Including Cognitive
Disabilities in
International Standards
David Fourney
Department of Computer Science,
University of Saskatchewan,
Saskatoon, Saskatchewan, Canada
[email protected]
UNIVERSITY OF SASKATCHEWAN
Saskatoon, Saskatchewan, Canada. userlab.usask.ca
Focusing on Interaction
The Universal Access Reference Model
Department of Computer Science, USERLab, http://userlab.usask.ca
Making Interactions Accessible
 ISO
9241-171 uses sensory substitution
 If
product uses mouse > Provide keyboard access
 If product uses monitor > Support screen readers
 What
are the cognitive skills?
 What
substitutions can be done?
 What simplifications can be done?
A
taxonomy of cognitive skills is just the
beginning
Department of Computer Science, USERLab, http://userlab.usask.ca
Conclusion
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Questions:
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Is there a common framework / taxonomy of users’ cognitive
needs / conditions that can be used to structure guidance
intended to meet these needs / conditions?
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Are there any guidelines and best practices that are well
accepted by the research community and/or consumers with
cognitive disabilities that can be adapted into international
standards guidance?
We can compile our knowledge and develop a
taxonomy or list of guidelines.
Let’s keep an open mind and watch for the
assumptions of cognitive capacities that we make.
Department of Computer Science, USERLab, http://userlab.usask.ca
Department of Computer Science, USERLab, http://userlab.usask.ca
Supplementary slides
Department of Computer Science, USERLab, http://userlab.usask.ca
Bloom’s Taxonomy
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Three domains of educational activities: (Bloom et al.,1956)
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Cognitive domain - knowledge and the development of intellectual skills.
• 6 different major categories
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Affective domain - includes the manner in which we deal with things
emotionally (e.g., feelings, values, appreciation, enthusiasms, motivations,
and attitudes).
• 5 major categories
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Psychomotor domain includes physical movement, co-ordination, and use
of the motor-skill areas.
• 7 major categories
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Development of these skills requires practice and is measured in terms
of speed, precision, distance, procedures, or techniques in execution.
Each major category of skill can be thought of as a degree of difficulty
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one must be mastered before the next can take place.
Department of Computer Science, USERLab, http://userlab.usask.ca
Wechsler’s Model
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Wechsler’s scales are the most frequently used tests for the
assessment of general intellectual ability.
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E.g., WAIS-III Subtests Grouped According to Indices
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Verbal comprehension
• Vocabulary, Information, Similarities
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Perceptual organization
• Picture Completion, Block Design, Matrix Reasoning
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Working memory
• Arithmetic, Digit Span, Letter-Number Sequencing
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Processing speed
• Digit Symbol-Coding, Symbol Search
Department of Computer Science, USERLab, http://userlab.usask.ca
Rough list of cognitive skills
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Comprehension (of language*)
Production (of language*)
Pattern matching (aural, visual)
Detection of error
Task memory
Recent memory
Long-term memory
Learning / Retention
Following directions
Logic / Abstraction
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Problem solving
Decision making
Emotion
Emotional control
Behaviour
Pattern recognition
Cognitive stamina
Motor control (gross and fine)
Appetite control
Perception (processing sensation)
Handedness
* “language” is spoken, written, signed, math
Department of Computer Science, USERLab, http://userlab.usask.ca