May 2015124221PM

Journal of Applied Psychology, 1987

Transcription typing has been postulated to consist of four components involving (a) input of chunks from the source text, (b) parang of the chunks into discrete characters, (c) translation of the characters into movement specifications, and then (d) execution of those specifications in the form of keystroke responses. This multicomponent perspective on typing implies that it should be possible to identify distinct measures of anticipatory processing that correspond to the different processing components or spans. This prediction was tested, and largely confirmed, in three studies in which typists were administered a variety of experimental tasks to obtain span measures corresponding to the extent of anticipatory processing in different components of typing. As expected, the spans became progressively smaller as the hypothesized processing moved from i&put (with an average span ofS.l characters) to execution (with an average span of only 1.4 characters).

Ergonomics, 2009

2006

ABSTRACT We present a major extension to our previous work on Trackball EdgeWrite—a unistroke text entry method for trackballs—by taking it from a character-level technique to a word-level one. Our design is called stroke-based word completion, and it enables efficient word selection as part of the stroke-making process. Unlike most word completion designs, which require users to select words from a list, our technique allows users to select words by performing a fluid crossing gesture.

Delta Pi Epsilon Journal, 1978

Pretests and dictation achievement tests were administered-to 1,317 first-year shorthand students and 120 second-year students learning Century 21, Forkner, or Gregg shorthand in the Minneapolis-St. Paul area high schools. Forkner shorthand' students achieved a higher accuracy and transcription rate during.the first year of instruction. Thus, it is suggested that this is the preferred method of instruction for studentg who are able to devote , one year or less to shorthand instruction. However, by the end of the second year Gregg shorthand s bad higher accuracy scores and better. English error scores, suibg,that this is the preferred method for students who are able to tak wo years of shorthand instruction. None of the three shor nd systems included in this project resulted'in first-year shorthand achievement at vocational skill levels, assuming that maifable letters from dictation at 80 words per minute represents inilum vocational skill. (Complete data tables are included.) (BB) ti . . , ABSTRACT PERMISSION TO REPRODUCE THIS NATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) AND USERS OF THE ERIC SYSTEM Pretests and dictation achievement tests were administered to 1317 first-year shorthand students\and 120 second-year students learning Century 21, Forkner and Gregg shorthand in the Minneapolis-St. Paul area high schools. First-year dictation 'achievement was highest for Forkner shorthand students. At the.middle of "the

Text Entry Systems: Mobility, …, 2007

Journal of Rehabilitation Research and Development, 2014

Information technology plays a very important role in society. People with disabilities are often limited by slow text input speed despite the use of assistive devices. This study aimed to evaluate the effect of a dynamic on-screen keyboard (Custom Virtual Keyboard) and a word-prediction system (Sibylle) on text input speed in participants with functional tetraplegia. Ten participants tested four modes at home (static onscreen keyboard with and without word prediction and dynamic on-screen keyboard with and without word prediction) for 1 mo before choosing one mode and then using it for another month. Initial mean text input speed was around 23 words per minute with the static keyboard and 12 words per minute with the dynamic keyboard. The results showed that the dynamic keyboard reduced text input speed by 37% compared with the standard keyboard and that the addition of word prediction had no effect on text input speed. We suggest that current forms of dynamic keyboards and word prediction may not be suitable for increasing text input speed, particularly for subjects who use pointing devices. Future studies should evaluate the optimal ergonomic design of dynamic keyboards and the number and position of words that should be predicted.

Parafoveal preprocessing is an important factor for efficient reading and, in eye-movement studies, is typically investigated by means of parafoveal masking: Valid previews are compared to instances in which masks prevent preprocessing. A long-held assumption was that parafoveal preprocessing, as assessed by this technique, only reflects facilitation (i.e., a preview benefit). Recent studies, however, suggested that the benefit estimate is inflated due to interference of the parafoveal masks, i.e., the masks inflict processing costs. With children from Grades 4 and 6, we administered the novel incremental priming technique. The technique manipulates the salience of the previews by systematically varying ist perceptibility (i.e., by visually degrading the previews). This technique does not require a baseline condition, but makes it possible to determine whether a preview induces facilitation or interference. Our salience manipulation of valid previews revealed a preview benefit in the children of both Grades. For two commonly used parafoveal masks, we observed interference corroborating the notion that masks are not a proper baseline. With the novel incremental boundary technique, in contrast, one can achieve an accurate estimate of the preview benefit.

2004

This paper investigates the usability of gaze-typing systems for disabled people in a broad perspective that takes into account the usage scenarios and the particular users that these systems benefit. Design goals for a gaze-typing system are identified: productivity above 25 words per minute, robust tracking, high availability, and support of multimodal input. A detailed investigation of the efficiency and user satisfaction with a Danish and a Japanese gaze-typing system compares it to head-and mouse (hand)typing. We found gaze typing to be more erroneous than the other two modalities. Gaze typing was just as fast as head typing, and both were slower than mouse (hand-) typing. Possibilities for design improvements are discussed.

2012

Certain applicat ions (e.g web browsing, email etc.) in Television (TV) demand for text entry by the user in a similar fashion as done in co mputers. User experience p lays a majo r role in the success of such applications. This paper discusses about an on-screen keyboard with hierarchical character or sy mbol organization which is operated by an accompanying remote control to allow navigation with reduced number of key strokes. The keyboard has been designed for Television and set top box users. It enhances user experience by allowing users to type easily and quickly. It also reduces cost by eliminating the need for a separate physical keyboard. This work has adopted iterative design cycles, where users' feedback arecollected and analysed in each cycle, and those have led to user-driven usability imp rovement. As the main contribution in this paper, we present a methodology for evaluating different on-screen keyboard layouts for telev ision and set-top box users. In order to do this we have extended and applied KLM-GOMS model. Lastly we have incorporated predictive text entry technique with the proposed layout. We have extended the KLM-GOM S model further to include a new parameter called dynamic mental operator(DM) which takes into account the additional cognitive load on the users while using predictive text entry techniques.

2006

Fourteen individuals with various motor impairments performed a series of text entry exercises. Performance measures were collected which indicate overall performance (speed and error rate) and classification of errors. Such performance metrics could be useful in assessing the computer access skills of clients, and recommending software, hardware, or training interventions. BACKGROUND People with disabilities may have difficulty performing text entry tasks using a computer keyboard. The specific types of difficulty will vary depending on the person's intrinsic abilities, the input device being used, and the task. In order to understand and remediate the difficulties faced by a particular individual, it is desirable to quantify performance and classify errors. This aids in comparing performance over time or between input devices; evaluating the success of an intervention; or communicating the client's need for an intervention. General measures of typing performance include ...