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This study addresses the current debate about the beneficial effects of text processing software on students with different working memory (WM) during the process of academic writing, especially with regard to the ability to display higher-level conceptual thinking. A total of 54 graduate students (15 male, 39 female) wrote one essay by hand and one by keyboard. Our results show a beneficial effect of text processing software, in terms of both the qualitative and quantitative writing output. A hierarchical cluster analysis was used to detect distinct performance groups in the sample. These performance groups mapped onto three differing working memory profiles. The groups with higher mean WM scores manifested superior writing complexity using a keyboard, in contrast to the cluster with the lowest mean WM. The results also point out that more revision during the writing process itself does not inevitably reduce the quality of the final output. [ABSTRACT FROM AUTHOR]

Previous event-related potential studies have indicated that both a widespread N400 and an anterior N700 index differential processing of concrete and abstract words, but the nature of these components in relation to concreteness and imagery has been unclear. Here, we separated the effects of word concreteness and task demands on the N400 and N700 in a single word processing paradigm with a within-subjects, between-tasks design and carefully controlled word stimuli. The N400 was larger to concrete words than to abstract words, and larger in the visualization task condition than in the surface task condition, with no interaction. A marked anterior N700 was elicited only by concrete words in the visualization task condition, suggesting that this component indexes imagery. These findings are consistent with a revised or extended dual coding theory according to which concrete words benefit from greater activation in both verbal and imagistic systems. [ABSTRACT FROM AUTHOR]

Compared to the high number of computer users the proportion of those students who are willing to write programs has dropped seriously. Even those whose curriculum includes programming usually start late and the chance to change their attitude towards programming lessens as they are getting older. A possible solution would be to sneak programming into the primary and secondary education by hiding it behind the scenes of software they use. Students are usually proud of their knowledge of word processing and handling spreadsheets and they think these programs are easy to use. We can thus use these programs to teach algorithms instead of using traditional environments. In this article, through the analysis of a problem, we give examples how we can switch from programming languages to applications and still teach some basic algorithmic skills. [ABSTRACT FROM AUTHOR]

Text editing is more than the knowledge of word processing techniques. Originally typographers, printers, text editors were the ones qualified to edit texts, which were well structured, legible, easily understandable, clear, and were able to emphasize the core of the text. Time has changed, and nowadays everyone has access to computers as well as to text editing software and most users believe that having these tools is enough to edit texts. However, text editing requires more skills. Texts appearing either in printed or in electronic form reveal that most of the users do not realize that they are not qualified to edit and publish their works. Analyzing the 'text-products' of the last decade a tendency can clearly be drawn. More and more documents appear, which instead of emphasizing the subject matter, are lost in the maze of unstructured text slices. Without further thoughts different font types, colors, sizes, strange arrangements of objects, etc. are applied. We present examples with the most common typographic and text editing errors. Our aim is to call the attention to these mistakes and persuade users to spend time to educate themselves in text editing. They have to realize that a well-structured text is able to strengthen the effect on the reader, thus the original message will reach the target group. [ABSTRACT FROM AUTHOR]

The article presents the author's views on transcription. The author states that typing out the work of others is a kind of old fashioned compositional practice borrowed from painting where it used to be a standard part of the initial curriculum. It is stated that much of the craft of copying in his works involve interruptive thinking. It is stated that the overall activity of my typing is a mix of keystrokes, and the advent of the cut and paste functions in word processing and correctability of computer files have reduced the horde of keystrokes.

The article focuses on the evolution of word processing programs and the origins of office automation which demonstrate the history of computer applications. It describes the pre-personal computer years of word processing development, as well as how text was prepared before the introduction of personal computer-based software. It also notes the extent to which word processing existed in other forms before the personal computer appeared. Furthermore, it emphasizes the great changes in data processing brought about by the development of word processing programs.

The article focuses on validation studies, which represent an endangered species. Personnel Psychology stopped publishing the Validity Information Exchange in the mid 60's. Major research journals stopped accepting manuscripts describing orthodox validation studies because these studies did not seem to advance the field sufficiently to warrant the space they would take in the journal. Another cause for concern is the nature of work. It has changed substantially and will change still further in the next decade. Machine operator jobs have become machine-tending jobs. Secretarial positions have become word processing and data processing positions. The service industry has exploded; creating job titles that did not exist thirty years ago. Still another change is the nature of applicant populations. They are growing more diverse and this trend will continue through at least the next two decades since the aging work population is being replaced with a younger cadre reflecting greater proportions of women, blacks, Hispanics, and other traditionally underrepresented groups.

There exists a large and growing population of non computer professionals utilizing word processing software on personal computers. Noncomputer professional users of word processing technology are sometimes referred to as intermittent users. The purpose of this research was to understand the word processing characteristics and needs of this important group of users. We developed a mode that describes their word processing performance and carried out two contorted experiments. We found that intermittent users behave bike experts when executing a very somali set of routine tasks but tend to be quite novice-bike in most other tasks. Their editing behavior can be described as non optimal and relatively stable. Help systems and interface design are important factors of word processing technology that improve the performance of intermittent users. Our study indicates that intermittent users prefer and perform better with a menu-driven interface, in addition, we found that even a rudimentary help system can be a great aid to the intermittent user. [ABSTRACT FROM AUTHOR]

The author's college, like many others these days, has instituted a program that emphasizes writing across the curriculum. That approach includes the requirement that students take at least two courses designated "Writing Intensive (WI)" before graduation. Sociology courses, especially upper-level electives, are well suited to include extensive writing assignments, and my department regularly teaches several sections labeled "WI." Last semester, while teaching a WI course, the author made a personal discovery about the utility of word processing to help students learn to write better more easily. Last semester, several students asked the author early in the course if they could use word processors to write their exams. The author allowed, and about one-quarter of the students turned in their first exams word processed. As in the past, their grades, like those of the rest of the class, were not very good. Virtually all the "word processor" students, however, did rewrites, regardless of their initial grades, in keeping with past experience, only a few of the other students did so. Furthermore, three of the WI students rewrote the first exam two more times, two raised their grades from a first-try "D + " to a last-draft "A -." This pattern continued throughout the course, with the result that the WI students were meeting with me more frequently about their essays, writing and rewriting more, and improving at an astonishing rate.