ERIC Number: EJ1049553
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Pushing Typists Back on the Learning Curve: Contributions of Multiple Linguistic Units in the Acquisition of Typing Skill
Yamaguchi, Motonori; Logan, Gordon D.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v40 n6 p1713-1732 Nov 2014
The present study investigated the way people acquire and control skilled performance in the context of typewriting. Typing skill was degraded by changing the location of a key (target key) while retaining the locations of other keys to disable an association between the letter and the key. We conducted 4 experiments: Experiment 1 demonstrated that disabling a letter-key association affected not only the execution of the target keystroke but also the planning of other keystrokes for words involving the target key. In Experiments 2-4, typists practiced with a new target location and then transferred to a condition in which they typed the practiced words with the original key location (Experiment 2) or typed new words with the practiced key location (Experiments 3 and 4). Experiment 2 showed that the newly acquired letter-key association interfered with the execution of the original keystroke but not planning. Experiments 3 and 4 demonstrated that acquisition of the new letter-key association depended on multiple levels of linguistic units. Experiment 4 demonstrated that acquisition of the new association depended on sequences both before and after the target keystroke. We discuss implications of the results for 2 prominent approaches to modeling sequential behavior: hierarchical control and recurrent network models.
Descriptors: Office Occupations, Word Processing, Skill Development, Experiments, Protocol Analysis
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: BCS 0957074; BCS 1257272