The present study investigated the way people acquire and control skilled performance in the context of typewriting. Typing skill was degraded by changing the location of a key (target key) while retaining the locations of other keys to disable an association between the letter and the key. We conducted 4 experiments: Experiment 1 demonstrated that disabling a letter–key association affected not only the execution of the target keystroke but also the planning of other keystrokes for words involving the target key. In Experiments 2–4, typists practiced with a new target location and then transferred to a condition in which they typed the practiced words with the original key location (Experiment 2) or typed new words with the practiced key location (Experiments 3 and 4). Experiment 2 showed that the newly acquired letter–key association interfered with the execution of the original keystroke but not planning. Experiments 3 and 4 demonstrated that acquisition of the new letter–key association depended on multiple levels of linguistic units. Experiment 4 demonstrated that acquisition of the new association depended on sequences both before and after the target keystroke. We discuss implications of the results for 2 prominent approaches to modeling sequential behavior: hierarchical control and recurrent network models.
|Journal||Journal of Experimental Psychology: Learning, Memory, and Cognition|
|Publication status||E-pub ahead of print - 30 Nov 2014|
Yamaguchi, M., & Logan, G. D. (2014). Pushing typists back on the learning curve: Contributions of multiple linguistic units in the acquisition of typing skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(6), 1713-1732. https://doi.org/doi:10.1037/xlm0000026