MANUAL AND OCULOMOTOR CONTROL IN COPY TYPING

目前实验的主要目标是确定 打字技能习得的发展变化。这些 打字员的眼球运动被寻求改变，这是习惯于 在打字员的手动按键中对要打字的文本进行编码 响应，这些响应将被精确计时以产生所需的 击键的空间顺序，以及在协调 动眼神经和手动反应。 实验1到实验5指定了空间和时间参数 动眼神经文案打字和时间锁定中的文本处理 手动响应。实验6至8试图确定 通过一系列眼睛凝视进行编码的信息单元 并由手动马达系统用来规划一系列 按键响应。实验9和实验10将区分 从响应单元到运动规划的信息单元 行刑。 测量眼球运动和手动按键反应 在实验1到9中。实验1到5也使用眼动 允许实验者进行以下操作的临时显示更改 确定视觉信息的数量和时间 在打字时定格时可用的。实验10使用简单的 单字打字的反应(打字)任务：没有眼睛 在这项研究中对运动进行了测量。 这些实验的结果应该对一个 熟练打字和识别发育变化的可行模式 在获得打字技能方面。此外，这些实验 可能对眼手协调模型有影响 将军。例如，如果技能获得涉及增加的 协调认知和/或运动过程以及IF时机 是响应协调的主要参数，然后增加 在打字技能上应该会导致时间锁定的增加 动眼神经和手动反应。 这些实验的结果也可能对 使用打字机的临床受损患者群体 用于交流的键盘。键盘目前由 耳聋，无法通过电话线(TTY电话)进行交流。 此外，有关节障碍的患者可以使用 打字机键盘作为听觉语言的替代品。

The major goal of the present experiments is to identify developmental changes in the acquisition of typing skill. These changes are sought in typists' eye movements, which are used to encode the to-be-typed text, in typists' manual keypress responses, which are to be precisely timed to produce the desired spatial sequencing of keystrokes, and in the coordination of oculomotor and manual responses. Experiments 1 to 5 specify the spatial and temporal parameters of text processing in copy typing and time-locking of oculomotor and manual responses. Experiments 6 to 8 attempt to identify informational units which are encoded via a series of eye fixations and used by the manual motor system to plan a sequence of keypress responses. Experiments 9 and 10 will discriminate the informational unit of motor planning from the unit of response execution. Eye movements and manual interkeypress responses are measured in Experiments 1 to 9. Experiments 1 to 5 also use eye movement contingent display changes that permit the experimenter to determine the amount and the timing of visual information that is available during a fixation in typing. Experiment 10 uses a simple reaction (typing) task in which single words are typed: no eye movements are measured in this study. The results of these experiments should impose constraints on a viable model of skilled typing and identify developmental changes in the acquisition of typing skill. In addition, the experiments may have implications for models of eye-hand coordination in general. For example, if skill acquisition involved the increased coordination of cognitive and/or motoric processes and if timing is the primary parameter of response coordination, then increases in typing skill should lead to increases in the time-locking of oculomotor and manual responses. The results of the experiments may also have implications for clinically impaired patient populations who use typewriter keyboards to communicate. Keyboards are currently used by the deaf to communicate over phone lines (TTY telephones). Furthermore, patients with articulatory deficits may use typewriter keyboards as a substitute for auditory language.