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1 | (16) |
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1 | (5) |
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6 | (2) |
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1.3 What Is Human Factors Engineering? |
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8 | (5) |
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Goals of Human Factors Engineering |
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9 | (2) |
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What Human Factors Engineering Is Not |
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11 | (1) |
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Benefits of Human Factors Engineering |
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12 | (1) |
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13 | (1) |
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14 | (3) |
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2 Qualitative Human Factors Research Methods |
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17 | (32) |
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2.1 Human-Centered Design |
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17 | (1) |
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2.2 Human Factors Research |
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18 | (1) |
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2.3 Reliability and Validity |
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18 | (2) |
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2.4 Selecting Research Participants |
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20 | (1) |
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20 | (1) |
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21 | (1) |
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22 | (1) |
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2.8 Naturalistic Observation |
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22 | (2) |
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24 | (1) |
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24 | (4) |
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24 | (1) |
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Semi-Structured Interview |
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25 | (1) |
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25 | (1) |
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26 | (2) |
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Ensuring Interviews Are Productive |
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28 | (1) |
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28 | (5) |
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In-Person Focus Groups (Synchronous, Co-Located) |
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29 | (1) |
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Remote (Online) Focus Groups (Synchronous, Distributed) |
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30 | (1) |
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Bulletin Board (Online) Focus Groups (Asynchronous, Distributed) |
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31 | (2) |
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33 | (2) |
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2.13 Critical Incident Technique |
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35 | (1) |
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2.14 Participatory Design |
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35 | (2) |
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37 | (1) |
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2.16 Analyzing Qualitative Data |
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38 | (8) |
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38 | (2) |
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40 | (2) |
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42 | (1) |
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43 | (1) |
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44 | (1) |
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44 | (2) |
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46 | (1) |
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46 | (1) |
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46 | (3) |
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3 Quantitative Human Factors Research |
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49 | (20) |
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49 | (3) |
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50 | (1) |
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51 | (1) |
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51 | (1) |
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52 | (1) |
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52 | (7) |
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53 | (2) |
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Facial Expression Analysis (FEA) |
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55 | (1) |
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Galvanic Skin Response (GSR) |
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56 | (2) |
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Electroencephalography (EEG) |
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58 | (1) |
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Electrocardiography (ECG) |
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58 | (1) |
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3.3 Correlational Research |
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59 | (1) |
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60 | (4) |
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The Two-Condition Experimental Design |
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62 | (1) |
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Multiple Condition Design |
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62 | (1) |
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63 | (1) |
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Between Subjects and Within Subjects Designs |
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63 | (1) |
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3.5 Analyzing Quantitative Data |
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64 | (2) |
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65 | (1) |
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66 | (1) |
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66 | (1) |
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67 | (2) |
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69 | (28) |
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69 | (1) |
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70 | (5) |
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70 | (4) |
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74 | (1) |
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75 | (19) |
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What Is Usability Testing? |
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75 | (3) |
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Usability Study Tips and Pitfalls |
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78 | (1) |
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Categories of Usability Tests |
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79 | (1) |
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Components of a Usability Test |
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80 | (3) |
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What Is Measured in a Usability Test? |
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83 | (1) |
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How Many Participants Do You Need for a (Formative) Usability Test? |
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84 | (2) |
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Training Prior to Usability Testing |
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86 | (1) |
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Estimating Time Needs for a Usability Test |
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87 | (3) |
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90 | (2) |
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Counterproductive Outlooks About Formative Usability Testing |
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92 | (2) |
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94 | (1) |
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95 | (2) |
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97 | (38) |
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5.1 Information Processing |
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97 | (2) |
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5.2 Bottom-Up and Top-Down Processes |
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99 | (1) |
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5.3 Light Energy and the Eye |
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100 | (3) |
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5.4 Rods, Cones, and Color Perception |
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103 | (1) |
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104 | (1) |
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105 | (1) |
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5.7 Image Size and Visual Angle |
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106 | (1) |
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107 | (1) |
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108 | (1) |
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109 | (1) |
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5.11 Central and Peripheral Vision |
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110 | (2) |
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5.12 How Visual Perception Works |
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112 | (1) |
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5.13 Attention's Role in Visual Perception |
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113 | (1) |
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114 | (2) |
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116 | (1) |
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117 | (7) |
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118 | (1) |
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119 | (1) |
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119 | (1) |
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120 | (1) |
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121 | (1) |
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122 | (1) |
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122 | (1) |
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122 | (1) |
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123 | (1) |
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5.17 Information Structure |
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124 | (2) |
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124 | (2) |
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5.18 Design Advice Based on Visual Perception |
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126 | (7) |
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Item Placement and Grouping |
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126 | (2) |
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128 | (1) |
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Adhere to User Expectancies |
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129 | (1) |
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129 | (1) |
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129 | (3) |
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132 | (1) |
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Make Sure Errors Capture the User's Attention |
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132 | (1) |
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132 | (1) |
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133 | (1) |
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133 | (2) |
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135 | (24) |
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135 | (1) |
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135 | (10) |
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The Building Blocks of Sound |
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136 | (9) |
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6.3 How Do We Hear Sound? |
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145 | (3) |
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145 | (1) |
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146 | (1) |
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146 | (2) |
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148 | (3) |
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6.5 Hearing Impairments and Disorders |
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151 | (5) |
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Sensorineural Hearing Loss (SNHL) |
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151 | (3) |
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Conductive Hearing Loss (CHL) |
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154 | (1) |
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Auditory Processing Disorder (APD) |
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155 | (1) |
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156 | (1) |
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156 | (3) |
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159 | (26) |
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160 | (1) |
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161 | (4) |
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162 | (1) |
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163 | (1) |
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164 | (1) |
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165 | (13) |
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165 | (5) |
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170 | (1) |
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Contextual Memory, Recognition and Recall |
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170 | (2) |
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Structure of Long-Term Memory |
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172 | (1) |
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Declarative vs. Procedural Knowledge |
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172 | (1) |
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Organization of Semantic Memory |
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173 | (2) |
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175 | (1) |
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Knowledge in the World vs. Knowledge in the Head |
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175 | (3) |
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178 | (3) |
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181 | (1) |
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182 | (3) |
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185 | (16) |
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185 | (1) |
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8.2 What Is the Cause of All of These Use-Errors? |
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186 | (7) |
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187 | (1) |
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Emphasizing Technology Over the User |
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187 | (1) |
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188 | (1) |
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Assuming Users Will Become Experts |
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188 | (1) |
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189 | (1) |
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Underestimating Environmental Challenges |
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189 | (1) |
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Failing to Design for the "Worst Case Scenario" |
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189 | (1) |
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Failing to Expect Use-Errors |
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190 | (1) |
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Underestimating User Diversity |
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190 | (1) |
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Expecting People to Multitask |
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191 | (1) |
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Overestimating User Capabilities and Motivation |
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191 | (1) |
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Failing to Involve Users Early in Design |
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191 | (1) |
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Excessive Reliance on Thought Leaders |
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192 | (1) |
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Lack of Focus on Human Factors |
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192 | (1) |
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193 | (2) |
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193 | (1) |
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Description Similarity Slip |
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194 | (1) |
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194 | (1) |
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195 | (1) |
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195 | (1) |
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196 | (1) |
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196 | (1) |
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197 | (2) |
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197 | (1) |
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198 | (1) |
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198 | (1) |
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199 | (1) |
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8.9 Regulatory Considerations |
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199 | (1) |
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199 | (1) |
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199 | (2) |
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9 Human Factors Regulations for Medical Devices |
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201 | (26) |
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9.1 Human Factors Regulatory Guidelines |
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202 | (1) |
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9.2 Human Factors Process for Medical Devices |
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203 | (21) |
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Step 1 Identify Users, Environments, and Critical Tasks |
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203 | (5) |
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Step 2 Formative Research and Design Process |
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208 | (5) |
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Step 3 Validation/Summative Usability Testing |
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213 | (7) |
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How Many Use-Errors Will the FDA/Regulatory Agency Accept? |
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220 | (1) |
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Do We Have to Evaluate Tasks That Aren't Critical? If So, Should Noncritical Task Results Be Include in the Report? |
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220 | (1) |
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How Do We Define Critical Tasks? |
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221 | (1) |
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How Realistic Does the Simulated-Use Environment Need to Be? |
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221 | (1) |
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Can We Make Changes to the Device or Instructions After the Validation Usability Study? |
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222 | (1) |
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What Is the Purpose of Identifying Known Issues and How Do We Identify Them? |
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222 | (1) |
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What Characteristics Can Be Used to Define a "User Group"? |
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222 | (1) |
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Can Nurses and Physicians Be Included in One User Group? |
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223 | (1) |
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How Do You Recommend That We Incorporate User Research into Our Design Process? How Often and When Should We Conduct User Research? What Are the Best Strategies? |
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223 | (1) |
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Is There a Fast and Effective Way to Get Feedback on the Usability of My Device Without Having to Do an Actual Study with Users? |
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224 | (1) |
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224 | (1) |
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224 | (3) |
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10 Controls: Designing Physical and Digital Controls |
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227 | (44) |
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227 | (1) |
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10.2 Control Coding Guidelines |
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227 | (11) |
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228 | (2) |
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230 | (2) |
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232 | (1) |
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233 | (3) |
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236 | (1) |
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237 | (1) |
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10.3 Control Movement Considerations |
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238 | (4) |
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Directionality Considerations |
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238 | (1) |
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Control Travel Considerations |
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239 | (1) |
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240 | (2) |
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10.4 Control Size and Shape Considerations |
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242 | (6) |
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The Size of a Control(s) Should Be Comfortable, Accurate, and Consistent Use |
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242 | (1) |
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242 | (2) |
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When Possible, Reduce, or Eliminate the Need for Fine Motor Control |
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244 | (1) |
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Finger-Operated Controls Should Support Multifinger Use |
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244 | (1) |
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Textures Help Improve Suboptimal Control Shapes |
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245 | (1) |
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Size and Shape Should Be Scaled to Match Effort, Duration of Use, and Accuracy Requirements |
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245 | (1) |
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Be Mindful of Control Resolution in Multistate Controls |
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246 | (1) |
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Avoid Sharp Edges Along Control Surfaces |
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247 | (1) |
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10.5 Control Feedback Considerations |
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248 | (7) |
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249 | (3) |
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252 | (3) |
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10.6 Activation Force Considerations |
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255 | (2) |
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10.7 Control Placement Considerations |
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257 | (3) |
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Mind the User's Reach Envelope |
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257 | (1) |
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Dead Space Between Neighboring Controls Limit Accidental Activation |
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258 | (1) |
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Controls Placed Together Naturally Suggest a "Familial" Relationship |
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259 | (1) |
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10.8 Touchscreen Considerations |
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260 | (6) |
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261 | (2) |
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263 | (3) |
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266 | (1) |
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266 | (5) |
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271 | (36) |
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11.1 Introduction to Displays |
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271 | (2) |
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273 | (13) |
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Common Types of Visual Display Technologies |
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273 | (1) |
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273 | (1) |
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273 | (4) |
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277 | (1) |
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278 | (1) |
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279 | (1) |
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Resolution and Clarity Considerations |
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280 | (2) |
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282 | (2) |
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284 | (2) |
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11.3 Auditory Displays and Alarms |
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286 | (16) |
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Overview of Auditory Displays and Alarms |
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286 | (1) |
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Fundamentals of Auditory Displays |
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287 | (15) |
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302 | (1) |
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303 | (4) |
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12 Human-Computer Interaction |
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307 | (26) |
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307 | (1) |
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12.2 User Experience (UX) |
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308 | (1) |
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309 | (4) |
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309 | (1) |
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310 | (1) |
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311 | (1) |
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311 | (1) |
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Provide Informative Feedback |
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311 | (1) |
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312 | (1) |
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Utilitarian/Minimalist Design |
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312 | (1) |
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Error Prevention and Error Handling |
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313 | (1) |
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313 | (4) |
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314 | (1) |
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315 | (1) |
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316 | (1) |
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316 | (1) |
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316 | (1) |
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317 | (1) |
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12.5 Information Architecture |
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317 | (4) |
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318 | (1) |
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319 | (1) |
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319 | (1) |
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319 | (2) |
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321 | (4) |
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321 | (1) |
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322 | (1) |
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323 | (1) |
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Gutters, Margins, and Padding |
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323 | (1) |
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324 | (1) |
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325 | (1) |
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325 | (1) |
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325 | (1) |
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325 | (1) |
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326 | (1) |
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326 | (5) |
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327 | (2) |
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Data Visualization and Graphics |
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329 | (1) |
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329 | (1) |
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330 | (1) |
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331 | (1) |
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331 | (2) |
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13 Designing Instructions for Use(rs) |
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333 | (18) |
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333 | (1) |
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13.2 Do We Need Instructions for Use? |
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333 | (1) |
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334 | (2) |
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334 | (1) |
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335 | (1) |
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335 | (1) |
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But Nobody Uses the IFU Anyway |
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335 | (1) |
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Rewriting IFU into Standard Operating Procedures (SOP) |
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336 | (1) |
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Ease of Use vs. Regulatory Standards |
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336 | (1) |
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13.4 Developing Instructions for Use(rs) |
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336 | (5) |
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337 | (1) |
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337 | (1) |
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Develop Environmental Profile |
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338 | (1) |
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Consider the User's Tasks |
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338 | (1) |
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Determine the Appropriate Format |
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338 | (1) |
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Identify Appropriate Authors |
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339 | (1) |
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Consider the Regulatory Requirements |
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339 | (2) |
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13.5 A Framework for Developing Good IFUs and a Model of IFU Use |
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341 | (5) |
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342 | (1) |
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342 | (1) |
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343 | (1) |
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Comprehending Information |
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344 | (1) |
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344 | (1) |
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344 | (1) |
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345 | (1) |
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345 | (1) |
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346 | (1) |
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346 | (1) |
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13.6 Applying Information |
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346 | (1) |
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347 | (1) |
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Help Readers Save Their Place |
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347 | (1) |
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347 | (1) |
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13.7 IFU Iteration and Evaluation |
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347 | (1) |
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348 | (1) |
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349 | (2) |
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14 Reusable Medical Devices, Reprocessing, and Design for Maintenance |
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351 | (16) |
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351 | (2) |
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14.2 Reusable Medical Devices and Designing for Maintenance |
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353 | (2) |
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14.3 Reprocessing and Designing for Maintenance |
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355 | (4) |
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355 | (3) |
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Why Is Reprocessing a Human Factors Engineering Issue? |
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358 | (1) |
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14.4 Designing Reusable Medical Devices to Optimize Reprocessing |
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359 | (4) |
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Interface 1 Reusable Medical Device |
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360 | (1) |
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Interface 2 Reprocessing Instructions for Use |
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361 | (1) |
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362 | (1) |
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363 | (1) |
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363 | (1) |
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364 | (3) |
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367 | (20) |
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367 | (3) |
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15.2 Challenges of Home Use Medical Device Design |
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370 | (1) |
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15.3 Users of Home-Use Devices |
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370 | (2) |
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15.4 Physical Size, Strength, and Stamina |
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372 | (1) |
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15.5 Dexterity, Flexibility, and Coordination |
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372 | (1) |
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15.6 Sensory Capabilities (Vision, Hearing, Tactile Sensitivity) |
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373 | (3) |
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376 | (1) |
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15.8 Literacy and Language Skills |
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377 | (1) |
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15.9 Emotions and Motivation |
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377 | (1) |
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378 | (1) |
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15.11 Design Considerations |
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379 | (2) |
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381 | (6) |
Index |
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387 | |