Graphical interfaces allow users to issue commands using pull-down menus, icon toolbars, and keyboard shortcuts. Menus and icon toolbars are easier to learn, whereas keyboard shortcuts are more efficient. It would seem natural for users to migrate from the use of easy-to-learn menu and icon methods to the more efficient method of keyboard shortcuts as they gain experience. To investigate the extent to which this transition takes place, 251 experienced users of Microsoft Word were given a questionnaire assessing their choice of methods for the most frequently occurring commands. Contrary to our expectations, most experienced users rarely used the efficient keyboard shortcuts, favoring the use of icon toolbars instead. A second study was done to verify that keyboard shortcuts are, indeed, the most efficient method. Six participants performed common commands using menu selection, icon toolbars, and keyboard shortcuts. The keyboard shortcuts were, as expected, the most efficient. We conclude that even experienced users are inefficient in their use of graphical interfaces. One possible way to improve user efficiency is for training programs to provide a roadmap for users to make the transition from using pull-down menus and clicking icon toolbars to issuing keyboard shortcuts.

Statistical graphs are commonly used in scientific publications. Unfortunately, graphs in psychology journals rarely portray distributional information beyond central tendency, and few graphs portray inferential statistics. Moreover, those that do portray inferential information generally do not portray it in a way that is useful for interpreting the data. The authors present several recommendations for improving graphs including the following: (a) bar charts of means with or without standard errors should be supplanted by graphs containing distributional information, (b) good design should be used to allow more information to be included in a graph without obscuring trends in the data, and (c) figures should include both graphic images and inferential statistics presented in words and numbers.

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Objective Assess the effects of long-duration microgravity and gravitational transitions on fine motor skills using a tablet-based test battery of four fine motor tasks: Pointing, Dragging, Shape Tracing, and Pinch-Rotate. Background While there have been some studies on fine motor skills in microgravity, few have measured the fine motor skills that are core components of interaction with computer-based devices, and none have measured performance systematically, to include preflight, inflight, and postflight space mission time periods. Methods Seven astronauts completed the Fine Motor Skills test battery 30–40 times before, during, and up to 30 days after standard duration International Space Station missions, while a matching set of seven ground-based control participants also completed the battery over a comparable period of time. Response time and accuracy were the primary outcome measures. Results Relative to controls, astronauts experienced fine motor skill decrements at gravitational transitions (first week on orbit, and first month post landing). No decrements were found inflight after the first week of adaptation. Conclusion Gravitational transitions appear to negatively impact fine motor skills needed to operate small controls with accuracy, such as those on touchscreen interfaces. This raises concerns for future long-duration crewmembers who will land on a planetary surface and need to perform critical tasks accurately, such as configuring spacesuits, powering up a habitat, or teleoperating rovers. Application Results from this study highlight the need for confirmatory research, and the possible need for countermeasure development. The Fine Motor Skills test battery may have application outside of NASA as a fine motor skills diagnostic screening, rehabilitation, or readiness-to-perform tool.