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Understanding text messages in human–computer interaction

Susłow W.

Zeszyty Naukowe. Studia Informatica / Uniwersytet Szczeciński

2013

Nr 32

71--80

The paper presents a proposal to take into account the language comprehension paradigm in an attempt to improve the design methodology of human–computer dialogues. It is assumed that the user treats a system as a subject, i.e. perceives communication with the system as a kind of discourse and intuitively treats it as cognition of the world through a fixed image of objective linguistic signs. Due to the fact that every end-user of a computer system has an individual linguistic competence, thesaurus, habits, previous experiences, one can never guarantee that identical semantic references arise in a variety of audiences.

Consideration of the specifics of understanding textual communiques in designing dialogues with a user of an information system

Susłow W.

Computer Science

2012

Vol. 13 (4)

147-163

The paper presents a proposal to take into account the language comprehension paradigm in an attempt to improve the design methodology of human-computer dialogues. It is assumed that the user treats a system as a subject, i.e. perceives communication with the system as a kind of discourse and intuitively treats it as cognition of the world through a fixed image of objective linguistic signs. Due to the fact that every end-user of a computer system has an individual linguistic competence, thesaurus, habits, previous experiences, one can never guarantee that identical semantic references arise in a variety of audiences. The situation becomes more stable if one considers the communication aspect of comprehension on the basis of practice (familiarity of things). It may be expected that a qualified professional user will commit fewer errors, caused by a poor dialogue understanding while interacting with the system. Therefore, the main task of a designer is to speed up and facilitate the learning process, which can be achieved by running the process of constructive rational understanding.