(Ebook PDF) Designing with the Mind in Mind Simple Guide to Understanding User Interface Design Guidelines 1st edition by Jeff Johnson 0128182032 9780128182031 full chapters

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ISBN-10 :  0128182032 

ISBN-13 :  9780128182031

Author : Jeff Johnson 

User interface (UI) design rules and guidelines, developed by early HCI gurus and recognized throughout the field, were based on cognitive psychology (study of mental processes such as problem solving, memory, and language), and early practitioners were well informed of its tenets. But today practitioners with backgrounds in cognitive psychology are a minority, as user interface designers and developers enter the field from a wide array of disciplines. HCI practitioners today have enough experience in UI design that they have been exposed to UI design rules, but it is essential that they understand the psychological basis behind the rules in order to effectively apply them. In Designing with the Mind in Mind, best-selling author Jeff Johnson provides designers with just enough background in perceptual and cognitive psychology that UI design guidelines make intuitive sense rather than being just a list of rules to follow.

Designing with the Mind in Mind: Simple Guide to Understanding User Interface Design Guidelines 1st Table of contents:

1 – Our Perception is Biased
PERCEPTION BIASED BY EXPERIENCE
PERCEPTION BIASED BY CURRENT CONTEXT
PERCEPTION BIASED BY GOALS
TAKING BIASED PERCEPTION INTO ACCOUNT WHEN DESIGNING
IMPORTANT TAKEAWAYS
2 – Our Vision is Optimized to See Structure
GESTALT PRINCIPLE: PROXIMITY
GESTALT PRINCIPLE: SIMILARITY
GESTALT PRINCIPLE: CONTINUITY
GESTALT PRINCIPLE: CLOSURE
GESTALT PRINCIPLE: SYMMETRY
GESTALT PRINCIPLE: FIGURE/GROUND
GESTALT PRINCIPLE: COMMON FATE
GESTALT PRINCIPLES: COMBINED
IMPORTANT TAKEAWAYS
3 – We Seek and Use Visual Structure
STRUCTURED INFORMATION IS EASIER TO SCAN
VISUAL HIERARCHY HELPS PEOPLE FIND RELEVANT INFORMATION
BEYOND VISUAL HIERARCHY: INFORMATION HIERARCHY
“CHUNKING” HELPS PEOPLE SCAN AND ENTER DATA
EVEN MORE STRUCTURE FOR INPUT: DATA-SPECIFIC CONTROLS
IMPORTANT TAKEAWAYS
4 – Our Color Vision is Limited
HOW COLOR VISION WORKS
VISION IS OPTIMIZED FOR DETECTION OF EDGES, NOT BRIGHTNESS
DISCRIMINABILITY OF COLORS DEPENDS ON HOW THEY ARE PRESENTED
COLOR BLINDNESS
EXTERNAL FACTORS THAT INFLUENCE OUR ABILITY TO DISTINGUISH COLORS
GUIDELINES FOR USING COLOR
IMPORTANT TAKEAWAYS
5 – Our Peripheral Vision is Poor
RESOLUTION OF THE FOVEA COMPARED WITH THE PERIPHERY
IS THE VISUAL PERIPHERY GOOD FOR ANYTHING?
EXAMPLES FROM COMPUTER USER INTERFACES
COMMON METHODS OF MAKING MESSAGES VISIBLE
HEAVY ARTILLERY FOR MAKING USERS NOTICE MESSAGES
VISUAL SEARCH IS LINEAR UNLESS TARGETS “POP” IN THE PERIPHERY
IMPORTANT TAKEAWAYS
6 – Reading is Unnatural
WE ARE WIRED FOR LANGUAGE BUT NOT FOR READING
IS READING FEATURE-DRIVEN OR CONTEXT-DRIVEN?
SKILLED AND UNSKILLED READING USE DIFFERENT AREAS OF THE BRAIN
POOR INFORMATION DESIGN CAN DISRUPT READING
PEOPLE DON’T READ WHEN USING SOFTWARE AND THE WEB; THEY SCAN
MUCH OF THE TEXT IN APPS AND WEBSITES IS UNNECESSARY
TEST ON REAL USERS
IMPORTANT TAKEAWAYS
7 – Our Attention is Limited; Our Memory is Imperfect
SHORT- VERSUS LONG-TERM MEMORY
A MODERN VIEW OF MEMORY
CHARACTERISTICS OF ATTENTION AND WORKING MEMORY
IMPLICATIONS OF WORKING-MEMORY CHARACTERISTICS FOR USER-INTERFACE DESIGN
CHARACTERISTICS OF LONG-TERM MEMORY
IMPLICATIONS OF LONG-TERM MEMORY CHARACTERISTICS FOR USER-INTERFACE DESIGN
IMPORTANT TAKEAWAYS
8 – Limits on Attention Shape Our Thought and Action
WE FOCUS ON OUR GOALS AND PAY LITTLE ATTENTIONTO OUR TOOLS
WE NOTICE THINGS MORE WHEN THEY ARE RELATEDTO OUR GOALS
WE USE EXTERNAL MEMORY AIDS TO KEEP TRACK OF WHAT WEARE DOING
WE FOLLOW INFORMATION “SCENT” TOWARD OUR GOAL
WE PREFER FAMILIAR PATHS
OUR THOUGHT CYCLE: GOAL, EXECUTE, EVALUATE
AFTER WE ACHIEVE A TASK’S PRIMARY GOAL, WE OFTEN FORGET CLEANUP STEPS
IMPORTANT TAKEAWAYS
9 – Recognition is Easy; Recall is Hard
RECOGNITION IS EASY
RECALL IS HARD
RECOGNITION VERSUS RECALL: IMPLICATIONSFOR USER-INTERFACE DESIGN
IMPORTANT TAKEAWAYS
10 – Learning From Experience and Performing Learned Actions are Easy; Novel Actions, Problem-Solvin
WE HAVE TWO BRAINS
WE HAVE TWO MINDS
LEARNING FROM EXPERIENCE IS (USUALLY) EASY
PERFORMING LEARNED ACTIONS IS EASY
PERFORMING NOVEL ACTIONS IS HARD
PROBLEM-SOLVING AND CALCULATION ARE HARD
IMPORTANT TAKEAWAYS: IMPLICATIONS FOR USER-INTERFACE DESIGN
ANSWERS TO PUZZLES
11 – Many Factors Affect Learning
WE LEARN FASTER WHEN WE PRACTICE FREQUENTLY, REGULARLY, AND PRECISELY
WE LEARN FASTER WHEN OPERATION IS TASK FOCUSED, SIMPLE, CONSISTENT, AND PREDICTABLE
WE LEARN FASTER WHEN VOCABULARY IS TASK FOCUSED, FAMILIAR, AND CONSISTENT
WHEN RISK IS LOW, WE EXPLORE MORE AND LEARN MORE
PROGRESSIVE DISCLOSURE AND METAPHOR CAN SUPPORT LEARNING
IMPORTANT TAKEAWAYS
12 – Human Decision-Making is Rarely Rational
PEOPLE ARE OFTEN IRRATIONAL
LOSSES MEAN MORE TO US THAN GAINS
WE ARE BIASED BY HOW CHOICES ARE WORDED
WE ARE BIASED BY OUR VIVID IMAGINATIONS AND MEMORIES
WE ARE BIASED BY OUR (RECENT) PAST BEHAVIOR
EMOTIONS ARE CRUCIAL TO DECISION-MAKING
EXPLOITING STRENGTHS AND WEAKNESSES OF HUMAN COGNITION
IMPORTANT TAKEAWAYS
13 – Our Hand–Eye CoordinationFollows Laws
FITTS’ LAW: POINTING AT DISPLAYED TARGETS
STEERING LAW: MOVING POINTERS ALONG CONSTRAINED PATHS
IMPORTANT TAKEAWAYS
14 – We Have Time Requirements
RESPONSIVENESS DEFINED
THE MANY TIME CONSTANTS OF THE HUMAN BRAIN
ENGINEERING APPROXIMATIONS OF TIME CONSTANTS: ORDERS OF MAGNITUDE
DESIGNING TO MEET REAL-TIME HUMAN-INTERACTION DEADLINES
ADDITIONAL GUIDELINES FOR ACHIEVING RESPONSIVE INTERACTIVE SYSTEMS
CONCLUSION: ACHIEVING RESPONSIVENESS IS IMPORTANT
IMPORTANT TAKEAWAYS
15 – We Make Errors
MISTAKES VERSUS SLIPS
TYPES OF SLIPS
DESIGN TO PREVENT MISTAKES: PROVIDE CLEAR, CORRECT INFORMATION
DESIGN TO HELP PEOPLE AVOID SLIPS
DESIGN TO HELP PEOPLE RECOVER FROM ERRORS
VOICE-RECOGNITION FAILURE AND MISRECOGNITION ARE NOT USER ERRORS
IMPORTANT TAKEAWAYS

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