A Systematic Approach to Model Checking Human–Automation Interaction Using Task Analytic Models

2011 ◽  
Vol 41 (5) ◽  
pp. 961-976 ◽  
Author(s):  
M. L. Bolton ◽  
R. I. Siminiceanu ◽  
E. J. Bass
Keyword(s):  
Model Checking ◽  
Systematic Approach ◽  
Analytic Models

A Method for the Formal Verification of Human-interactive Systems

2009 ◽  
Vol 53 (12) ◽  
pp. 764-768 ◽  
Author(s):  
Matthew L Bolton ◽  
Ellen J. Bass
Keyword(s):  
Model Checking ◽  
Human Behavior ◽  
Interactive Systems ◽  
Formal Models ◽  
Operational Environment ◽  
Patient Controlled Analgesia ◽  
Operational Conditions ◽  
Analytic Models ◽  
Human Device

Predicting failures in complex, human-interactive systems is difficult as they may occur under rare operational conditions and may be influenced by many factors including the system mission, the human operator's behavior, device automation, human-device interfaces, and the operational environment. This paper presents a method that integrates task analytic models of human behavior with formal models and model checking in order to formally verify properties of human-interactive systems. This method is illustrated with a case study: the programming of a patient controlled analgesia pump. Two specifications, one of which produces a counterexample, illustrate the analysis and visualization capabilities of the method.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

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