ABSTRACT
Action-Centered Attention . . . . . . . . . . . . . . . . . . . . . . . . 9
The model of response activation . . . . . . . . . . . . . . . . 10
Attention and action requirements . . . . . . . . . . . . . . . 11
Attention and stimulus-response compatibility . . . . . 12
Perceptual-Motor Interaction in Applied Tasks:
A Few Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Remote Operation and Endoscopic Surgery . . . . . . . . . . 13
Personal Digital Assistants . . . . . . . . . . . . . . . . . . . . . . . . . 13
Eye-Gaze vs. Manual Mouse Interactions . . . . . . . . . . . . . . 14
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Many of us can still remember purchasing our first computers to be used for research purposes. The primary attributes of these new tools were their utilities in solving relatively complex mathematical problems and performing computer-based experiments. However, it was not long after that word processing brought about the demise of the typewriter, and our department secretaries no longer prepared our research manuscripts and reports. It is interesting to us that computers are not so substantively different from other tools such that we should disregard much of what the study of human factors and experimental psychology has contributed to our understanding of human behavior in simple and complex systems. Rather, it is the computer’s capacity for displaying, storing, processing, and even controlling information that has led us to the point at which the manner with which we interact with such systems has become a research area in itself.
