A quantitative model of the learning and performance of text editing knowledge
CHI '85 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The Architecture of Cognition
The Psychology of Human-Computer Interaction
The Psychology of Human-Computer Interaction
Using a knowledge analysis to predict conceptual errors in text-editor usage
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The acquisition and performance of text-editing skill: a cognitive complexity analysis
Human-Computer Interaction
Development of text-editing skill: from semantic and syntactic mappings to procedures
Human-Computer Interaction
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This paper describes a successful test of a quantitative model that accounts for large positive transfer effects between similar screen editors, between different line editors and from line editors to a screen editor, and between text and graphic editors. The model is tested in an experiment using two very similar full-screen text-editors differing only in the structure of their editing commands, verb-noun vs noun-verb. Quantitative predictions for training time were derived from a production system model based on the Polson and Kieras (1985) model of text editing.