The evaluation of text editors: methodology and empirical results.
Communications of the ACM
Bibliography: individual differences and computer-human interaction
ACM SIGCHI Bulletin
Information retrieval using a hypertext-based help system
ACM Transactions on Information Systems (TOIS)
Information retrieval using a hypertext-based help system
SIGIR '89 Proceedings of the 12th annual international ACM SIGIR conference on Research and development in information retrieval
Transfer of learning: beyond common elements
CHI '87 Proceedings of the SIGCHI/GI Conference on Human Factors in Computing Systems and Graphics Interface
The prospects for psychological science in human-computer interaction
Human-Computer Interaction
Learning to use a text editor: some learner characteristics that predict success
Human-Computer Interaction
The growth of cognitive modeling in human-computer interaction since GOMS
Human-Computer Interaction
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In previous studies two background characteristics of computer novices were consistently correlated with their success in learning to use a line-based computer text editor. Older people and those who scored low on a standard test of Spatial Memory had more difficulty than younger people and those with higher Spatial Memory test scores. In the present study, we observed computer novices as they learned to use a screen-based editor, which presumably reduced spatial memory load. Contrary to expectations, performance using a screen-based editor was again strongly correlated with Spatial Memory test scores. However, the correlation between performance and subjects' age was significantly reduced. Overall, subjects were able to perform the same text editing exercises almost twice as fast using the screen editor compared to subjects in previous experiments using the line editor. These results are discussed in terms of the different cognitive demands placed on users by line and screen text editors.