No description available.

No description available.

No description available.

The limited-instruction spelling course proved to be the best method of integrating spelling and typewriting instruction. The students achieved better results when they looked up the meanings of words and typed the words in sentences. Studying seven or eight words a day was more effective than studying fifteen or more words. The second-year students in both the intensive and limited-instruction group benefited more from this type of instruction than did the first-year students. The students who received no instruction showed very little improvement in spelling ability. / Master of Science

The study described the development of a standardized, normed, content-valid machine transcription test which could be used to evaluate the ability of secretarial applicants to type a mailable copy of a business letter from a dictated tape recording. The test was based on a thorough job analysis and was pretested using a pilot study with job incumbents to confirm its feasibility. Normative data were developed from 50 job applicants. Interrater reliability was statistically significant (r = .85, p <..05). The test was adopted for use at the headquarters office of a major oil and gas producing company.

The problem in this study was to determine whether students enrolled in beginning typewriting who typed between fifteen and fifty-five words a minute would learn economic facts incidentally and intentionally through the typing of timed writings on the topic of economics.

In this study the writer is trying to show that by organizing the entire year’s work before the school term begins and adding to it throughout the year, speed and accuracy in typewriting may be achieved much more thoroughly and effectively.

No description available.

Three major principles of learning a chord keyboarding task were investigated. Five subjects were taught 18 characters on a chord keyboard, then practiced improving their keying speed for about 60 hours. The first objective of the study was to observe long-term learning on a keyboarding task. The performance, in characters typed per minute, was recorded over the entire range of the experiment. Typing skill improved quickly in the beginning and then slowed, but performance had not reached a stable peak by the end of the experiment. The second objective of this study was to determine a function that describes performance progress from initial training to a high keying speed. Five functions were evaluated; a function which predicts the logarithm of the dependent variable (characters per minute) from the logarithm of the regressor variable provided a good fit to the actual data. The final form of the equation was CPM; = e^B₀T_i^B₁ where CPM_i; = performance in characters per minute on the i-th interval, T_i = the i-th interval of practice, and B₀ and B₁ are fitted coefficients. The second objective also considered the form that T_i (from the above equation) should take. Performance can be predicted from number of repetitions such as trials, or from amount of practice such as hours. Both trials and time were used as predictor variables and both provided equally accurate predictions of typing speed. Both also provided excellent fits in conjunction with the Log-Log equation. Thus, it appears the Log-Log function is fairly robust in predicting performance from different variables. The third objective was to investigate how many trials of performance are needed before the entire learning function can be reasonably determined. In this experiment, subjects practiced for an extended period of time (about 60 hours) so a fairly complete progression of performance could be gathered. Yet, it would be more convenient to collect data for only a few hours and deduce the ensuing performance of the subject. The coefficients of the Log-Log function were determined using only the first 25, 50, 100, 150, and 200 of the initial performance points (out of about 550 total actual data points). The mean squared error (MSE) was calculated for each of these fits and compared to the MSE of the fit using all points. It appears that at least 50 performance data points are required to reduce the error to a reasonably acceptable level. / Master of Science

The Employment Training Program has been mandated by the Federal Government to train and find unsubsidized employment for economically disadvantaged individuals and others facing serious barriers to employment. Keyboarding skills are of paramount importance in the clerical program. This study was undertaken to determine the effect of educational kinesiology on typewriting speed and accuracy for students with and without functional visual efficiency. It involved 75 subjects from the Employment Training Center (JTPA Program) in Arlington, Virginia. Typewriting pretests were administered to determine subjects speed and error averages. Eye screening was administered utilizing the Titmus Vision Tester and the King-Devick Saccade Test. Although the battery of tests for the Titmus were administered, only the lateral and vertical phoria near test that measures muscle balance, the relationship of the image of each eye to that of its fellow, provided meaningful data for this study. The K-D Test measures tracking ability of the eyes as they perceive copy for typewriting. Subjects were considered as functionally visually efficient by passing both vision tests. The concepts of educational kinesiology (education through movement) were explained to the subjects as a way to increase typing speed, reduce errors, and control stress. Volunteers for the training numbered 31; 44 subjects remained in the control group. The same straight-copy timed writing was used for the pretest and posttest. Analyses of variance were used to examine differences in pretest and posttest scores for both speed and accuracy. Some of the major findings of the study were as follows: 1. Training in educational kinesiology had no effect on typewriting speed and accuracy. 2. Functional visual efficiency had no effect on typewriting speed and accuracy. 3. No interaction exists between the typewriting pretest-posttest speed and accuracy scores for students who did and did not receive educational kinesiology training and for students with and without functional visual efficiency. / Ed. D.