Post on 02-Jan-2016
Systemic-Structural Theory of Activity & Design
An introduction to the foundations, methods & application
of G. Z. Bedny’s systemic-structural theory of activity
Steven Robert Harris
Hypermedia Research Unit, University of Glamorgan, Wales, UK
Systemic-Structural Theory of Activity & Design
2
Key points• SSTA integrates cultural-historical (sign as major
concept, meaning as unit of analysis) and activity (cognitive & behavioural actions as unit of analysis) approaches, using them as two complementary perspectives
• SSTA integrates conflicting approaches within the General Theory of Activity and integrates AT with some aspects of information processing cognitive science
• Bedny claims SSTA will permit precise descriptions of computer mediated tasks, e.g. allowing evaluation of the efficiency of design innovations to be carried out at earlier stage of the design process.
Systemic-Structural Theory of Activity & Design
3
Key points• A central notion of SSTA is self-regulation of
activity, drawing on & developing the work of Anokhin, Bernshtein & others
• During activity, there is a continuing effort to adapt or modify the course of the activity to the requirements posed by the goal
• Activity involves continual information reception, processing, & decision making
• Activity is seen as a functional system where the self-regulation process is a continuing comparison of the desired activity result with the actual result or outcome, producing feedback information which modifies activity
Systemic-Structural Theory of Activity & Design
4
Key points• SSTA formulates human performance as a
system• SSTA takes dynamically changing human activity
during task performance as its object of study • Human activity is seen as having multiple,
distinct aspects that requires a complex, system-structural approach to capture its multi-dimensionality
• SSTA is offered as a theoretical foundation for the psychological aspects of design, & provides symbolic models to support the design process.
• To this end, SSTA offers units of analysis and guiding methods
Systemic-Structural Theory of Activity & Design
5
Multi-dimensional analysis• In SSTA the concepts of activity and actions always
assume the existence of objects as material or idealized phenomena and processes.
• In SSTA, the major units of analysis are cognitive & behavioural actions and function blocks.
• Activity is not a unit of analysis• SSTA analysis uses multiple frames to
characterize single episodes of activity at multiple levels.
• With SSTA it is possible to extract different structures from the same activity, depending on the purpose of study.
Systemic-Structural Theory of Activity & Design
6
Approaches within SSTA• Within SSTA Bedny isolates 3 differing, and
narrower, theoretical approaches: • The cognitive approach, where the concept of
process is central; • The morphological approach, where mental and
motor actions are the most important concept • The functional approach, where the major
concepts are self-regulation and function blocks. All approaches may be applied at different levels
of analysis, from micro to macro-structural, according to the subject of the study
Systemic-Structural Theory of Activity & Design
7
Activity, System & Structure
• Textbook: activity is a combination of internal and external processes regulated by a conscious goal.
• SSTA: activity is a goal-directed system where cognition, behaviour and motivation are integrated and organized by the mechanism of self-regulation to achieve a conscious goal.
• A system is a set of elements organized and mobilized around a specific purpose or (conscious) goal.
• Activity as a system consists of smaller units such as cognitive and behavioural actions & operations and function blocks. The relationship between these units of activity is the structure of activity.
Systemic-Structural Theory of Activity & Design
8
The Task• In SSTA, the task is taken as the basic component of
activity. The task: a situation requiring achievement of a goal in specific conditions (Leont’ev); a situation that requires the discovery of the unknown based on what we already know.
• Elements of a task: initiating stimulus, response required, and the goal that organizes the task as a whole. Task performance involves an initial situation, transformed situation, final situation
• Motivation is associated with task characteristics such as complexity & significance, which can change during task performance. The meaning of a task is for each individual is their understanding of what it is, and how to perform it; the sense is its significance for them.
Systemic-Structural Theory of Activity & Design
9
The structure of activity• Activity can be represented as hierarchically
organized system.• The main components of activity are • Motive → Method → Goal → Result• The logically organized system of motor and
mental actions forms the structure of activity during task performance.
• Actions can be further divided into operations and and function blocks
• Activity → Task → Action → Operation → Function Block
Systemic-Structural Theory of Activity & Design
10
Schema of activity
TOOLS
Self-regulation of activity through comparison of result with goal image
OBJECT GOALSUBJECT RESULT
BASIC SCHEME OF MEDIATED ACTIVITY
Systemic-Structural Theory of Activity & Design
11
Schema of activity - gzb
Systemic-Structural Theory of Activity & Design
12
Schema of activity - srh
TOOLS
TOOLS
Self-regulation of activity
SUBJECT
SUBJECT
RESULT
Self-regulation of activity
SCHEME OF MEDIATED ACTIVITY - 2 COOPERATING SUBJECTS
Mut
ual r
egul
atio
n of
act
ivity
TOOLS: SPEECH,
GESTURE, ETC.
COMMONOBJECT OFACTIVITY
SHAREDGOAL
Systemic-Structural Theory of Activity & Design
13
Subject & object• The subject is the individual or group of
individuals that are engaged in activity.• The object of activity is a physical or mental
product (image, mental sign) that is explored or transformed according to the goal of activity or action
• The object is not an objective, and should never be confused with one!
• Making a clear distinction between goals, needs and motives is very important – and misinterpretation of these distinctions has been a source of confusion in Western AT.
Systemic-Structural Theory of Activity & Design
14
Goal & Result• A goal is a conscious mental representation of
humans’ own activity in conjunction with a motive. The goal is a cognitive, informational component of activity
• The goal may be formed from image, sign-verbal and other elements
• Goals are complex and dynamic, and may have many different personal interpretations. At various stages of activity, we may be aware of different aspects of the goal.
• Goals can be overall or partial – an element of activity directed toward a partial goal is an action
• Goals may be more or less precise – but not more or less intense!
• The result or outcome of activity or actions is the real, actual activity accomplishment that can be compared with the goal
Systemic-Structural Theory of Activity & Design
15
Goal formation model
Input information
Assessment of the meaning of input
information
Assessment of the sense of input information.
Experience
Goal Motivation
Systemic-Structural Theory of Activity & Design
16
Motives• In contrast to goals, motives or motivation in
general, are the energetic components of activity.
• Needs only become motives when they have the capacity to induce someone to act in order to achieve a particular goal. Motives may also derive from desire, intention, aspiration, etc.
• Motives push activity, goals guide activity.Motive → Goal
• The question of goal formation is a fundamental aspect of motivation.
• Motives can be classified as either sense-formative or situational.
Systemic-Structural Theory of Activity & Design
17
Meaning & Sense in the task
Systemic-Structural Theory of Activity & Design
18
Action• Action is the major unit of analysis of activity. In
contrast to notions of “processing” that emphasize what happens strictly in the psychological domain, the concept of “action” connects theory to the practical domain (e.g. in ergonomics and other applications). There are two main types of activity:
• Object –oriented: Subject Tools Object
Subject-oriented (social interaction): Subject Tools Subject
These continuously transform into each other. Social interactions develop in a surrounding world of objects.
Inter-subjective relationships exist not only in social interaction, but in subject-object relationships, as an inner dialogue.
Systemic-Structural Theory of Activity & Design
19
The structure of action• Actions have a temporal dimension that begins when an
individual accepts the goal of the action and is completed when the individual achieves the conscious goal of the action and evaluates the result of in terms of the established goal.
Simplified model of action as a one-loop system. After Bedny, 1997
INPUTACCEPTANCE
OR FORMATIONOF GOAL
INFORMATIONPROCESSING & DECISION
MAKING
RESPONSE(EXECUTION)
EVALUATIONOF RESULT
ANDCORRECTION
Systemic-Structural Theory of Activity & Design
20
Action Classification 1• Classification of mental or cognitive actions by
dominating psychological process• Two main types: • Direct connection actions - proceed without
distinct differentiated steps and require less attention
• They are less conscious and subjectively are experienced as instantaneous. E.g., recognition of a familiar object.
• Transformational actions - involve more deliberate examination and analysis of stimulus
• E.g., the perception of an unfamiliar object in a dimly lit environment.
Systemic-Structural Theory of Activity & Design
21
Action Classification 1• Direct connection mental actions
Sensory, Simultaneous perceptional, Mnemonic, Imaginative, Decision-making
Reproductive Transformational mental actions Successive perceptual, decision-making
action at a verbal thinking level, Recording actions
Higher-order transformational actions involved in thinking processes Categorization actions, Deductive actions,
Complex Mnemonic actions Creative Actions
Systemic-Structural Theory of Activity & Design
22
Action Classification 2 - tools
Criteria for Classification
Specific Nature of Object of Action
Method of Action Performance
Practical Performance
Mental Performance
Sign (Sign System)
Real Object
Object-Practical Action
Object-Mental Action
Sign-Practical Action
Sign-Mental Action
Systemic-Structural Theory of Activity & Design
23
Motor actions• Bedny advocates the use of MTM-1 (within his
SSAT) to describe the motor components of activity
• Holistic activity is the point of departure for analysis of the separate elements of activity in a sequential decomposition of activity.
• The structure of motor action is seen as including cognitive components:
• The programming function block (i.e., the block of motor instructions) - cognitive
• The executive function block (i.e., implementation of motion) - motor
• The evaluative function block (i.e. corrections) - cognitive
Systemic-Structural Theory of Activity & Design
24
Unity of cognition & behaviour
• Continual motor micro-shiftings play a role in exploring the space of movement. Although they are not conscious to the subject, micro-motions perform cognitive functions.
• Motor elements always contain cognitive components: cognitive elements always contain motor components
• This is the basic principle of “the unity of consciousness and practical activity”. - intellect can never be reduced to theoretical operations of conceptual thought. Practice and intellect are always interconnected.
• Speech is treated as a system of verbal actions that performs a regulative function in human behaviour
• SSTA also accepts that there are non-verbalized and to some extent unconscious aspects of meaning, adopts Pushkin’s notion of the Gnostic Dynamic which it sees it as a result of the self-regulation process.
Systemic-Structural Theory of Activity & Design
25
Systemic-structural analysis
• Activity is a multi-dimensional system.
• Consequently, we must create multiple, systemic representations of the same activity.
• Adequate descriptions of the same object of study (activity) can be represented by multiple, interrelated and supplemental models and languages of description.
OBJECT OF
STUDY
A
B
COBJECT
OF STUDY
A
B
C
Systemic-Structural Theory of Activity & Design
26
4 stages of activity analysis
Qualitative descriptive analysis
Algorithmic analysis
Analysis of time structure
Quantitative analysis
Systemic-Structural Theory of Activity & Design
27
Qualitative stage – methods• Parametric methods of study - concentrates on
distinct aspects of activity e.g. cognitive task analysis• Functional analysis – systemic method, considers
activity as a self – regulating system. Major unit of analysis is functional mechanism or functional block.
• Objectively logical analysis – integrates broad number of methods including verbal and graphical description of task, description of technological processes, tools, equipment, conditions of work etc.
• Socio – cultural methods - pay attention to social context under which task is performed.
• Individual – psychological methods – describe personal requirements for job performance, individual features of personality, training, individual style of activity performance etc.
Systemic-Structural Theory of Activity & Design
28
Morphological analysis• Division of activity into actions and operations• Algorithmic descriptions of activity• Developing time structure of activity
Systemic-Structural Theory of Activity & Design
29
Algorithmic description• Subdivision of activity into qualitatively distinct
psychological units and determination of the logic of their organization and sequence.These units are formulated as elements of activity with a specific logical structure and are called members of an algorithm
• Human algorithms are defined by associated units of analysis made up of human actions
• Members of an algorithm are made of actions with their associated sub-goals, integrated through supervening goals
• Members of human algorithms are operators and logical conditions
• Due to limits on the capacity of working memory, each member of an algorithm is limited to between one to three actions.
Systemic-Structural Theory of Activity & Design
30
Algorithmic description• Operators consist of actions that transform
objects, energy and information. They can be classified as either afferent or efferent (executive).
• Logical conditions are members of the algorithm that determine the logic of selection and realization of different members of an algorithm, and include a decision-making process. These can be either deterministic (binary) or probabilistic (multiple options with different probabilities of being used)
Systemic-Structural Theory of Activity & Design
31
Algorithmic description• Once an algorithm has been developed, it can
be used as the basis for a psychological analysis of the task it describes, returning to the other methods of the qualitative stage of analysis for further information as required.
• Each member of an algorithm can be evaluated as a whole from both qualitative and quantitative points of view.
• Human algorithms can describe exploratory and abandoned actions, both of which are very frequent in HCI
O
33
Look at the screen message. (see fig. 2)
12
l 12
If screen displays a message, “work-in-process (Y/N)” and the answer is ‘Y’ go to O
34, otherwise, go to O37
O
34
Type ‘Y’, hit “enter” to print out a label, and put label on the part.
O
35
Look at the label to determine which department within the plant the item will be shipped to.
13 (1-3)
l 13
If it goes to department 1, go to 1O36, if it goes to department 2, go to
2O36, otherwise, go to 3O
36.
13 (1)
1 O36
Put the part in box 1.
1 1
Always false logical condition (see O28 ).
13 (2)
2 O36
Put the part in box 2.
2 2 Always falls logical condition (see O28 ).
13 (3)
2O36
Put the part in box 3.
3 3
Always false logical condition (see O28 ).
12
O37
Check if there is a bin for this item.
Systemic-Structural Theory of Activity & Design
35
Self-regulation of activity• Self-regulation is based on the fundamental
notion of feedback• 2 types: physiological and psychological,
interconnected but different• Psychological SR is not homeostatic, but
changes structure based on experience – a system with a goal, not just a purpose
• SSTA models of self-regulation differ from others (e.g. Heckhausen, Kanfer, Kuhl)
• Strategy is seen as fundamental to self-regulation
Systemic-Structural Theory of Activity & Design
36
Self-regulation of activityBedny’s model, 1997
Systemic-Structural Theory of Activity & Design
37
Self-Regulation model
GOAL
FORMATION OFTHE LEVEL OFMOTIVATION
EXPERIENCE
NEW EXPERIENCE
SUBJECTIVESTANDARDS OF
ADMISSIBLEDEVIATIONS
SUBJECTIVESTANDARDS OF
SUCCESSFULRESULTS
FORMATION OFA PROGRAM OF
TASKPERFORMANCE
SUBJECTIVELYRELEVANT TASK
CONDITIONS
ASSESSMENTOF TASK
DIFFICULTY
ASSESSMENTOF SENSE OF
TASK
PROGRAMPERFORMANCE
INFORMATIONABOUT INTERIM& FINAL RESULT
ASSESSMENT OF MEANINGOF INPUT INFORMATION
FORMULATION OF ATASK
MAKING ADECISION ABOUTA CORRECTION
POSITIVEEVALUATIONOF RESULT
NEGATIVEEVALUATIONOF RESULT
INPUTINFORMATION
MODEL OF SELF-REGULATION OF ACTIVITY. After Bedny, 1997.
Systemic-Structural Theory of Activity & Design
38
Self-Regulation model
GOAL
FORMATION OFTHE LEVEL OFMOTIVATION
EXPERIENCE
NEW EXPERIENCE
SUBJECTIVESTANDARDS OF
ADMISSIBLEDEVIATIONS
SUBJECTIVESTANDARDS OF
SUCCESSFULRESULTS
FORMATION OFA PROGRAM OF
TASKPERFORMANCE
SUBJECTIVELYRELEVANT TASK
CONDITIONS
ASSESSMENTOF TASK
DIFFICULTY
ASSESSMENTOF SENSE OF
TASK
PROGRAMPERFORMANCE
INFORMATIONABOUT INTERIM& FINAL RESULT
ASSESSMENT OF MEANINGOF INPUT INFORMATION
FORMULATION OF ATASK
MAKING ADECISION ABOUTA CORRECTION
POSITIVEEVALUATIONOF RESULT
NEGATIVEEVALUATIONOF RESULT
INPUTINFORMATION
MODEL OF SELF-REGULATION OF ACTIVITY. After Bedny, 1997.
ORIENTING ASPECTS OFACTIVITY
Systemic-Structural Theory of Activity & Design
39
Self-Regulation model
GOAL
FORMATION OFTHE LEVEL OFMOTIVATION
EXPERIENCE
NEW EXPERIENCE
SUBJECTIVESTANDARDS OF
ADMISSIBLEDEVIATIONS
SUBJECTIVESTANDARDS OF
SUCCESSFULRESULTS
FORMATION OFA PROGRAM OF
TASKPERFORMANCE
SUBJECTIVELYRELEVANT TASK
CONDITIONS
ASSESSMENTOF TASK
DIFFICULTY
ASSESSMENTOF SENSE OF
TASK
PROGRAMPERFORMANCE
INFORMATIONABOUT INTERIM& FINAL RESULT
ASSESSMENT OF MEANINGOF INPUT INFORMATION
FORMULATION OF ATASK
MAKING ADECISION ABOUTA CORRECTION
POSITIVEEVALUATIONOF RESULT
NEGATIVEEVALUATIONOF RESULT
INPUTINFORMATION
MODEL OF SELF-REGULATION OF ACTIVITY. After Bedny, 1997.
EXECUTIVE ASPECTS OFACTIVITY
Systemic-Structural Theory of Activity & Design
40
Self-Regulation model
GOAL
FORMATION OFTHE LEVEL OFMOTIVATION
EXPERIENCE
NEW EXPERIENCE
SUBJECTIVESTANDARDS OF
ADMISSIBLEDEVIATIONS
SUBJECTIVESTANDARDS OF
SUCCESSFULRESULTS
FORMATION OFA PROGRAM OF
TASKPERFORMANCE
SUBJECTIVELYRELEVANT TASK
CONDITIONS
ASSESSMENTOF TASK
DIFFICULTY
ASSESSMENTOF SENSE OF
TASK
PROGRAMPERFORMANCE
INFORMATIONABOUT INTERIM& FINAL RESULT
ASSESSMENT OF MEANINGOF INPUT INFORMATION
FORMULATION OF ATASK
MAKING ADECISION ABOUTA CORRECTION
POSITIVEEVALUATIONOF RESULT
NEGATIVEEVALUATIONOF RESULT
INPUTINFORMATION
MODEL OF SELF-REGULATION OF ACTIVITY. After Bedny, 1997.
EVALUATIVEASPECTS OF
ACTIVITY
Systemic-Structural Theory of Activity & Design
41
Self-Regulation model
GOAL
FORMATION OFTHE LEVEL OFMOTIVATION
EXPERIENCE
NEW EXPERIENCE
SUBJECTIVESTANDARDS OF
ADMISSIBLEDEVIATIONS
SUBJECTIVESTANDARDS OF
SUCCESSFULRESULTS
FORMATION OFA PROGRAM OF
TASKPERFORMANCE
SUBJECTIVELYRELEVANT TASK
CONDITIONS
ASSESSMENTOF TASK
DIFFICULTY
ASSESSMENTOF SENSE OF
TASK
PROGRAMPERFORMANCE
INFORMATIONABOUT INTERIM& FINAL RESULT
ASSESSMENT OF MEANINGOF INPUT INFORMATION
FORMULATION OF ATASK
MAKING ADECISION ABOUTA CORRECTION
POSITIVEEVALUATIONOF RESULT
NEGATIVEEVALUATIONOF RESULT
INPUTINFORMATION
MODEL OF SELF-REGULATION OF ACTIVITY. After Bedny, 1997.
Systemic-Structural Theory of Activity & Design
42
There’s much more….• Bedny also offers a detailed SSTA model of
learning activity which draws on Anokhin, Bernshtein, Gal’perin, Landa & others…
• SSTA offers detailed accounts of work-process related topics such as workspace organization, fatigue, vigilance & safety…
• SSTA incorporates notions of “set” (Uznadze) and offers detailed analysis of how personality & individual styles of performance interact with task performance
• … a multi-dimensional approach to multi-dimensional activity.
srharris@glam.ac.uk
Systemic-Structural Theory of Activity & Design
Steven Robert Harris
Hypermedia Research Unit, University of Glamorgan, Wales, UK
Thank you…
http://www.comp.glam.ac.uk/pages/staff/srharris/pages/Bedny.htm
Systemic-Structural Theory of Activity & Design
44
Addenda
Systemic-Structural Theory of Activity & Design
45
Collaborative activity
TOOLS
Self-regulation of activity
COMMONOBJECT OFACTIVITY
SHAREDGOALSUBJECT RESULT
SCHEME OF MEDIATED ACTIVITY - 3 COOPERATING SUBJECTS
Mutual regulation of activity
TOOLS
TOOLS: SPEECH,
GESTURE, ETC.
TOOLS: SPEECH,
GESTURE, ETC.SUBJECT SUBJECT
TOOLS
Self-regulation of activity
Self-regulation of activity
Mutual regulatio
n of acti
vity
TOOLS:
SPEECH,
GESTURE, ETC.
Mut
ual r
egul
atio
n o
f ac
tivity
Systemic-Structural Theory of Activity & Design
46
Focus Shift model
COMPUTER ARTIFACT IN USE actions OBJECT GOAL
SUBJECT(S)RESULT
actions
Focus through artifact onto object
Focus on artifact as object
Focus shift
Physicalaspects
Handlingaspects
Subject-objectdirected aspects
Breakdown occurs when thediscrepancy between evaluation of
interim results & image of goalcontinues to exceed subjective
standards of admissible deviationsdespite correction of program
performance
Subject experiencesbreakdown as a failure of
their repertoire ofoperations through/with
the artifact
Shift of subjects’ focus away fromobject under transformation onto
artifact in use. Ensuing voluntary orenforced deautomatization of
established operations with artifactmay result in expansive or
defensive learning
BREAKDOWN - failure of operations toward object requires conscious actions toward artifact in use
One aspect of FLUENTINTERACTION: subject’s
focus of action shifts betweenobject and artifact easily & as
required
Systemic-Structural Theory of Activity & Design
47
Internalization• In SSTA internalization is seen as the formation
of internal components, that at the first step can be performed in combination with external activity and later can be performed independently.
• Internalization is not seen as the transformation of the external activity onto internal plane (Vygotsky, early Leont’ev)
• This view of internalization is based on Rubinshtein’s (1935) who emphasized the role of independent exploration and interaction with objective world as the source of our reflection and mental development.