Catalog Course Description
Applies cognitive processing and concept formation to the case of humans interacting with information storage and retrieval systems, including automated systems.  Links theoretical models of cognitive processes to research studies that examine actual information-seeking behavior.

Pre-requisites and Co-requisites
INFO 503  Introduction to Information Systems Analysis
or
INFO 530 Foundations of Information Systems

Curriculum Role
Serves as an elective course for all majors.  Usually taken after the completion of the foundation courses for the major.  The focus on reading and discussing original research makes this a good option for doctoral students. Of particular interest to students interested in human factors in information system design

Course Rationale
Human cognitive function is a basic component of  every information system.  This course provides access to both the classic models of cognition and information as well as an introduction to current research methods and findings.

Course Outcomes
Upon successful completion of this course, a student will be able to:
• construct models of cognitive processes
• conceptualize retrieval problems as complex systems which depend ultimately on the nature of human thought processes
• Differentiate major theoretical considerations underlying the human component of information retrieval processes
• Amalgamate and articulate relevant literature in search strategy, cognition and related fields.

Course Content
Principal topics and the approximate number of weeks devoted to each are:
• Human thought and perception as it relates to information processes (2)
• Integration of theory and practice in information retrieval system design and evaluation (1)
• Models of cognitive processes (3)
• Quantitative studies of search activities (2)
• Concept formation and its implications for organizing and retrieving information (2)

Presentation
Note: Presentation method may vary somewhat from section to section.
Presentation is through lecture and discussion based on the assigned readings.  Reading quantity is not high, but much of the reading is demanding.

Assessment
Note: Assessment method may vary somewhat from section to section.
Grading is based on class participation (discussion of the readings) and on three papers ranging from applied to theoretical.  In the first, students are asked to observe their own search behavior through the "thinking aloud" technique described in one of the readings.  The second paper asks the students to take models developed in one reading and to apply them to observations made in another.  The third assignment is to develop a simple original model and to discuss it.