UCL logo

UCL Discovery

UCL home » Library Services » Electronic resources » UCL Discovery

What does it mean for an interruption to be relevant? An investigation of relevance as a memory effect

Gould, SJJ; Brumby, DP; Cox, AL; (2013) What does it mean for an interruption to be relevant? An investigation of relevance as a memory effect. In: Proceedings of the Human Factors and Ergonomics Society Annual Meeting. (pp. 149 -153). Sage Green and gold open access

[img]
Preview
PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
941Kb

Abstract

Interruptions cause slower, more error prone performance. Research suggests these disruptive effects are mitigated when interruptions are relevant to the task at hand. However, previous work has usually defined relevance as the degree of similarity between the content of interruptions and tasks. Using a lab-based experiment, we investigated the extent to which memory effects should be considered when assessing the relevance of an interruption. Participants performed a routine data-entry task during which they were interrupted. We found that when participants were interrupted between subtasks, reinforcement and interference effects meant that relevance had a significant effect on interruption disruptiveness. However, this effect was not observed when participants were interrupted within subtasks. These results suggest that interruption relevance is contingent on the contents of working memory during an interruption and that interruption management systems could be improved by modelling potential interfering and reinforcing effects of incoming interruptions.

Type:Proceedings paper
Title:What does it mean for an interruption to be relevant? An investigation of relevance as a memory effect
Event:HFES '13
Location:San Diego, CA, USA
Open access status:An open access publication. A version is also available from UCL Discovery.
DOI:10.1177/1541931213571034
Publisher version:http://dx.doi.org/10.1177/1541931213571034
Language:English
Additional information:This article is distributed under the terms of the Creative Commons Attribution 3.0 License (http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (http://www.uk.sagepub.com/aboutus/openaccess.htm).
UCL classification:UCL > School of Life and Medical Sciences > Faculty of Brain Sciences > Psychology and Language Sciences (Division of) > UCL Interaction Centre

View download statistics for this item

Archive Staff Only: edit this record