Thesis (MSc (Computer science))--University of Pretoria, 2008. / Includes bibliographical references.

Thesis (D.A.)--Illinois State University, 1993. / Title from title page screen, viewed March 7, 2006. Dissertation Committee: Douglas D. Hesse (chair), James R. Kalmbach, Janice G. Neuleib, Maurice A. Scharton. Includes bibliographical references (leaves 244-256) and abstract. Also available in print.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 164-169).

This study used the word processor as a tool for written output to examine the effects of an experiential 'Write to Read' program on typing performance, decoding strategies and successive processing in learning disordered children with motor dysfunction. A case history approach was taken in view of the small number of subjects available, and in order to adequately describe each individual's unique and complex cognitive motor profile. Subjects involved in the study were three male students in a Junior Learning Assistance Class in a Lower Mainland British Columbia school district elementary school. Each of the students had a history of poor motor performance, poor handwriting and delayed reading ability. The three subjects were involved in an eight week intervention program which taught keyboarding and word processing techniques using the 'Write to Read' program, a systematic method of training the motor skills required. It was hypothesized that, if the learning disabled student with poor motor skills could use the word processor as an adjunct to handwriting, the improved legibility would facilitate consistent decoding by the student of his own work, reinforcing acquisition of early reading skills. Within the case history format, a theoretical frame of reference based on the simultaneous - successive information processing model was chosen and a limited time series design measured the effects of the intervention on successive processing as determined by a block sequencing task (Das, Kirby and Jarman, 1980). The data was collected for each student and graphed for visual inspection, graphic analysis and statistical analysis. One subject showed a stable and significant intervention effect, and no stable trends or significant results for successive processing were found in the other two subjects. Rates of word processing output increased over the course of the study and the number of errors declined. All subjects made progress in measures of decoding and word analysis. Implications for future research and professional practice were described. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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Purpose: The purpose of this study was to determine the effect of word processing on students' composition when used as a tool in the revision/editing stages of the writing process. Procedure: Two experimental groups were established; Group A Computer, Group B No Computer. For each group, the generic method of teaching writing remained the same. Group A, however, was able to use the microcomputer in editing their work; Group B was not. Final essays were scored by independent raters and the data were analyzed by the use of the independent 1-test. A Pearson product -moment correlation coefficient was computed to assess interrater reliability. Conclusion: This study suggests there is a significant positive difference in student writings when the microcomputer is used as a word processor in the revision/editing stages of writing.

Two hardware factors contributing to the overall image quality of digital CR Ts are display resolution and addressability. The relationship between these two factors and human performance was modeled by a metric of display quality, the Resolution Addressability Ratio (RAR), and investigated within the contexts of Word-Processing (WP) and Computer-Aided-Drafting (CAD) tasks. The findings indicate a perceptual limit to MTF bandwidth improvements, and significant differences iii display quality requirements between the two applications. The regression of image quality as a function of RAR metric values resulted in an r2 = 0.94 for the WP task and an r2 = 0.79 for the CAD task. These findings are discussed in terms of engineering guidelines for the design of CRT and flat-panel displays for applications which vary by the amount of the density of information in their typical displays.

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