基于相容性的汉字和弦编码的设计及实验研究

本研究提出了一种汉字和弦键盘的编码方案（心工码）,比较了在三种编码规则下对汉字和弦键盘编码方法的学习和操作。实验发现利用汉字笔形与和弦组合的空间表象相容性的编码方法,在学习的速度、反应的正确性和反应时上,都优于随机编码方法。结果表明：基于表象相容性的汉字笔形和弦键盘将是汉字输入的又一个有效途径。     

汉字输入中认知技能与动作技能的分离

通过20名大学生在采用目光注视屏幕上的键盘完成汉字输入任务的眼动研究,将汉字输入中的认知技能与动作技能实现分离,从而探究关于键盘布局图式的认知技能的发展.结果发现:(1)在标准键盘显示下,汉字输入技能水平高分组与低分组在完成时间上没有显著差异,而空白键盘显示下高分组的完成时间显著快于低分组;(2)两种键盘显示方式下,低分组的眼动指标都没有显著差异,而高分组在空白键盘显示下的平均注视时间要显著多于标准键盘显示下的.     

三人问题解决中的惯例:测量及合作水平的影响

基于互联网技术,以加10游戏为实验任务探讨了三人合作问题解决中的惯例现象。实验1探讨了加10游戏中惯例现象的描述方法和测量指标。结果表明,加10游戏中的惯例现象既可从行为、认知和情感3大类、7方面指标进行描述和测量;也可以从个体与群体两个层面进行快速判断并进行惯例化程度的描述。实验2探讨了不同合作水平下惯例化程度的差异。结果表明,完全不合作情境下惯例化程度最高,有条件合作情境下次之,完全合作情况下惯例化程度最低。研究构建了惯例及惯例化程度的描述指标体系并发现惯例是合作不良情境下的最优选择,这为未来合作问题解决中的惯例研究提供了思路。     

美术专业人员和非美术专业人员颜色爱好特点比较研究

本研究采用红、橙、黄、绿、蓝、紫、棕、黑、灰、白10种单色,研究美术专业人员(117名)和非美术专业人员(447名)的颜色爱好特点的异同.采用物体图和抽象图形两类图形共7种,其中又按颜色特性分为记忆色和任意色两类.结果表明:两类人员都具有偏好记忆色的共同倾向,但偏好程度有显着差异;对任意色的爱好,美术专业人员与非美术专业人员的主要差异表现为前者明显地偏重爱好无彩色灰黑白颜色.     

汉字输入法对汉字字词加工的影响研究

用形似判断和同音判断作业就输入法对汉字字词加工的影响作了考察。结果表明,汉字输入法及输入速度对小学生语文学习存在明显的影响．但这种影响作用仪表现在汉字认知加工的较低层面。具体本研究而言,纵横输入法和拼音输入法对汉字认知加工的“形”和“音”均存在影响,但前者侧重于“形”．而后者侧重于“音”。笔者认为其直接原因是学生为提高汉字输入速度所付出的额外练习(相比于输入速度低的学生)所导致的．输入法充当了一种作用载体。     

不同社交媒体使用目的对员工工作绩效的影响机制

基于工作要求-资源理论, 本研究探讨了两种社交媒体使用目的对员工工作绩效影响的内部作用机制, 进而分析两种社交媒体使用目的对员工工作绩效的影响效果。通过369份“领导者-下属”匹配数据, 研究发现：(1)基于工作、社交的社交媒体使用均促进员工工作绩效; (2)基于工作、社交的社交媒体使用均通过工作投入影响工作绩效, 基于社交的社交媒体使用还通过关系冲突影响工作绩效; (3)社交媒体的工作使用和社交使用对员工工作绩效的影响存在相互替代关系。本研究结果不仅从理论上拓展了社交媒体使用的研究视角, 为后续研究提供新的理论框架, 同时通过比较分析为组织管理社交媒体使用提供了新思路。     

基于认知诊断测评的个性化补救教学效果分析：以“一元一次方程”为例

基于“为学习而测评”理念,以促进学生学习为目的,本研究进行了基于认知诊断测评的个性化补救教学效果分析。首先,以“一元一次方程”章节为例,编制两份平行的认知诊断测评试卷。然后,通过对不同地区（城市和农村）七年级学生的施测与分析,发现城市学生对属性的掌握情况优于农村学生对属性的掌握情况。之后,选择农村学生为补救对象,通过对比基于认知诊断测评和传统教学两种个性化补救教学的效果,发现两种补救教学方法均能提高学习成绩,但前者的补救效果显著优于后者的。总之,本研究结果表明采用基于认知诊断测评的个性化补救教学能够有效促进学生学习,为实践者应用认知诊断测评促进学生学习提供了实践依据。     

输入方式对学语前聋生语篇理解的影响：文本和测题类型的调节效应

为了考察信息输入方式、文本类型和测题类型对聋生语篇理解的影响,研究通过录像呈现,以口语、手语、书面语三种输入方式向学语前极重度七、八、九年级聋生呈现叙述性和描述性两种文本类型的语篇信息,并要求其完成理解测试。结果显示：输入方式对聋生语篇理解的效率存在影响,书面语成绩最高且速度最快,依次为手语、口语,文本类型和测题类型对该影响有调节作用。结果表明输入方式是聋生语篇理解的主要影响因素,文本和测题类型是调节因素。     

学前儿童颜色命名及颜色再认的实验研究

本研究包括两项实验。实验一采用8种不同颜色对120名3～6岁学前儿童进行了命名实验。实验二采用12种颜色对120名3～6岁学前儿童进行了颜色再认实验。结果表明,3～6岁儿童对颜色的正确命名和对颜色的再认能力都是随着年龄增长而提高。对8种颜色的正确命名百分比,3岁为50;4岁为67.5;5岁为90;6岁为94.5。不同颜色的正确命名的易难程度不同,有的命名正确率较高,有的较低,按其易难次序为红、白、黑,黄、绿、兰、橙、紫。3～6岁儿童的正确再认平均分数,3岁为0.30;4岁为0.38;5岁为0.55;6岁为0.64。学前儿童对颜色的命名及对颜色再认的实验结果均表明5岁阶段似乎是这方面能力发展的一个明显“转折”点。     

目标－背景色的配合对彩色CRT显示工效的影响

以通道容量为作业效标,用实验方法对ＣＲＴ显示屏上黑、深蓝、绿、浅蓝、红、紫、黄、白等８种颜色组成的５６种目标－背景色配合方式与显示工效的关系作了比较研究。结果表明：从工效学考虑,彩色ＣＲＴ显示屏的背景色有以深色为好的趋势,目标色有以浅色为好的趋势。目标与背景色彩的恰当配合能显著提高信息的传递绩效。白目标黑背景、黄目标黑背景、绿目标黑背景等对比度较大的目标－背景配合显示工效最佳。     

Warning: This keyboard will deconstruct— The role of the keyboard in skilled typewriting

Skilled actions are commonly assumed to be controlled by precise internal schemas or cognitive maps. We challenge these ideas in the context of skilled typing, where prominent theories assume that typing is controlled by a well-learned cognitive map that plans finger movements without feedback. In two experiments, we demonstrate that online physical interaction with the keyboard critically mediates typing skill. Typists performed single-word and paragraph typing tasks on a regular keyboard, a laser-projection keyboard, and two deconstructed keyboards, made by removing successive layers of a regular keyboard. Averaged over the laser and deconstructed keyboards, response times for the first keystroke increased by 37%, the interval between keystrokes increased by 120%, and error rate increased by 177%, relative to those of the regular keyboard. A schema view predicts no influence of external motor feedback, because actions could be planned internally with high precision. We argue that the expert knowledge mediating action control emerges during online interaction with the physical environment.     

A quantitative model for designing keyboard layout

This study analyzed the quantitative relationship between keytapping times and ergonomic principles in typewriting skills. Keytapping times and key-operating characteristics of a female subject typing on the Qwerty and Dvorak keyboards for six weeks each were collected and analyzed. The results showed that characteristics of the typed material and the movements of hands and fingers were significantly related to keytapping times. The most significant factors affecting keytapping times were association frequency between letters, consecutive use of the same hand or finger, and the finger used. A regression equation for relating keytapping times to ergonomic principles was fitted to the data. Finally, a protocol for design of computerized keyboard layout based on the regression equation was proposed.     

Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children

Digital writing devices associated with the use of computers, tablet PCs, or mobile phones are increasingly replacing writing by hand. It is, however, controversially discussed how writing modes influence reading and writing performance in children at the start of literacy. On the one hand, the easiness of typing on digital devices may accelerate reading and writing in young children, who have less developed sensory-motor skills. On the other hand, the meaningful coupling between action and perception during handwriting, which establishes sensory-motor memory traces, could facilitate written language acquisition. In order to decide between these theoretical alternatives, for the present study, we developed an intense training program for preschool children attending the German kindergarten with 16 training sessions. Using closely matched letter learning games, eight letters of the German alphabet were trained either by handwriting with a pen on a sheet of paper or by typing on a computer keyboard. Letter recognition, naming, and writing performance as well as word reading and writing performance were assessed. Results did not indicate a superiority of typing training over handwriting training in any of these tasks. In contrast, handwriting training was superior to typing training in word writing, and, as a tendency, in word reading. The results of our study, therefore, support theories of action-perception coupling assuming a facilitatory influence of sensory-motor representations established during handwriting on reading and writing.     

Attention to the hands disrupts skilled typewriting: The role of vision in producing the disruption

Drawing typists' attention to their hands by asking them to type only letters assigned to the left or the right hand disrupts their performance, slowing the rate of typing and increasing errors. In this article we test the hypothesis that slowing occurs because typists watch their hands to determine which hand types which letter. Skilled typists were cued to type letters of one hand or of both hands while they could view their hands on the keyboard and while their vision was blocked by a box placed over the keyboard. Typing was slower when letters of one hand were typed than when letters of both hands were typed, and the slowing was greater when the hands were covered than when they were not. This supports the hypothesis that slowing occurs because typists watch their hands. However, typists were able to type letters of one hand when the keyboard was covered, so typists must have monitored kinesthetic information as well.     

Working memory in spelling: evidence from backward typing

Theories of spelling (Margolin, 1984; Nolan & Caramazza, 1983) propose a working memory system for storing order and identity information of letters during the spelling process. Capacity limitations related to the use of such a graphemic buffer were explored. Participants had to type words backwards. Longer pauses between key presses were assumed to signal points at which graphemic buffer contents were refreshed. Five- and six-letter words were divided by a major pause into chunks of two and three letters, partly coinciding with syllables. Articulatory suppression had no effect on performance. Increasing the length of the stimuli to seven to eight letters resulted in major pauses occurring at syllable boundaries, and performance becoming vulnerable to articulatory suppression but not foot tapping. Forward typing resulted in a similar pause pattern. The results suggest that chunks of approximately three letters can be handled at any one time. For short words the task seems to rely on non-phonological modes of coding, whereas longer words appear to require the use of a phonological code, possibly for keeping track of progress through the word.     

作业时间和指导语导向对10-12岁儿童发散性思维的影响

研究者以239名10岁、11岁和12岁的儿童为实验对象,采用四种作业时间(2分钟、4分钟、6分钟和8分钟)和两种指导语导向(无导向、导向独特性)为实验条件,考察了这些条件对儿童发散性思维的影响.结果发现,作业时间和指导语导向对儿童发散性思维的流畅性,变通性和独特性均有明显的影响.在该实验条件下,发散性思维的三个指标随作业时间的增加而增加.有导向组儿童的发散性思维作业成绩显著高于无导向组.另外,在各实验条件下,儿童的作业成绩都有随着年龄的增长而上升的趋势.     

Linguistic boundaries as predictors of the time between letters in oral and typed spellings

The authors investigated the importance of boundaries between phonemes, syllables, onsets and rimes, and morphemes in English spelling. They analyzed oral spelling data from a previous sample of 17 college students to predict time between consecutive letters (pause time) on the basis of the presence or absence of each linguistic boundary. The authors used a parallel approach to analyze pause times of 30 college students when typing individual words and when typing words in an essay. For oral and typed spellings of individual words, syllable boundaries significantly predicted pause times. Phoneme boundaries also predicted pause times in typed spellings of individual words. For typing essays, only onset-rime boundaries significantly predicted pause times. The results support the importance of syllables in the spelling of individual words. Further, the results suggest that spelling in the context of writing is a qualitatively different process than is spelling individual words by dictation.     

Representation of letter position in spelling: Evidence from acquired dysgraphia

The graphemic representations that underlie spelling performance must encode not only the identities of the letters in a word, but also the positions of the letters. This study investigates how letter position information is represented. We present evidence from two dysgraphic individuals, CM and LSS, who perseverate letters when spelling: that is, letters from previous spelling responses intrude into subsequent responses. The perseverated letters appear more often than expected by chance in the same position in the previous and subsequent responses. We used these errors to address the question of how letter position is represented in spelling. In a series of analyses we determined how often the perseveration errors produced maintain position as defined by a number of alternative theories of letter position encoding proposed in the literature. The analyses provide strong evidence that the grapheme representations used in spelling encode letter position such that position is represented in a graded manner based on distance from both-edges of the word.     

键盘时间精度的一个图示法研究

以4个实验,用图示法对键盘的时间精度作了比较分析。实验1表明PES心理实验系统反应键和键盘都有良好的时间精度。实验2表明键盘的时间精度具有很大的个体差异,范围从1-2毫秒到40多毫秒,其中PS2的键盘普遍不理想。实验3表明键盘的时间精度不受转接器和计算机主频的影响。实验4使用了3名操作者,证实了这种方法的效果基本不受操作者个体差异的影响。研究演示了图示法在计算机控制的心理学实验中确定仪器的时间精度的作用,提示了实验中需要针对具体的实验条件判断时间精度是否符合实验要求,来确定是否选用特殊的反应键或者选择何种键盘作为反应的方式。     

The QWERTY Effect: How typing shapes the meanings of words.

The QWERTY keyboard mediates communication for millions of language users. Here, we investigated whether differences in the way words are typed correspond to differences in their meanings. Some words are spelled with more letters on the right side of the keyboard and others with more letters on the left. In three experiments, we tested whether asymmetries in the way people interact with keys on the right and left of the keyboard influence their evaluations of the emotional valence of the words. We found the predicted relationship between emotional valence and QWERTY key position across three languages (English, Spanish, and Dutch). Words with more right-side letters were rated as more positive in valence, on average, than words with more left-side letters: the QWERTY effect. This effect was strongest in new words coined after QWERTY was invented and was also found in pseudowords. Although these data are correlational, the discovery of a similar pattern across languages, which was strongest in neologisms, suggests that the QWERTY keyboard is shaping the meanings of words as people filter language through their fingers. Widespread typing introduces a new mechanism by which semantic changes in language can arise.