfaces at work create new cognitive
demands on employees: workers need to learn several kinds of applications and use diverse systems.
Many tasks require also switching between several applications. If the applications do not have technical
connections between them, work may involve moving information from one application to another, a task
that a computer can do more efficiently than any human being.
The increase of information technology has also led to automation, e.g. in production, manufacturing, and
traffic. Automation means that workers are responsible for monitoring and controlling the processes. As
the complexity of systems increases, and they come to be operated by groups of people, it becomes more
and more difficult to understand how the overall system works [23]. There are examples from aviation,
financial trading, and cloud computing that demonstrate accidents and errors that happen when technology
fails, and people are not able to understand the system and to diagnose the problem. It is therefore
necessary that technology provides people with the appropriate information, and workers learn and
practice skills that make it possible to intervene should something go wrong. [23]
The nature of work in future
The nature of work has changed during the last decades, and the pace of change is likely to accelerate.
The workforce is aging, work practices are changing, the transition to the provision of information and
services requires new skills from employees, and new technologies affect how people work. Technology
can impact on training methods and improve learning, and may offer new ways to modify the environment
to make it more compatible with human abilities.
New enhancement technologies can even provide opportunities to improve an individual’s ability to learn
and perform in cognitive tasks, even in old age and in extreme conditions. [24] Nonetheless, modulating the
environment is the key method in ergonomics. Even if new technologies allow enhancement of individual’s
abilities and skills, these technologies should not be considered as alternatives to improving poor work
conditions; i.e. the well-being and health of employees has to be considered as a key component of work.
References
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