MacSHAPA and the enterprise of exploratory sequential data analysis (ESDA)

Sanderson, Penelope; Scott, J. L.; Johnston, Tom; Mainzer, John; Watanabe, Larry; James, Jeff

doi:10.1006/ijhc.1994.1077

Cited by 139 publications

(81 citation statements)

References 45 publications

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“…To verify the results of the online psychophysical procedure, we rescored infants' success at walking down slopes from videotapes using a computerized video coding system, MacSHAPA (www .openshapa.org), that records the frequencies and durations of specific behaviors (Sanderson et al, 1994). A second coder scored 25% of each infant's psychophysical trials.…”

Section: Resultsmentioning

confidence: 99%

When infants take mothers' advice: 18-month-olds integrate perceptual and social information to guide motor action.

Tamis-LeMonda

Adolph

Lobo

et al. 2008

Developmental Psychology

105

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The social cognition and perception-action literatures are largely separate, both conceptually and empirically. However, both areas of research emphasize infants' emerging abilities to use available information-social and perceptual information, respectively-for making decisions about action. Borrowing methods from both research traditions, this study examined whether 18-month-old infants incorporate both social and perceptual information in their motor decisions. The infants' task was to determine whether to walk down slopes of varying risk levels as their mothers encouraged or discouraged walking. First, a psychophysical procedure was used to determine slopes that were safe, borderline, and risky for individual infants. Next, during a series of test trials, infants received mothers' advice about whether to walk. Infants used social information selectively: They ignored encouraging advice to walk down risky slopes and discouraging advice to avoid safe slopes, but they deferred to mothers' advice at borderline slopes. Findings indicate that 18-month-old infants correctly weigh competing sources of information when making decisions about motor action and that they rely on social information only when perceptual information is inadequate or uncertain. Two sources of information are available to infants for making decisions about action: perceptual information generated by infants' own exploratory movements and social information offered by infants' parents and other people. An eager infant poised at the top of the stairs as mother screams "No!," a timid infant who is encouraged to attempt the daunting playground slide, a crawling infant whose parent's silence conveys that it is okay to roam, and a beginning walker reluctant to take steps into mother's open arms must decide whether to descend, slide, crawl, and walk on the basis of the available perceptual and social information.Sometimes perceptual and social cues are concordant, offering redundant information that specifies the way to act (e.g., when parents nod toward an inviting toy or say "No, no" toward a menacing dog). Other times, perceptual and social information are at odds, specifying opposing courses of action (e.g., when parents warn their toddlers to stay away from an empty street or encourage their infants to crawl onto the unfamiliar surface of a sandy beach). Discordant perceptual and social information is especially interesting because infants confront an interpretive challenge: They must decide how to weigh and integrate competing sources of information. In such situations, infants might assign priority to social information and defer to mothers' advice, regardless of their own perceptual assessment of the situation. Alternatively, infants might rely on perceptual information and ignore their mothers' social messages. A third possibility is that infants assess social and perceptual cues on a case-by-case basis, relying selectively on social information when perceptual cues leave them uncertain about how to act. On this last account, infan...

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Section: Resultsmentioning

confidence: 99%

When infants take mothers' advice: 18-month-olds integrate perceptual and social information to guide motor action.

Tamis-LeMonda

Adolph

Lobo

et al. 2008

Developmental Psychology

105

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“…The second author annotated the 20 videotapes using the MacSHAPA observational analysis tool (Sanderson et al, 1994). Using the list in Figure 4, he specifically looked for instances of the 54 predicted difficulties.…”

Section: Procedures and Resultsmentioning

confidence: 99%

Tracking the effectiveness of usability evaluation methods

John¹,

Marks²

1997

Behaviour & Information Technology

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We present a case study that tracks usability problems predicted with six usability evaluation methods (Claims Analysis, Cognitive Walkthrough, GOMS, Heuristic Evaluation, User Action Notation, and simply reading the specification) through a development process. We assess the methods' predictive power by comparing the predictions to the results of user tests. We assess the methods' persuasive power by seeing how many problems led to changes in the implemented code. We assess design-change effectiveness by user testing the resulting new versions of the system. We conclude that predictive methods are not as effective as the HCI field would like and discuss directions for future research.

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“…Get the dog." All other aspects of the procedure were the same as in the looking condition.Coding and reliability-The video from the head camera was scored-frame-by-frameby two trained coders using the open-source MacSHAPA coding system (Sanderson et al, 1994). When viewing the head-camera video, the coder's task for each frame was to determine the specific sticker or object in view.…”

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confidence: 99%

What's in View for Toddlers? Using a Head Camera to Study Visual Experience

Yoshida

Smith

2008

Infancy

183

179

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This article reports 2 experiments using a new method to study 18-to 24-month-olds' visual experiences as they interact with objects. Experiment 1 presents evidence on the coupling of head and eye movements and thus the validity of the head camera view of the infant's visual field in the geometry of the task context. Experiment 2 demonstrates the use of this method in the naturalistic context of toy play with a parent. The results point to the embodied nature of toddlers' attentional strategies and to importance of hands and hand actions in their visual experience of objects. The head camera thus appears to be a promising method that, despite some limitations, will yield new insights about the ecology and content of young children's experiences.Cognition depends on the kinds of experiences that come from having a body with particular perceptual and motor capabilities. (Thelen, 2000, p. 5) Developmental psychologists have long been interested in the nature of the input, in the everyday experiences that characterize early childhood and the role of those experiences in cognitive development. One method used by many (including is) is to record via a video camera the child's naturalistic interactions with toys and social partners in an effort to understand the structure and regularities inherent in these everyday interactions. There is, however, a potentially fundamental problem with this approach that is illustrated in Figure 1. The camera records a third-person view (Figure 1a), the view of an outside observer. This view is not the child's view, which might be more like that shown in Figure 1b. The thirdperson camera provides a fixed and broad view that is not at the body scale of a young child, and when coded by adults for the information present, is potentially biased by the adult's conceptualization of the structure of the larger scene. The purpose of this article is to present preliminary results on a new method, that although far from perfect, may enable researchers to gain new insights into the contents of visual experience from the young learner's point of view.This goal is consistent with a collection honoring themes in Esther Thelen's work because the input from the child's point of view is intimately tied to the child's body and to movement. The role of the body, action, and self-generated experiences is not a well-studied domain within cognitive development, although there are increasing calls for and evidence showing the value of such an approach (e.g., Reiser, Lockman, & Nelson, 2005;Smith & Gasser, 2005;Thelen, 2000) and ample demonstrations of the importance of self-generated experiences in perceptual learning (e.g., Adolph & Berger, 2006;Bertenthal, Campos, & Kermoian, 1994;Gibson, 1969;Lockman, 1990;Ruff & Rothbart, 1996). The goal of this study is to specifically develop a method to study the first-person view-a view intimately tied to self-action-in a developmental period (18-24 months) and task context (toy play) important to language and category learning. Ideally, we would like a dy...

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MacSHAPA and the enterprise of exploratory sequential data analysis (ESDA)

Cited by 139 publications

References 45 publications

When infants take mothers' advice: 18-month-olds integrate perceptual and social information to guide motor action.

When infants take mothers' advice: 18-month-olds integrate perceptual and social information to guide motor action.

Tracking the effectiveness of usability evaluation methods

What's in View for Toddlers? Using a Head Camera to Study Visual Experience

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