Technical Translation: Usability Strategies for Translating Technical Documentation

Difficulties Involved in Problem-Solving 
Despite the wide range of strategies and processes involved in problem-
solving, the seemingly straight-forward task of solving a problem is not 
without its difficulties. One of these difficulties is known as a 
problem-
solving set
. This refers to the fact that we have a tendency to view problems
through our own experience which prevents us from looking at prob-
lems in novel or inventive ways. 
Confirmation bias 
refers to our tendency 
to search for solutions that confirm our view of existing ideas. We are re-
luctant to accept ideas which are different to or which challenge our beliefs. 
Functional fixedness
refers to our inability to see the flexibility of objects’ 
functions. Finally, if we think back to our previous discussion of habits we 
can see that our past experiences can play a part in how we solve problems. 
Negative transfer
is the phenomenon whereby existing habits and experi-
ences inhibit or prevent us from solving problems. 
The Transition from Problem-Solving to Skill 
While we are learning, we are constantly solving problems. When reading a 
user guide, for example, we perceive new information and we process it in 
order to understand not only the instructions in the text but how they re-
late to the task at hand. Indeed, all new tasks start off as problems which we 
need to solve (Anderson 2000:240-1). As we become more proficient and 
knowledgeable, the extent of problem-solving diminishes as we learn how 
to perform tasks and these tasks become automatic. As tasks become in-
creasingly automated, they require fewer cognitive resources and can be 
performed more quickly (Raskin 2000:20-21).
Preece (1994:164-5) maintains that the transition from problem-solving 
to skill involves converting declarative knowledge into procedural knowl-
edge or skills. However, in order to perform this conversion, users need 
sufficient declarative knowledge before the associations can be made. Only 
when this repository of declarative information is present and the associa-
tions established between items of information, can a task become auto-
mated or procedural. The course of this transition from problem-solving to 
skill can be mapped by means of user curves. 
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Understanding Users