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Applied Psychology is the application of principles and techniques of Psychology to a real world problem. In Human Factors and Human Computer-Interaction, principles of Cognitive Psychology are applied to the Human-Machine Interface to improve the usability and effectiveness of the interface.

My teaching and research interests are directly related to the goals of improving the Human-Machine Interface.

• TEACHING GOAL: train students to become professionals in this area so, in time, all Human-Machine Interfaces will be designed for optimal usability
  - Courses - Research Design, Statistics, Cognitive Psychology, and User Centered Design
  - Coordinator of the Applied Cognitive Psychology Sub-plan and the Human Factors/Ergonomics Certificate at UHCL.
  
• RESEARCH GOAL: contribute to theories of Cognitive Psychology necessary for these professionals to be successful
  - mechanisms associated with acquisition and use of efficient methods,
  - optimal designs for interactive auditory displays, and
  - the incorporation of simulations in the teaching of statistics.

Teaching :

Applied Cognitive Psychology Sub-plan & the Human Factors/Ergonomics Certificate at UHCL

For information and application forms, download this document <pdf>.
For more information, you may review the website http://www.uhcl.edu/appliedcognitive or email me.

Classes - Fall 2009:

PSYC 6036.01 Research Design and Statistics I
PSYC 4931.02/5931.04 User Centered Design
PSYC 5931.01 Practicum in Human Factors & Ergonomics
PSYC 5911.01 Human Factors and Ergonomics Seminar

Office Hours - Fall 2009:

Monday  10:00a - 1:00p,
Friday 10:00a - 1:00p,
or evenings by appointment

Research: My specific research interests are varied and fall into three major categories:

1) Learning software: The factors associated with the utilization of efficient strategies when issuing commands in a GUI (Graphical User Interface) environment and how to improve users' efficiency.

2) Auditory Displays: Specifically, the sonification of statistical graphs and how the dimensions of sound used in those graphs impact users' performances and the use of auditory displays for dynamic tasks like operating a robotic arm for the shuttle.

3) Use of simulations in teaching: How the use of computer based simulations and animations impact learning, particularly when teaching statistics and neurotransmission and whether the use of computer animations/simulations effects a learner's motivation.