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Research Statement <pdf>

My research investigates the cognitive mechanisms and processes of learning and skill acquisition. Toward this end, I have developed three inter-related lines of research that investigate learning—one, involving surveys and field studies regarding the acquisition of methods and strategies associated with efficient use of computer software, another in a more traditional classroom-learning environment, and the third in the laboratory with a non-traditional task of interpreting auditory graphs. By studying the learning principles and processes for diverse topics, my research ultimately focuses on building the knowledge base regarding how skill and knowledge acquisition occurs and what influences that process.

Efficient Strategy Selection:
The investigation of the cognitive mechanisms associated with the acquisition and selection of efficient strategies with software.

This research is investigating the factors associated with whether or not people use software efficiently. When purchasing software for their employees, companies often assume that people will eventually maximize the relevant tools in that software. However, since the 1980's, a body of work documenting the inefficient use of software has clearly refuted this assumption. Much of this work has focused on the interface between the human and the machine. However, there is evidence that other factors may influence efficient behavior, specifically:
- people may approach/learn software differently depending on their interest in the tasks associated with the software
- efficiency may be tied to learning from peers
- contextual cues (like those associated when learning from peers) may influence users cost/benefit analysis of using different strategies

I am currently working to develop a theory regarding how people acquire and utilize efficienct techniques or strategies. This theory will propose that the relevant components of the contextual cues can be identified and manipulated and that strong contextual cues include those that influence the cost/benefit analysis and provide task relevance. The theoretical paradigms I am investigating are derived from Newell’s and Simon’s approaches to the development of psychological theories. Furthermore, I plan to continue my collaborations and ultimately plan to develop an ACT-R model that will test and substantiate my theoretical position.

Papers/Presentations/Grants associated with this line of research:

Schlumberger “Software Ergonomics Assessment Tools ” Co-PI, January, 2008; $66,651.00

Peres, S. C., Nguyen, V., Alexander, M., & Dutt, S. (2007). Efficiency with Microsoft Word: Validating Self-report data. Poster presented at the Houston Human Factors and Ergonomics One-Day conference, Houston, TX.

National Science Foundation Small Grant for Exploratory Research (SGER) “Efficient Strategy Selection—Predictors and Cognitive Mechanisms” PI, May 1, 2006; $51,869.00

Tamborello II, F. P., Peres, S. C., & Fleetwood, M. D. (2006). A peer mediated leap to efficiency: A theory of cost-benefit analysis in the selection of efficient strategies. Human Factors and Ergonomics Society 50th Annual Meeting, 50, 349-353 <pdf>

Lane, D. M., Peres, S. C., Sándor, A., & Napier, H. A. (2005). A process for anticipating and executing icon selection in graphical user interfaces. International Journal of Human Computer Interaction, 19 (2), pp. 241-252. <pdf>

Peres, S. C., Fleetwood, M. D., Tamborello II, F. P., Yang, M., & Paige-Smith, D. L. (2005). Pros, cons, and changing behavior: An application in using the keyboard to issue commands. Human Factors and Ergonomics Society 49th Annual Meeting, 49, 637-641.<pdf>

Lane, D. M., Napier, H.A., Peres, S. C., & Sándor, A. (2005). The Hidden Costs of Graphical User Interfaces: Users' Failures to Make the Transition from Menus and Icon Tool Bars to Keyboard Shortcuts. International Journal of Human Computer Interaction, 18 (2), pp. 133-144. <pdf>

Peres, S. C., Tamborello, F. P., II, Fleetwood, M. D., Chung, P., & Paige-Smith, D. L. (2004). Keyboard shortcut usage: The roles of social factors and computer experience. Human Factors and Ergonomics Society 48th Annual Meeting, 48, 803-807. <pdf>

Auditory Displays
What dimensions of sound should be used in the auditory display of quantitative data and how does the integrality of these dimensions impact their effectiveness? What effects does a divided attention environment have on interpreting auditory graphs? Should training for these types of displays be focused on the display or the underlying task?

This research includes a series of experiments designed to investigate which dimensions of sound are best suited for auditory graphs and the effects of using two dimensions of sound redundantly. Thus far, findings indicate that integral dimensions of sound presented redundantly in these types of display results in better performance that when separable dimensions of sound are used. Future work in this area will investigate the impact of different training paradigms on performance and whether the benefit of integral dimensions applies to other types of graphs.

Papers/Presentations/Grants associated with this line of research:

Kortum, P., & Peres, S. C. (2007). A Survey of Secondary Activities of Telephone Callers Who are Put on Hold. Human Factors and Ergonomics Society 51st Annual Meeting, 51, 1153-1157.

Peres, S.C., Kortum, P., & Stallman, K. (2007). Auditory progress bars preference, performance, and aesthetics. Proceedings of the 13th annual international conference on auditory displays, Montreal, Canada, 391-395

Kortum, P., & Peres, S. C. (2006). An exploration of the use of complete songs as auditory progress bars. Human Factors and Ergonomics Society 50th Annual Meeting, 50, 2071-2075. <pdf>

Peres, S. C., & Lane, D. M. (2005) Auditory Graphs: The effects of redundant dimensions and divided attention, Proceedings of the 11th Annual International Conference on Auditory Displays. Limerick, Ireland.<pdf>

Peres, S. C. & Byrne, M. D. (July 2005) The interactive behavior triad and auditory graphs: suggestions for an organizing framework. International Conference on Auditory Displays--Auditory Graph Symposium  (website)

Kortum, P., Peres, S. C., Knott, B., & Bushey, R. (2005). The effect of auditory progress bars on consumer's estimation of telephone wait time Human Factors and Ergonomics Society 49th Annual Meeting, 49, 628-632. <pdf>

Lane, D. M., Sándor, A., & Peres, S. C. (2004) Sonification. In W. S. Bainbridge (Ed.), Berkshire Encyclopedia of Human-Computer Interaction (pp. 669-672). Great Barrington, MA.

Peres, S. C., & Lane, D. M. (November 2004) Dimensions of Sound in Auditory Displays: the Effects of Integral Dimensions. Poster presented at the Auditory Perception, Cognition and Action Meeting, Minneapolis, MN.

Peres, S. C., & Lane, D. M. (2003) Sonification of Statistical Graphs. In E. Brazil & B. Shinn-Cunningham (Eds.), Proceedings of the 9th Annual International Conference on Auditory Displays. Boston, MA: Boston University Publications Production Department. <pdf>

Peres, S. C., & Lane, D. M. (November 2003) Pitch, Loudness & Temporal Dimensions of Sound in Auditory Displays: the Effects of Redundant Designs Paper presented at the Auditory Perception, Cognition and Action Meeting, Vancouver, B.C., Canada.

OnlineStats
When teaching statistics, when is the integration of animations and simulations into the classroom most beneficial and for whom?

This area of research is on the impacts of using simulations for teaching statistics and is focused on learning that occurs in a traditional classroom environment. This work is investigating how using simulations for teaching impacts students’ performance and motivation and whether these effects differ based on intellectual capacity.

Papers/Presentations/Grants associated with this line of research:

Hentges, B., Perkins-Hall, S., and Peres, S. C., National Science Foundation, DRL REESE, "Synthesis and Diffusion of Knowledge Linking Self-Concept, Education, and Student Participation in STEM" Grant SUBMITTED January, 2008 $250,000

Peres, S. C., Faculty Research Support Fund at the University of Houston-Clear Lake “Evaluation of Online Statistics: An Interactive Multimedia Course of Study.” PI, November, 2005; $4,500

Lane, D. M & Peres, S. C., National Science Foundation's Division of Undergraduate Education grants DUE 9751307 and DUE 0089435. "Online Statistics: A Multimedia Course of Study" Co-PI, June, 2005; $14,000.

Lane, D. M. & Peres, S. C. (2006). Interactive simulations in the teaching of statistics: Promise and pitfalls. 7th International Conference on the Teaching of Statistics, 7. <pdf>

Peres, S. C., & Lane, D. M. (November 2004). Online Statistics: A Multimedia Course of Study. Poster presented at the Southwest Teaching of Psychology Conference. Seguin, TX.

Perales, B., Peres, S. C., & Malin, D. (November 2002) Effects of Computer Animation Software on Learning Synaptic Transmission Processes. Poster presented at the Society for Neuroscience, Orlando, FL.

Underwood, D. G., Peres, S. C., & Perales, B. (2000) Effects of Computer Animation Software on Learning Synaptic Transmission Processes. Evaluation grant funded by the Faculty Research Support Funds at the University of Houston-Clear Lake