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Visual problems associated with visual display units
12.3.5 (79890)
Patrick, J., Stammers, R. and Robertson I. Learning know-how and the development of training, Part 2. Training, Nov 1979, 5.9, 7 - 1 3 ; abstr in Technical Education Abstracts. Human beings can learn in unstructured situations without the help of any formal system, but to ensure that learning is as efficient as possible, some structure of the environment is needed. This article examines stages in the control of learning, and gives examples of training, systems and outcomes. Three charts are included, detailing stages in the control of learning, together with examples of learning objectives. These can be grouped into three main areas: cognitive - development of intellectual abilities, affective objectives of emotion and degrees of acceptance or rejection, and psychomotor - development of perceptual inputs and skilled physical movements. The article emphasises the importance of the trainer's role. The collection of valid data for evaluation is mentioned and the differences between development and performance are discussed. The various stages at which information can be collected are outlined and the importance of having information on the target population of trainees is stressed. Using the model of the learner as an information processor, objectives should specify in detail the transformations that the trained person should be able to perform. For example " A t the end of training, the trainee should be able to copy-type continuous English prose from a legible handwritten manuscript at the rate of 40 words per minute". This objective clearly shows the desired level of competence.
Information processing and transmission by man 12.3.7 (79913) Embrey, D.E. Human reliability in the process industries. Terotechnica, 1979, 1. 109-117. The increased scale and centralisation of control of modern plant has meant that the potential consequences of human errors have become considerably more serious than in the past. Hazard analysis and reliability assessment approaches have clearly shown the importance of considering the effects of human reliabihty on hazardous plant. Human beings are involved in all aspects of plant operation, including maintenance, testing and control functions and hence there will be a continuing need to consider their reliability in assessments for the foreseeable future. Although there is ample evidence to suggest that human errors are implicated in many serious incidents, the causes of these errors cannot necessarily be ascribed to simple negligence. It is suggested that, in most cases, errors result because plants are often not designed to take into account human capabilities and weaknesses. This leads to stressful, error-likely situations because of a mismatch between task demands and operator capabilities. An approach is described for maximising human reliability by systematically considering the person, the tasks being performed and the operating environment. The practical apphcation of this approach in the process industries is discussed, together with the problems of human reliability prediction for hazard assessment purposes.
12.3.6 (79891)
Patrick, J., Stammers, R. and Robertson, I. Learning know-how and the development of training. Part 3. Training, Dec 1979, 5.10, 2 8 - 3 2 ; abstr in Technical Education Abstracts. In earlier articles the basic processes involved in learning and the procedure for evaluating and controlling systems were considered This article concentrates on the factors which are of importance for the design and implementation of the training programme. The three key areas considered are resources, methods and the sequence of instruction. Details of each of these areas are supplied, and the various factors which are important to the efficiency of the training design process are considered.
Factors affecting perceptual-motor performance 12.3.8 (79951)
Schwarz, H.G. Psychic stress in mechanised work at coal faces (Psychische Belastung im Maschinellen Abbaubetrieb des Steinkohlenbergbaus). (In German.) Der Compass, Jun 1979, 89.6, 193-201 ; abstr in CIS Abstracts (CIS 8 0 - 2 8 3 ) The physical workload for coalminers at mechanised coal faces has considerably diminished but there is increased exposure to heat, dust and noise, psycho-sensory stress, and very
often uncomfortable postures due to use of mechanical equipment. This article summarises the results of research undertaken with the financial assistance of the European Coal and Steel Community: physical stress in psychomental activities (energy expenditure and pulse rate, hours of work, psycho-mental tasks and work breaks, secondary tasks), additional psychic stress linked to environmental factors (abnormal physiological posture, means of information and communication, frequency of signals, understanding of shouted communications, acclimatisation and psychomental performance, dust and noise); exceptional psychic stresses (psychosensory and psycho-affective stress, premature fatigue, contacts between miners). 12.3.9 (79958) Cole, B.L. Visual problems associated with visual display units. In: Ergonomics and Visual Display Units. Edited by B. McPhee and A. Howie. Ergonomics Society of Australia and New Zealand, Sydney, 1979, pp 2 9 - 4 2 . The widespread and rapid introduction of microimage systems and information processing systems using video displays has aroused anxiety and concern among employees and their representative associations. Some of these problems relate to the eyes and vision. Complaints of visual discomfort and deteriorating eyesight associated with VDU operation are extremely common. Devos-Petiprez (1973) found in a survey of 245 female computer terminal operators, that visual problems were easily the largest source of operator discomfort. Every third operator was found to be wearing glasses even though the mean age of the sample was only 23 years and most glasses had been prescribed since the commencement of VDU work. Hultgren and Knave (1974) surveyed 18 operators, 13 of whom had some visual problem, including eight who complained of eye strain. In a second case study (Hultgren, Knave and Werner, 1974) 14 of 16 operators complained of glare and eye strain. The questions about vision and the eyes that arise most often in VDU operation are: (1) Will there be physical harm to the eyes and vision leading to a permanent deterioration of sight? (2) What are the causes of visual discomfort associated with VDU operation and why should VDUs cause more visual difficulty than conventional paper work? (3) Should visual standards be applied to select VDU operators and exclude people who have visual defects, and if so, what visual standards should be set?
Applied Ergonomics December 1981
243
Patrick, J., Stammers, R. and Robertson I. Learning know-how and the development of training, Part 2. Training, Nov 1979, 5.9, 7 - 1 3 ; abstr in Technical Education Abstracts. Human beings can learn in unstructured situations without the help of any formal system, but to ensure that learning is as efficient as possible, some structure of the environment is needed. This article examines stages in the control of learning, and gives examples of training, systems and outcomes. Three charts are included, detailing stages in the control of learning, together with examples of learning objectives. These can be grouped into three main areas: cognitive - development of intellectual abilities, affective objectives of emotion and degrees of acceptance or rejection, and psychomotor - development of perceptual inputs and skilled physical movements. The article emphasises the importance of the trainer's role. The collection of valid data for evaluation is mentioned and the differences between development and performance are discussed. The various stages at which information can be collected are outlined and the importance of having information on the target population of trainees is stressed. Using the model of the learner as an information processor, objectives should specify in detail the transformations that the trained person should be able to perform. For example " A t the end of training, the trainee should be able to copy-type continuous English prose from a legible handwritten manuscript at the rate of 40 words per minute". This objective clearly shows the desired level of competence.
Information processing and transmission by man 12.3.7 (79913) Embrey, D.E. Human reliability in the process industries. Terotechnica, 1979, 1. 109-117. The increased scale and centralisation of control of modern plant has meant that the potential consequences of human errors have become considerably more serious than in the past. Hazard analysis and reliability assessment approaches have clearly shown the importance of considering the effects of human reliabihty on hazardous plant. Human beings are involved in all aspects of plant operation, including maintenance, testing and control functions and hence there will be a continuing need to consider their reliability in assessments for the foreseeable future. Although there is ample evidence to suggest that human errors are implicated in many serious incidents, the causes of these errors cannot necessarily be ascribed to simple negligence. It is suggested that, in most cases, errors result because plants are often not designed to take into account human capabilities and weaknesses. This leads to stressful, error-likely situations because of a mismatch between task demands and operator capabilities. An approach is described for maximising human reliability by systematically considering the person, the tasks being performed and the operating environment. The practical apphcation of this approach in the process industries is discussed, together with the problems of human reliability prediction for hazard assessment purposes.
12.3.6 (79891)
Patrick, J., Stammers, R. and Robertson, I. Learning know-how and the development of training. Part 3. Training, Dec 1979, 5.10, 2 8 - 3 2 ; abstr in Technical Education Abstracts. In earlier articles the basic processes involved in learning and the procedure for evaluating and controlling systems were considered This article concentrates on the factors which are of importance for the design and implementation of the training programme. The three key areas considered are resources, methods and the sequence of instruction. Details of each of these areas are supplied, and the various factors which are important to the efficiency of the training design process are considered.
Factors affecting perceptual-motor performance 12.3.8 (79951)
Schwarz, H.G. Psychic stress in mechanised work at coal faces (Psychische Belastung im Maschinellen Abbaubetrieb des Steinkohlenbergbaus). (In German.) Der Compass, Jun 1979, 89.6, 193-201 ; abstr in CIS Abstracts (CIS 8 0 - 2 8 3 ) The physical workload for coalminers at mechanised coal faces has considerably diminished but there is increased exposure to heat, dust and noise, psycho-sensory stress, and very
often uncomfortable postures due to use of mechanical equipment. This article summarises the results of research undertaken with the financial assistance of the European Coal and Steel Community: physical stress in psychomental activities (energy expenditure and pulse rate, hours of work, psycho-mental tasks and work breaks, secondary tasks), additional psychic stress linked to environmental factors (abnormal physiological posture, means of information and communication, frequency of signals, understanding of shouted communications, acclimatisation and psychomental performance, dust and noise); exceptional psychic stresses (psychosensory and psycho-affective stress, premature fatigue, contacts between miners). 12.3.9 (79958) Cole, B.L. Visual problems associated with visual display units. In: Ergonomics and Visual Display Units. Edited by B. McPhee and A. Howie. Ergonomics Society of Australia and New Zealand, Sydney, 1979, pp 2 9 - 4 2 . The widespread and rapid introduction of microimage systems and information processing systems using video displays has aroused anxiety and concern among employees and their representative associations. Some of these problems relate to the eyes and vision. Complaints of visual discomfort and deteriorating eyesight associated with VDU operation are extremely common. Devos-Petiprez (1973) found in a survey of 245 female computer terminal operators, that visual problems were easily the largest source of operator discomfort. Every third operator was found to be wearing glasses even though the mean age of the sample was only 23 years and most glasses had been prescribed since the commencement of VDU work. Hultgren and Knave (1974) surveyed 18 operators, 13 of whom had some visual problem, including eight who complained of eye strain. In a second case study (Hultgren, Knave and Werner, 1974) 14 of 16 operators complained of glare and eye strain. The questions about vision and the eyes that arise most often in VDU operation are: (1) Will there be physical harm to the eyes and vision leading to a permanent deterioration of sight? (2) What are the causes of visual discomfort associated with VDU operation and why should VDUs cause more visual difficulty than conventional paper work? (3) Should visual standards be applied to select VDU operators and exclude people who have visual defects, and if so, what visual standards should be set?
Applied Ergonomics December 1981
243