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Welcome to the Introduction to Human Computer Interaction MCQs Page

Dive deep into the fascinating world of Introduction to Human Computer Interaction with our comprehensive set of Multiple-Choice Questions (MCQs). This page is dedicated to exploring the fundamental concepts and intricacies of Introduction to Human Computer Interaction, a crucial aspect of Human Computer Interaction. In this section, you will encounter a diverse range of MCQs that cover various aspects of Introduction to Human Computer Interaction, from the basic principles to advanced topics. Each question is thoughtfully crafted to challenge your knowledge and deepen your understanding of this critical subcategory within Human Computer Interaction.

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Check out the MCQs below to embark on an enriching journey through Introduction to Human Computer Interaction. Test your knowledge, expand your horizons, and solidify your grasp on this vital area of Human Computer Interaction.

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Introduction to Human Computer Interaction MCQs | Page 13 of 19

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Q121.
What are the two types of long-term memory?

a.

Sensory memory and working memory

b.

Iconic memory and echoic memory

c.

Episodic memory and semantic memory

d.

Short-term memory and long-term memory

Discuss
Answer: (c).Episodic memory and semantic memory Explanation:The two types of long-term memory are episodic memory and semantic memory. Episodic memory represents our memory of events and experiences, while semantic memory is a structured record of facts, concepts, and skills that we have acquired.
Q122.
How is semantic memory structured?

a.

In a linear sequence of events and experiences

b.

In a network with associations and relationships between pieces of information

c.

In a hierarchical system with parent and child classes

d.

In a separate memory system from episodic memory

Discuss
Answer: (b).In a network with associations and relationships between pieces of information Explanation:Semantic memory is structured as a network with associations between pieces of information. This allows for the representation of relationships and inference.
Q123.
According to Collins and Quillian's study, why did subjects take longer to answer questions like "Can a collie breathe?" compared to questions like "Does a hound track?"

a.

Subjects were more familiar with the concept of tracking than the concept of breathing.

b.

Subjects had to search further through the memory hierarchy to find the answer for questions about breathing.

c.

Subjects had a better understanding of hounds compared to collies.

d.

The study did not provide a clear explanation for the difference in response times.

Discuss
Answer: (b).Subjects had to search further through the memory hierarchy to find the answer for questions about breathing. Explanation:Subjects took longer to answer questions like "Can a collie breathe?" because they had to search further through the memory hierarchy to find the answer. This suggests that information about breathing is stored at a more abstract level in the memory hierarchy.
Q124.
Which of the following memory structures allows us to model the representation of more complex objects or events composed of multiple items or activities?

a.

Semantic networks

b.

Frames

c.

Scripts

d.

Production systems

Discuss
Answer: (c).Scripts Explanation:Frames represent associations and relationships between single items in memory, while scripts attempt to model the representation of stereotypical knowledge about situations. Frames and scripts can be linked together in networks to represent hierarchical structured knowledge.
Q125.
What does a script represent in memory?

a.

Associations and relationships between single items

b.

Structured, hierarchical information

c.

Default or stereotypical information about situations

d.

Procedural knowledge of how to do something

Discuss
Answer: (c).Default or stereotypical information about situations Explanation:A script represents default or stereotypical information about situations. It allows us to interpret partial descriptions or cues fully. A script comprises various elements, including entry conditions, result conditions, props, roles, scenes, and tracks.
Q126.
Which knowledge representation model is associated with condition-action rules stored in long-term memory?

a.

Semantic networks

b.

Frames

c.

Scripts

d.

Production systems

Discuss
Answer: (d).Production systems Explanation:The representation of procedural knowledge, our knowledge of how to do something, is often modeled using production systems. Condition-action rules are stored in long-term memory, and when information matches a condition, the associated action is executed.
Q127.
Which process transfers information from short-term memory to long-term memory?

a.

Storage

b.

Forgetting

c.

Retrieval

d.

Rehearsal

Discuss
Answer: (d).Rehearsal Explanation:Information from short-term memory is stored in long-term memory through rehearsal. Repeated exposure to a stimulus or the rehearsal of a piece of information helps transfer it into long-term memory.
Q128.
According to Ebbinghaus' experiments, what is the relationship between the amount of time spent learning and the amount learned?

a.

The amount learned is inversely proportional to the amount of time spent learning.

b.

The amount learned is not affected by the amount of time spent learning.

c.

The amount learned is directly proportional to the amount of time spent learning.

d.

The amount learned is unrelated to the amount of time spent learning.

Discuss
Answer: (c).The amount learned is directly proportional to the amount of time spent learning. Explanation:Ebbinghaus' experiments on memory, where he found that the amount learned was directly proportional to the amount of time spent learning. This is known as the total time hypothesis.
Q129.
According to Baddeley's experiments, what is the most effective way to allocate learning time for optimal learning?

a.

Concentrated learning sessions over a short period of time

b.

Distributed learning sessions over a longer period of time

c.

Learning sessions of varying durations

d.

Learning sessions of fixed duration with breaks in between

Discuss
Answer: (b).Distributed learning sessions over a longer period of time Explanation:Experiments by Baddeley and others, suggesting that learning time is most effective if it is distributed over time. In an experiment with Post Office workers, those whose training period was divided into weekly sessions of one hour performed better than those who spent two or four hours a week learning. This is known as the distribution of practice effect.
Q130.
Which type of information is generally easier to remember?

a.

Meaningful and familiar information

b.

Meaningless and unfamiliar information

c.

Abstract and complex information

d.

Repetitive and redundant information

Discuss
Answer: (a).Meaningful and familiar information Explanation:If information is meaningful and familiar, it can be related to existing structures and more easily incorporated into memory. Meaningful information is easier to remember compared to meaningless or unfamiliar information.
Page 13 of 19

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