Showing papers on "Handwriting published in 1983"
IBM1
TL;DR: Experiments suggest that some versions of a listening typewriter, even upon first using them, could be at least as good as traditional methods of handwriting and dictating.
Abstract: With a listening typewriter, what an author says would be automatically recognized and displayed in front of him or her. However, speech recognition is not yet advanced enough to provide people with a reliable listening typewriter. An aim of our experiments was to determine if an imperfect listening typewriter would be useful for composing letters. Participants dictated letters, either in isolated words or in consecutive word speech. They did this with simulations of listening typewriters that recognized either a limited vocabulary (1000 or 5000 words)or an unlimited vocabulary. Results suggest that some versions, even upon first using them, could be at least as good as traditional methods of handwriting and dictating. Isolated word speech with large vocabularies may provide the basis for a useful listening typewriter.
206 citations
TL;DR: The analysis of movement times for separate letter strokes revealed a process that involves the unpacking of later strokes during the execution of earlier ones, consistent with a three-stage model of complex motor behavior.
100 citations
TL;DR: It is demonstrated how two acquired disorders of handwriting provide specific information regarding the motor control of handwriting that will help to dissect the handwriting skill into a number of functionally and anatomically separable subcomponents.
96 citations
TL;DR: These efforts to reconstruct the motor programs from observed time signals, representing the pen movements during the performance of natural writing tasks by normal, experienced subjects are described.
88 citations
Patent•
IBM1
TL;DR: In this paper, a real-time erasure is assured by using a grid overlaying the write area to limit the number of points searched to a small percentage of the total.
Abstract: An electronic handwriting facility comprises a central processing unit (10), an all points addressable display (12), and an electronic tablet (14) and stylus (16). The handwriting facility simulates writing with a pen or pencil and paper. An electronic document is generated by periodically sending to the central processing unit (10) the absolute location of the stylus (16) in relation to the tablet (14). Each point is mapped to the display coordinate system, and the points are stored in point list. The handwriting facility is provided with a real-time rub-out erase feature wherein the handwriting facility is first set to the erase mode and then the points in the point list to be erased are identified. Real-time erasure is assured by using a grid overlaying the write area to limit the number of points searched to a small percentage of the total. The grid breaks the write area into a number of grid boxes. Only the grid boxes touched by the erase cursor are searched for erasure. When a point is inside the erase cursor, it is deleted from the point list. The user is provided with a menu from which to select an erase stylus size further adding to the flexibility of the erase feature.
85 citations
TL;DR: Results obtained from this study are promising and suggest that closed-loop verification is a potentially more useful technique than previous open-loop processing approaches.
77 citations
TL;DR: The simpler problem of recognizing separated hand-written letters is addressed here, and a warp-based character matching technique is employed with dictionary lookup, using a 16 000 word vocabulary.
Abstract: Computer recognition of cursive handwriting is complisated by the lack of letter separation. In an attempt to gain insight on the cursive problem, the simpler problem of recognizing separated hand-written letters is addressed here. A warp-based character matching technique is employed with dictionary lookup, using a 16 000 word vocabulary. Cooperative users achieve high recognition accuracy with this on-line system, which is easily tailored to the individual. Possible extensions to cursive writing are discussed.
75 citations
TL;DR: This paper investigated whether individual strokes or complete letters form "movement units" in cursive handwriting and found that congruence of complete letters facilitated reaction time, but congruece of strokes within letters did not.
75 citations
TL;DR: In this paper, the authors present a review of the current state of the art on handwriting analysis, focusing on the reliability and validity of handwriting analysis. But, the general trend of findings is to suggest that graphology is not a viable assessment method.
Abstract: Handwriting analysis has been of interest to many areas of psychology, as well as to the general public. While the popular interest in this topic has been growing over the years, scientific research is limited. This article is intended to familiarize the reader with the essential features and the present status of handwriting analysis. The procedure of analysing scripts is outlined, as are the different methods of integrating graphological inferences. Information on the ability to infer personal qualities through handwriting analysis is reviewed in light of the two basic psychometric questions: reliability and validity. Issues unique to the study of graphology are examined—namely, the effects of the content of a script sample, and the professional skill required to analyse script. The present state of knowledge on this topic can best be described by saying its use in applied settings is premature. Although the literature on this topic suffers from significant methodological negligence, the general trend of findings is to suggest that graphology is not a viable assessment method.
59 citations
TL;DR: In this article, Chase investigated the relationship between the quality of handwriting and scores given to essays and found that essays get higher grades when written in good handwriting than those written in poor handwriting.
Abstract: A search of the literature reveals numerous studies dating from the 1920s which have investigated the relationship between the quality of handwriting and scores given to essays. These studies have consistently found that essays get higher grades when written in good handwriting (e.g., James, 1927; Sheppard, 1929; Chase, 1968; Marshall and Powers, 1969; Briggs, 1970; Markham, 1976; Bull and Stevens, 1979). A few studies have investigated the influence on essay grades of marker expectations based on information regarding the writers' achievement or intelligence. These have consistently reported significant expectation effects (Bonniol, Caverni and Noizet, 1972; Dash, 1975; Petrilla, 1978; Chase, 1979). The study by Chase (1979) investigated the joint effect of marker expectation and handwriting quality on essay grades. Fabricated essay responses to questions on test theory were copied out in both very poor and very good handwriting. These responses were given to graduate students for scoring with cover sheets providing fictitious information on the supposed writer's undergraduate courses and grades for the last semester. While identical courses were listed for each writer, half the writers had uniformly high grades and half uniformly low grades to establish scorer expectations. Chase found a main effect for expectation (p < .01) but no main effect for handwriting quality. While the interaction between quality of handwriting and expectation was not significant, an analysis of simple main effects suggested the possibility that where handwriting is very poor, the effects of high expectation are accentuated. The present study has as its focus Chase's suggestion that, in essay scoring, an interaction exists between writer handwriting quality and scorer achievement expectations.
54 citations
TL;DR: The authors investigated the effect of combining left-to-right progression with the repeated, continuous production of simple writing patterns, or graphemes, or sinusoids, and concluded that the presence of a steady left to right progression force, superimposed on the grapheme-producing movements, and thus affecting e.g. their spatial features is unlikely.
TL;DR: In this paper, the reliability of teacher subjective rating and the reliability, validity, and item analysis of a handwriting checklist were examined by a representative sample of seven-year-old Cheshire children.
Abstract: Writing scripts completed by a representative sample of seven‐year‐old Cheshire children were used to examine the reliability of teacher subjective rating and the reliability, validity and item analysis of a handwriting checklist. One hundred samples were processed by five experienced teachers who rated them on a seven point scale and marked them on the checklist. Thirteen of the 20 checklist items are identified as making significant contribution to legibility and to be worthy of inclusion in a subsequent analysis. The data suggests that handwriting might be amenable to quantification and that a refined measure could be constructed for research purposes.
TL;DR: The data revealed that most of the advance planning benefits were localized in initiation processes with some evidence for “on line” programming, and comparisons of writing size as a function of preparation generally supported space-time invariance.
TL;DR: The results characterize handedness with writing speed, legibility, character shapes and formation with respect to block printing, manuscript, cursive and block printing in specified shapes and stroke sequences in boxes.
01 Jul 1983
TL;DR: Techniques for extracting features of the described kind are presented and experimental results obtained when using the extracted features for identification purposes are given.
Abstract: A handwriting sample is identified by comparing its features to the corresponding features of a list of handwriting samples contained in a reference library. Some of the needed features are extracted from the structure of specific parts of the handwriting's sample which have to be identified first (e.g., specific letters). Other features are extracted from the external structure of the handwriting (e.g., margins). Due to their described property, these features are extracted automatically with relative ease. Techniques for extracting features of the described kind are presented in this work. Experimental results obtained when using the extracted features for identification purposes are then given.
TL;DR: In this article, the authors examined the impact of three instructional programs (i.e., self-instruction plus direct training, direct training and no-treatment) on the letter formation skills of kindergarteners with writing deficiencies.
Abstract: niques is generally superior to any single technique (Graham & Madan, 1981; Graham & Miller,. 1980). Thus, the pairing of behavioral and cognitive techniques within a systematic framework should provide practitioners with an effective means of teaching letter formation. Yet, Robin, Armel, and O'Leary (1975) found limited support for this position based on their examination of the impact of three instructional programs (i.e., self-instruction plus direct training, direct training, and no-treatment) on the letter formation skills of kindergarteners with writing deficiencies. Self-instruction plus direct training was found to be superior to direct training, while both procedures proved to be superior to no-treatment. However, the authors indicated that it was difficult to teach subjects to self-instruct and that the overall procedure was cumbersome. Additionally, high rates of self-verbalization were not significantly correlated with superior handwriting performance. It is possible that the subjects in this study were too young to adequately use selfverbalizations to guide complex motor behaviors.
Journal Article•
TL;DR: Two experiments were conducted to examine writing time and writing pressure in handwriting performance under the tracing mode and the free-hand mode of writing control, and a complexity-dependency hypothesis for the increase of writing pressure relative to task complexity in the free hand mode of handwriting is suggested.
TL;DR: The finding that the directions of horizontal and vertical components can be modified independently but their sizes cannot, is interpreted in terms of different control modes for direction and size parameters in handwriting.
TL;DR: An analysis of the consistency with which a group of 61 right-handed subjects formed particular letters as a function of whether the letter occured at the beginning, in the middle, or at the end of the word is presented.
TL;DR: It was found that a training program employing computer-generated feedback on the smoothness of handwriting movements improved writing speed without diminishing writing accuracy or writing size.
TL;DR: A simplified handwriting method for children who have difficulty in learning conventional cursive writing patterns, designed to meet learning disabled children's needs for task analysis, overlearning, monitoring, and verbal cues is proposed.
Abstract: Although legible and rapid handwriting is a necessary skill for success in school and adult life, recent research in this area is meager. This paper proposes a simplified handwriting method for children who have difficulty in learning conventional cursive writing patterns. Designed to meet learning disabled children's needs for task analysis, overlearning, monitoring, and verbal cues, this method is based on the vertical downstroke, rather than the diagonal slant necessary to most cursive writing. Building on the motor patterns of manuscript letters usually taught in the early years, this method adds connecting strokes that permit faster writing than is possible with the separated letters of print. By emphasizing the vertical downstroke and the natural connections between manuscript letters, this writing method combines the simplicity of manuscript with the speed of cursive writing.
TL;DR: A developmental change in covert principles for the organization of strokes which is common to drawing and handwriting was demostrated by the analysis of the stroke patterns of preschool children writing Japanese letters, Hiragana, and it indicated that the frequency of scannings was significantly associated with the type for younger preschool children, but not for older preschool children.
Journal Article•
TL;DR: The claim that handwriting posture can provide clues to the cerebral lateralization of language was investigated, and results suggest that perceptual asymmetries correlated with hand posture vary independently of cerebral dominance for speech.
Abstract: The claim that handwriting posture can provide clues to the cerebral lateralization of language was investigated in a sample of 131 patients undergoing preoperative intracarotid injections of sodium amobarbital to determine the side of speech representation. More males than females inverted the left hand when writing, but no consistent relationship was found between speech lateralization and handwriting posture. These results suggest that perceptual asymmetries correlated with hand posture vary independently of cerebral dominance for speech.
TL;DR: An approach to this class of blind deconvolution -is described based on the interaction of theory and experiments to carry out automatic handwriting recognition or writer verification based on real-time handwriting signals.
Abstract: Systems for carrying out automatic handwriting recognition or writer verification based on real-time handwriting signals have as their basic function the separation and characterization of a muscular force function and a hand system impulse response. The problem is how to deconvolve the handwriting signal into two functions mentioned above. The problem assumes that the only datum available is the convolution itself; the handwriting signal. Limiting our discussions exclusively to the "fast" handwriting case, an approach to this class of blind deconvolution -is described based on the interaction of theory and experiments.
Journal Article•
TL;DR: The HMRS appears to be a useful adjunct in the assessment of handwriting problems, supporting the general observation that handwriting movement improves with maturation and experience.
TL;DR: This paper evaluates personal habits and considers the need for development of a unique combination of less common habits as the basis for writing identification.
Abstract: Personal writing habits form the basis of all identifications. However, few if any are unique to a particular individual. This paper evaluates personal habits and considers the need for development of a unique combination of less common habits as the basis for writing identification.