MANUAL AND OCULOMOTOR CONTROL IN COPY TYPING

本实验的主要目的是确定 打字技能习得的发展变化。 这些 人们在打字员的眼球运动中寻找变化， 用打字员的手动按键把要打的文字编码 反应，这是要精确定时，以产生所需的 空间排序的生物，并在协调 眼动和手动响应。 实验1至5指定了以下的空间和时间参数： 文本处理的复制打字和时间锁定的眼和 手动响应。 实验6至8试图确定 通过一系列眼睛注视编码的信息单元 并由手动马达系统用来计划一系列的 按键响应。 实验9和10将区分 运动规划的信息单位与反应单位 执行. 测量眼球运动和手动键间反应 实验1 - 9 实验1至5也使用眼动 偶然的显示变化，允许实验者 确定视觉信息的数量和时间， 在打字的固定过程中可用。 实验10使用简单的 反应（打字）任务，其中单个单词被键入：没有眼睛 在这项研究中测量运动。 这些实验的结果应该对一个 熟练分型的可行模式，并确定发展变化 在获得打字技能方面。 此外，实验 可能会对眼手协调模型产生影响， 将军 例如，如果技能获得涉及增加 认知和/或运动过程的协调以及是否定时 是响应协调的主要参数，然后增加 在打字技巧应该导致增加的时间锁定 眼动和手动响应。 实验的结果也可能对以下方面产生影响： 使用打字机的临床受损患者人群 键盘来沟通。 键盘目前由 聋哑人通过电话线（TTY电话）进行交流。 此外，有发音缺陷的患者可以使用 打字机键盘代替听觉语言。

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.