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9.2 Modeling Behavioral and Brain Imaging Phenomena
in Transcription Typing with Queuing Networks
and Reinforcement Learning Algorithms
9.2.1 Behavioral Phenomena
Salthouse [42] reviewed the major behavioral empirical results of transcription typ-
ing and summarized 29 phenomena in this area. John [22] summarized two addi-
tional behavioral phenomena found by Gentner [16] and [43]. These 31 behavioral
phenomena include 12 basic phenomena, 5 error phenomena, 6 phenomena in typ-
ing units, and 8 skill learning phenomena in transcription typing. We have devel-
oped a queuing network model that successfully modeled 32 behavioral phenomena
in transcription typing including 3 newly discovered eye movement phenomena and
29 of these 31 behavioral phenomena, with the exceptions being 2 phenomena re-
lated to reading and comprehension, whose modeling requires significant extensions
of our model to include production systems and is a current topic of our ongoing
research [48]. In this chapter we focus on modeling the learning aspects of the be-
havioral phenomena and brain imaging phenomena.
The first typing phenomenon that we modeled was changes in interkey response
time of transcription typing, which decreases accordingly to the power law of prac-
tice [16]. For example, typing speeds of an unskilled typist (about 30 words per
minute [21]) can be improved to that of a skilled typist (about 68 words per minute
[42]).
The second phenomenon involved the variability of interkey intervals which de-
creases with the increased skill of the typist. In addition, the interquartile range of in-
terkey intervals correlates significantly with typist's net interkey intervals ( p
05
[41]). The third behavioral phenomenon that we modeled that we will describe in
this chapter was modeling the rate of repetitive tapping, which is greater among
more skilled typists and the correlation between repetitive tapping speed and net
typing speed is reliable ( p
<
0
.
<
0
.
05, [41]).
9.2.2 Brain Imaging Phenomena
Recently, brain imaging studies (fMRI and PET) have discovered two phenomena
related to transcription typing. First, it has been found that at the beginning stages of
learning a visuomotor control task, including transcription typing, the dorsal lateral
prefrontal cortex (DLPFC), the basal ganglia, and the pre-SMA are highly activated
[31, 40]. After practice, activation of the DLPFC disappears and strong activation is
observed in the supplementary motor area (SMA), the basal ganglia, and the primary
motor cortex (M1) in addition to slight activation in the somatosensory cortex (S1)
[17].
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