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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.

Note: Each MCQ comes with multiple answer choices. Select the most appropriate option and test your understanding of Introduction to Human Computer Interaction. You can click on an option to test your knowledge before viewing the solution for a MCQ. Happy learning!

Introduction to Human Computer Interaction MCQs | Page 17 of 19

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Q161.
What differentiates skilled chess players from less experienced ones according to the studies of DeGroot, Chase, and Simon?

a.

Skilled players consider more alternative moves

b.

Skilled players take less time to make a decision and produce better moves

c.

Skilled players look ahead more than six moves

d.

Skilled players consider a large number of moves in choosing their move

Discuss
Answer: (b).Skilled players take less time to make a decision and produce better moves Explanation:The studies showed that skilled chess players don't necessarily consider more alternative moves or look ahead more than six moves. Instead, the significant difference lies in the fact that skilled players take less time to make a decision and can produce better moves than less experienced players.
Q162.
How do expert players remember chess board configurations?

a.

By considering a large number of moves

b.

By looking ahead more than six moves

c.

By 'chunking' the board configuration to hold it in short-term memory

d.

By remembering every individual piece's position

Discuss
Answer: (c).By 'chunking' the board configuration to hold it in short-term memory Explanation:Expert players remember chess board configurations by 'chunking' the board. They group several pieces or a portion of the board into one perceived unit or 'chunk.' This enables them to remember more detail as they use larger chunks than less experienced players.
Q163.
How do experts group problems differently from novices?

a.

Novices group problems according to superficial characteristics, while experts group them according to underlying conceptual similarities

b.

Experts group problems according to superficial characteristics, while novices group them according to underlying conceptual similarities

c.

Both novices and experts group problems according to superficial characteristics

d.

Both novices and experts group problems according to underlying conceptual similarities

Discuss
Answer: (a).Novices group problems according to superficial characteristics, while experts group them according to underlying conceptual similarities Explanation:The way problems are grouped distinguishes between skilled and less skilled problem solvers. Novices tend to group problems according to superficial characteristics, such as common objects or features. In contrast, experts demonstrate a deeper understanding of the problems and group them according to underlying conceptual similarities, which may not be obvious from the problem descriptions.
Q164.
Which mechanism does the ACT model suggest moves a learner from the first level of skill to the second level?

a.

Proceduralization

b.

Generalization

c.

Specialization

d.

Initialization

Discuss
Answer: (a).Proceduralization Explanation:The ACT model of skill acquisition identifies proceduralization as the mechanism for moving from the first level of skill (where the learner uses general-purpose rules interpreting facts about a problem) to the second level (where the learner develops rules specific to the task). It involves removing parts of the rule which demand memory access and replacing variables with specific values.
Q165.
What can cause errors during tasks that have become automatic?

a.

Frequent interruptions

b.

A change in the context of the task

c.

Lack of concentration

d.

Inadequate knowledge about the task

Discuss
Answer: (b).A change in the context of the task Explanation:When a pattern of behavior has become automatic and some aspect of it changes, the more familiar pattern may break through and cause an error. This is because the automatic behavior is so ingrained that any deviation from the norm can lead to a mistake.
Q166.
How are mental models often characterized?

a.

They are always fully comprehensive and consistent

b.

They are often partial, unstable, and can be internally inconsistent

c.

They are always based on scientific facts and evidence

d.

They never change and are fixed once formed

Discuss
Answer: (b).They are often partial, unstable, and can be internally inconsistent Explanation:Mental models are often partial, meaning the person does not have a full understanding of the working of the whole system. They are unstable and are subject to change. They can also be internally inconsistent, as the person may not have worked through the logical consequences of their beliefs.
Q167.
When can errors occur if a person has built a mental model of a system?

a.

When the mental model completely matches the actual operation

b.

When the mental model slightly deviates from the actual operation

c.

When the actual operation differs from the mental model

d.

When the mental model is formed based on scientific evidence

Discuss
Answer: (c).When the actual operation differs from the mental model Explanation:Errors can occur when the actual operation of a system differs from the person's mental model. This is because the mental model serves as the person's reference point for how the system should work. If the system doesn't operate as per the mental model, it may lead to misunderstanding and errors.
Q168.
What is one way to prevent errors that arise from incorrect mental models?

a.

Design should support conventions

b.

Increase the complexity of the system

c.

Keep changing the system

d.

Discourage the use of mental models

Discuss
Answer: (a).Design should support conventions Explanation:To prevent errors that arise from incorrect mental models, the design of a system or a task should ideally support the conventions that people use to interpret the world. If these conventions are to be violated, explicit support must be given to enable people to form a correct mental model.
Q169.
How do positive and negative emotions influence problem-solving abilities?

a.

Positive emotions lead to narrow, focused thinking, and negative emotions enhance creativity

b.

Positive emotions improve creativity and complex problem-solving, while negative emotions cause narrow, focused thinking

c.

Both positive and negative emotions improve creativity and complex problem-solving

d.

Both positive and negative emotions lead to narrow, focused thinking

Discuss
Answer: (b).Positive emotions improve creativity and complex problem-solving, while negative emotions cause narrow, focused thinking Explanation:Positive emotions enable us to think more creatively and solve complex problems, whereas negative emotions push us into narrow, focused thinking. Hence, different emotions have different impacts on our cognitive capabilities.
Q170.
What was William James' theory regarding emotions?

a.

Emotion is the interpretation of a physiological response

b.

Emotion is a direct result of external stimuli

c.

Physiological responses are too slow to account for emotional reactions

d.

Emotion is independent of any physiological response

Discuss
Answer: (a).Emotion is the interpretation of a physiological response Explanation:According to the James-Lange theory proposed by William James, emotion is perceived as the interpretation of a physiological response rather than the other way around. In other words, we respond physiologically to a stimulus and interpret that as emotion.
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