Digram Keying Times for Typists

Fox, Julian; Stansfield, R.G.

doi:10.1080/00140136408930752

Cited by 20 publications

(14 citation statements)

References 3 publications

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“…If digraphs have been overlearned and are against a ceiling, then there should be little or no effect of digraph frequency on performance. These studies have, in fact, found either no effect (Fox & Stansfield, 1964;Sternberg, Knoll, & Wright, 1978) or a small effect (Grudin & Larochelle, 1982).3 It should be emphasized, however, that this explanation is essentially a restatement of the fact that the effectorindependent hypothesis is not able to account for the result, and it does not provide independent evidence for the existence of particular effector-specific mechanisms.…”

Section: Digraph Frequencymentioning

confidence: 89%

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The Organization of Action Sequences: Evidence from a Relearning Task

Jordan

1995

Journal of Motor Behavior

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In two studies, the organization of sequential behavior in transcription typing was investigated. The design of the studies made it possible to test the hypothesis that sequential skill in typing resides only at an abstract, effector-independent level. Skilled typists (N = 12) learned to type on an altered keyboard in an experimental paradigm that allowed only certain components of the motor control system to adapt to the alterations. When performance was compared on a pretest and a posttest, various decrements in the typists' speed and accuracy were observed. The forms of these decrements provided evidence against a strong form of the effector-independent hypothesis.

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Section: Digraph Frequencymentioning

confidence: 89%

“…As Fox and Stansfield (1964) noted, "The absence of any difference between the keying times for common and uncommon digrams reflects the typing experience of the subjects: their level of practice had apparently reached its asymptote even with less common letter sequences" (p. 319).…”

Section: Notesmentioning

confidence: 94%

The Organization of Action Sequences: Evidence from a Relearning Task

Jordan

1995

Journal of Motor Behavior

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“…It is important to recognize that the issue of whether response times increase when a switch of hands is required, itself has been a topic of debate. While some studies reported that inter-response times were shorter when hand switches were required and longer when responses involved different fingers of the same hand (Rabbitt, 1968 ; Miller, 1982 ), some other studies have found the opposite (Fox and Stansfield, 1964 ; Salthouse, 1986 ). Interestingly, our results about the timing of successive key presses were mixed.…”

Section: Discussionmentioning

confidence: 99%

Learning of bimanual motor sequences in normal aging

Bhakuni

Mutha

2015

Front. Aging Neurosci.

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While it is well accepted that motor performance declines with age, the ability to learn simple procedural motor tasks appears to remain intact to some extent in normal aging. Here we examined the impact of aging on the acquisition of a simple sequence of bimanual actions. We further asked whether such learning results from an overall decrease in response time or is also associated with improved coordination between the hands. Healthy young and old individuals performed a bimanual version of the classic serial reaction time task. We found no learning deficit in older adults and noted that older subjects were able to learn as much as young participants. We also observed that learning in both groups was associated with an overall decrease in response time, but switch cost, the increase in response time when a switch in hands was required during sequence execution, did not decrease with learning. Surprisingly however, overall switch cost was lower in the older group compared to the younger subjects. These findings are discussed in the context of interactions between procedural and declarative memory, reduced interhemispheric inhibition and more symmetric cortical activation during motor performance in normal aging.

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“…It is known from previous work that the speeds of successive responses varies largely in the course of a given task, but this has not generally bcen examined in respect of the group structure of response patterns. Fox and Stansfield (1964), for instance, recorded a 500 per cent range of variations (0,05 to 0·22 sec) for the successive intervals between adjacent letters typed by typists of 'average' ability. Similar variations have long been known to exist among discrete reaction times, e.g.…”

Section: Introductionmentioning

confidence: 99%

Distributive Reaction Times in Single and Multiple Response Units

Morgerstern

Haskell

Waters³

1971

Ergonomics

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The concern of these experiments was with tho properties of response units to a simple stimulus, presented in tho visual or auditory mode. It was found that tho HT for a given letter is affected by the organization of tho response unit by its position and by tho size of the response unit. The HT's for all items in rcaponso units were nffcctod by the modality; BT's to visually presented stimuli were slower at all positions in the response units. The frequency of errors in the auditory series was almost, twice that of the visual series. There was no consistent carryover of pruct.ieu with one response unit to enoehcr made up of a smaller or larger number of itoms. In each facet of the invest.igut.ion, therefore, thero was a strong indication that there is n higher order of motor response integratiun in which a number of responses become orgn.nized into units which have characteristics of their own.

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Digram Keying Times for Typists

Cited by 20 publications

References 3 publications

The Organization of Action Sequences: Evidence from a Relearning Task

The Organization of Action Sequences: Evidence from a Relearning Task

Learning of bimanual motor sequences in normal aging

Distributive Reaction Times in Single and Multiple Response Units

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