Auditory Warnings, Signal-Referent Relations, and Natural Indicators: Re-Thinking Theory and Application

Autor/inn/en	Petocz, Agnes; Keller, Peter E.; Stevens, Catherine J.
Titel	Auditory Warnings, Signal-Referent Relations, and Natural Indicators: Re-Thinking Theory and Application
Quelle	In: Journal of Experimental Psychology: Applied, 14 (2008) 2, S.165-178 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-898X
DOI	10.1037/1076-898X.14.2.165
Schlagwörter	Auditory Stimuli; Association (Psychology); Classification; Vocabulary; Problems; Learning; Theories; Definitions; Semiotics; Cognitive Psychology + Suchen Sie Ihr Suchwort? Auditive Stimulation; Assoziation; Classification system; Klassifikation; Klassifikationssystem; Wortschatz; Problemsituation; Lernen; Theory; Theorie; Begriffsbestimmung; Semiotik; Kognitive Psychologie
Abstract	In auditory warning design the idea of the strength of the association between sound and referent has been pivotal. Research has proceeded via constructing classification systems of signal-referent associations and then testing predictions about ease of learning of different levels of signal-referent relation strength across and within different types of auditory signal (viz., speech, abstract sounds, and auditory icons). However, progress is hampered by terminological confusions and by neglect of the cognitive contribution (viz., learning) of the person or user. Drawing upon semiotics and cognitive psychology, the authors highlight the indexical (as opposed to iconic) nature of so-called auditory icons, and the authors identify the cogniser as an indispensable element in the tripartite nature of signification. Classifications that neglect this third element, defining signal-referent relation strength only dyadically, yield results confounded by learning; classifications that correctly include the triadic relation yield research predictions that are redundant. These limitations of the standard method of constructing and testing classification systems suggest that auditory warning design must take the cognitive contribution of the user into account at an earlier stage in the design process. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10