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Journal articles on the topic 'Handwriting; Cursive writing'
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Bo, Jin, Julia Barta, Hilary Ferencak, Sara Comstock, Vanessa Riley, and Joni Krueger. "Developmental Characteristics in Cursive and Printed Letter-Writing for School-Age Children." Journal of Motor Learning and Development 2, no. 1 (March 2014): 1–8. http://dx.doi.org/10.1123/jmld.2012-0001.
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The current study evaluated the developmental characteristics of printed and cursive letter writing in early school-age children. We predicted fewer age-related changes on spatial and temporal measures in cursive letter writing due to lower explicit timing demands compared with printed letter writing. Thirty children wrote the letters e and l in cursive and printed forms repetitively. For printed letters, significant age effects were seen in temporal consistency, whereas cursive letters showed age-related improvement in spatial consistency. Children tended to have higher consistency for printed handwriting than they did for cursive writing. Because of an overall advantage for printed handwriting, the explicit timing hypothesis was not fully supported. We argue that experiential factors influence the development of handwriting.
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Kučera, Miloš. "On Writing and Handwriting." Journal of Pedagogy / Pedagogický casopis 1, no. 2 (January 1, 2010): 11–28. http://dx.doi.org/10.2478/v10159-010-0007-4.
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On Writing and Handwriting Writing is often considered secondary to the spoken language, as it is only coded sound-by-sound. But other scholars have demonstrated that writing is similar to ‘arithmetic’: a cognitive structuring, a shift to the meta-level (‘for the eye’). Handwriting (referred to here as the cursive writing in the sense of joined up handwriting, of ‘écriture liée’) differs from writing (in the first analysis): it has its own grammar composed of paradigmatic gestemes and tracemes and its own syntagmatic rules that connect them. In emotional terms, handwriting is designed to provide a special pleasure by its own drive (instinct, ‘Trieb’). But there is also cognitive aspect to it: the rapidity and fluidity of a cursive writing could be (in professional writing, for instance) more important (at the climax of the creative process) than it being legible for all eternity. The project of the new handwriting reform for Czech schools, abolishing the liaison between letters, is shown to be a modern and technically simplified form of calligraphy.
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Morin, Marie-France, Natalie Lavoie, and Isabelle Montésinos-Gelet. "The Effects of Manuscript, Cursive or Manuscript/Cursive Styles on Writing Development in Grade 2." Language and Literacy 14, no. 1 (January 25, 2012): 110. http://dx.doi.org/10.20360/g21s3v.
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In the research area of writing development, an increasing number of researchers suggest that graphomotor skills could be much more important than they appear to be (Christensen, 2009). Few researchers have studied the link between handwriting and teaching practices, despite the fact that some studies indicate its importance (Graham, 2010). The general objective of this study is to explore the relationship between different handwriting styles and the development of writing skills among 715 children in Grade 2. Generally, our results show that the three handwriting styles (manuscript/cursive, manuscript, and cursive) have different effects on writing development (speed, quality, word production, and text production).
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Fitrianingsih, Fitrianingsih, Sarifuddin Madenda, Ernastuti Ernastuti, Suryarini Widodo, and Rodiah Rodiah. "Cursive Handwriting Segmentation using Ideal Distance Approach." International Journal of Electrical and Computer Engineering (IJECE) 7, no. 5 (October 1, 2017): 2863. http://dx.doi.org/10.11591/ijece.v7i5.pp2863-2872.
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Offline cursive handwriting becomes a major challenge due to the huge amount of handwriting varieties such as slant handwriting, space between words, the size and direction of the letter, the style of writing the letter and handwriting with contour similarity on some letters. There are some steps for recursive handwriting recognition. The steps are preprocessing, morphology, segmentation, features of letter extraction and recognition. Segmentation is a crucial process in handwriting recognition since the success of segmentation step will determine the success level of recognition. This paper proposes a segmentation algorithm that segment recursive handwriting into letters. These letters will form words using a method that determine the intersection cutting point of image recursive handwriting with an ideal image distance. The ideal distance of recursive handwriting image is an ideal distance segmentation point in order to avoid the cutting of other letter’s section. The width and height of images are used to determine the accurate segmentation point. There were 999 recursive handwriting input images taken from 25 researchers used for this study. The images used are the images obtained from preprocessing step. Those are the images with slope correction. This study used Support Vector Machine (SVM) to recognize recursive handwriting. The experiments show the proposed segmentation algorithm able to segment the image precisely and have 97% success recognizing the recursive handwriting.
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Andrews, Jane E., and Linda J. Lombardino. "Strategies for Teaching Handwriting to Children with Writing Disabilities." Perspectives on Language Learning and Education 21, no. 3 (July 2014): 114–26. http://dx.doi.org/10.1044/lle21.3.114.
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Handwriting abilities have been shown to play an important role in the academic performance of children, especially children who have disorders of written language. Dysgraphia is the most commonly identified neurodevelopmental grapho-motor disorder of handwriting and it often co-occurs with dyslexia. Even in an age where much print is accomplished by keyboarding, legible handwriting continues to be an indispensable skill for a range of academic, vocational, social, and professional activities. In keeping with research that supports the importance of cursive writing, this paper focuses on guidelines for speech-language pathologists (SLPs) who evaluate, diagnose, and treat children with disorders of written language accompanied by marked deficits in handwriting.
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Morales, Celia, Verónica Gil, Natalia Suárez, Desireé González, and Juan E. Jiménez. "FLUIDEZ Y EXACTITUD EN LA COPIA DE LETRAS DEL ALFABETO (MANUSCRITA VS. CURSIVA): UN ESTUDIO TRANSVERSAL." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (January 12, 2017): 485. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.768.
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Abstract.FLUENCY AND ACCURACY IN COPYING TASKS (MANUSCRIPT VS. CURSIVE): A CROSS-SECTIONAL STUDYHandwriting evolves with the pass of time. The type of script which children begin to learn depends on curriculum in their countries and the educational policy. There are two main types of script: manuscript and cursive. There is a controversial issue about which type of script would be best to use to begin the teaching of handwriting, but has not been a consensus yet. This research analyzes manuscript and cursive script modalities. Our objective was to determine whether there are differences in accuracy and fluency when students are copying the alphabet letters using different types of script (manuscript vs. cursive), and also whether these differences are mediated by the grade (1st, 2nd and 3rd ). A subtest from the test called Early Grade Writing Assessment (EGWA) (Jiménez, 2012) was administered to a sample of children from 1st, 2nd and 3rd grade.Keywords: writing, fluency, accuracy, manuscript letter, cursive letter, cross-sectional study.Resumen.La escritura evoluciona con el paso del tiempo. El tipo de letra que los niños comienzan a aprender depende del currículo de su país y la política educativa. Hay dos tipos principales de letra: manuscrita y cursiva. Existe un debate sobre qué tipo de letra sería mejor utilizar para comenzar la enseñanza de la escritura, pero no se ha llegado a un consenso. Esta investigación analiza la escritura con ambos tipos de letra. Nuestro objetivo ha sido averiguar si existen diferencias en la exactitud y fluidez cuando los niños copian el alfabeto utilizando diferentes tipos de letras (manuscrita vs. cursiva), y si estas diferencias están mediatizadas por el curso (1º, 2º y 3º). Para ello se administraron algunos subtests de la prueba denominada Early Grade Writing Assessment (EGWA) (Jiménez, 2012) a una muestra de niños de 1º, 2º y 3º de Educación Primaria.Palabras clave: escritura, fluidez, exactitud, letra manuscrita, letra cursiva, diseño transversal.
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Cohen, Marsha R. "Individual and Sex Differences in Speed of Handwriting among High School Students." Perceptual and Motor Skills 84, no. 3_suppl (June 1997): 1428–30. http://dx.doi.org/10.2466/pms.1997.84.3c.1428.
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A group of 153 high school students participated in a cursive handwriting task which required them to copy sentences as quickly as possible. The 78 girls performed significantly better than the 75 boys and a substantial range of speed for each sex was found. The results have implications for more demanding writing and composition processes. Handwriting speed has the potential to act as a limiting factor under some circumstances.
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Bezine, Hala. "Authoring mobile tool for improving cursive handwriting learning/writing skills." International Journal of Learning Technology 15, no. 2 (2020): 150. http://dx.doi.org/10.1504/ijlt.2020.109572.
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Şara Hürsoy, Perihan. "Transition from the rules of cursive italic handwriting to manuscript handwriting regarding the views of teacher, parent and studentBitişik eğik yazıdan dik temel yazı kullanımına geçiş ile ilgili öğretmen, veli ve öğrenci görüşleri." Journal of Human Sciences 14, no. 4 (January 1, 2018): 4809. http://dx.doi.org/10.14687/jhs.v14i4.5144.
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There are various views about the use of manuscript handwriting and cursive italic handwriting in the teaching early years literacy. The reason of this research is to explore the thoughts of the first class teachers, parents who have children in the first class and students who are receiving education in the first class about the transition from cursive italic handwriting to manuscript handwriting.The technique of interview is used in this research as one of the qualitative research methods. 20 first class teachers in duty, 20 parents and 20 first class students, which make up total of 60 persons, participated to this research in the province of Uşak. The data are compiled partially by structured interview forms and analysed descriptively. According to findings, first class teachers who participated to this research are having positive thoughts about the manuscript handwriting. The majority of class teachers who participated to this research expressed their difficulties in teaching the cursive italic handwriting.Class teachers who participated to this research prefer the teaching early years literacy through manuscript letters to the teaching early years literacy through the cursive italic handwriting.The majority of class teachers, parents and students who participated in this research considered the decision about the transition from the cursive italic handwriting to manuscript handwriting in the education of first reading and writing during the academic year of 2016-2017 as a true and appropriate decision.Parents and students participated to the research are preferring manuscript handwriting in the education of first reading and writing.Extended English abstract is in the end of Full Text PDF (TURKISH) file. Özetİlk okuma yazma öğretiminde dik temel harflerin kullanımı ve bitişik eğik yazının kullanılması yönünde çeşitli görüşler bulunmaktadır. Bu araştırmanın amacı birinci sınıf öğretmenlerinin, birinci sınıfta çocuğu bulunan velilerin ve birinci sınıfta öğrenim gören öğrencilerin bitişik eğik yazıdan dik yazıya geçiş ile ilgili düşüncelerini ortaya çıkarmaktır.Araştırmada nitel araştırma yöntemlerinden görüşme tekniği kullanılmıştır. Araştırmaya Uşak ilinde görev yapmakta olan 20 birinci sınıf öğretmeni, 20 veli ve 20 birinci sınıf öğrencisi olmak üzere 60 kişi katılmıştır. Yarı yapılandırılmış görüşme formu ile veriler toplanmış ve betimsel olarak analiz edilmiştir.Araştırma sonuçlarına göre; sınıf öğretmenleri dik temel harflerin öğretimi ile ilgili olumlu düşüncelere sahiptirler. Birinci sınıf öğretmenlerinin büyük çoğunluğu bitişik eğik yazı öğretiminde zorlandıklarını dile getirmişlerdir. Araştırmaya katılan sınıf öğretmenleri dik temel harflerle ilk okuma yazma öğretimini bitişik eğik yazı ile ilk okuma yazma öğretimine tercih etmektedirler.Araştırmaya katılan sınıf öğretmenlerinin büyük çoğunluğu, veliler ve öğrenciler 2016-2017 eğitim öğretim yılında ilk okuma yazma öğretiminde bitişik eğik yazıdan, dik temel harflere geçiş hakkındaki kararı doğru ve yerinde bir karar olarak nitelendirmişlerdir.Araştırmaya katılan veliler ve öğrenciler ilk okuma yazma öğretiminde dik temel yazıyı tercih etmektedirler.
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Barrientos, Pablo. "Handwriting Development in Spanish Children With and Without Learning Disabilities: A Graphonomic Approach." Journal of Learning Disabilities 50, no. 5 (April 18, 2016): 552–63. http://dx.doi.org/10.1177/0022219416633866.
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The central purpose of this study was to analyze the dynamics of handwriting movements in real time for Spanish students in early grades with and without learning disabilities. The sample consisted of 120 children from Grades 1 through 3 (primary education), classified into two groups: with learning disabilities and without learning disabilities. The Early Grade Writing Assessment tasks selected for this purpose were writing the alphabet in order from memory, alphabet copying in cursive and manuscript, and allograph selection. The dynamics of these four handwriting tasks were recorded using graphonomic tablets (type Wacom Intuos-4), Intuos Inking pens, and Eye and Pen 2 software. Several events were recorded across four different tasks: velocity, pressure, time invested in pauses, and automaticity. The results demonstrated significant graphonomic variations between groups across grades, depending on the type of task.
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Ashok, M. Leonard, and Saumya. "PERCEPTION ON HANDWRITING AMONG SECONDARY SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 4, no. 5SE (May 31, 2016): 1–6. http://dx.doi.org/10.29121/granthaalayah.v4.i5se.2016.2707.
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Good handwriting serves as a primary tool of communication and knowledge assessment for students in classroom. Though computer and e- mail play an important role in our lives, nothing will ever replace the sincerity and individualism expressed through handwritten words. Our education system stress on student’s handwriting at primary level by introducing books like cursive writing, ruled notes and handwritten works. But as they upgrade, impact on handwriting slowly vanishes among students mainly at secondary level where they are stressed and deviated towards rote learning as a medium to fetch marks. But at this point we forget that only an aesthetic handwriting is a vehicle to impress and deliver our thoughts in the mind of evaluator, particularly when the evaluator is a stranger in case of public exams. This article is an attempt to find out the perception on handwriting among ninth standard school students and its influence on their academic achievement. This study has revealed that there is an impact of handwriting on academic achievement. Thereby it is stressed that handwriting should be given equal importance while teachers prepare their students for academic achievement.
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Valero, Eduardo Juárez. "Developing Calligraphic Courtesan Script. Handwriting and Printing connection in Segovia during the Fifteenth century." Open Information Science 5, no. 1 (January 1, 2021): 45–62. http://dx.doi.org/10.1515/opis-2021-0004.
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Abstract During the investigation of the Research Group Señoríos Medievales Segovianos in the Archive of the Diocese of Segovia an unusual document was digitized. It was a building license for Bishop Juan Arias Dávila to improve University facilities. This document was written in a different script: The Calligraphic Courtesan Script. related to traditional Courtesan script; this document was written in an especially clear writing style not connected with the usual cursive gothic styles in Castilla. This article tries to connect this clearness in the writing style with the presence of Juan Parix from Heidelberg in Segovia, who brought the first Spanish printing press to Segovia.
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Randhawa, Bubblepreet K., Becky G. Farley, and Lara A. Boyd. "Repetitive Transcranial Magnetic Stimulation Improves Handwriting in Parkinson’s Disease." Parkinson's Disease 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/751925.
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Background. Parkinson disease (PD) is characterized by hypometric movements resulting from loss of dopaminergic neurons in the substantia nigra. PD leads to decreased activation of the supplementary motor area (SMA); the net result of these changes is a poverty of movement. The present study determined the impact of 5 Hz repetitive transcranial magnetic stimulation (rTMS) over the SMA on a fine motor movement, handwriting (writing cursive “l”s), and on cortical excitability, in individuals with PD.Methods. In a cross-over design, ten individuals with PD were randomized to receive either 5 Hz or control stimulation over the SMA. Immediately following brain stimulation right handed writing was assessed.Results. 5 Hz stimulation increased vertical size of handwriting and diminished axial pressure. In addition, 5 Hz rTMS significantly decreased the threshold for excitability in the primary motor cortex.Conclusions. These data suggest that in the short term 5 Hz rTMS benefits functional fine motor task performance, perhaps by altering cortical excitability across a network of brain regions. Further, these data may provide the foundation for a larger investigation of the effects of noninvasive brain stimulation over the SMA in individuals with PD.
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Subhi Abdalkafor, Ahmed, Waleed Kareem Awad, and Khattab M. Ali Alheeti. "A novel comprehensive database for arabic and english off-line handwritten digits recognition." Indonesian Journal of Electrical Engineering and Computer Science 20, no. 1 (October 1, 2020): 145. http://dx.doi.org/10.11591/ijeecs.v20.i1.pp145-149.
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<span>The recognition of Arabic handwritten is received at the same interest as other Latin languages. In Optical Character Recognition (OCR), handwriting Arabic recognition is considered as one of the critical and difficult tasks in the various scientific area. The main issues of this matter were due to the lack of public Arabic handwriting databases and the cursive nature of Arabic writing. In this paper, a new benchmark database is built for the Arabic and English off-line handwritten digits Recognition. The original form is divided into three groups: Arabic digits, English digits, and word Arabic digits which written five times by 100 different academic staff and students of university writers. Our database contains 14500 images; divided into two subsets of training and testing to help researchers through evaluating and comparing results obtained from their systems. </span>
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Pertsinakis, Michael. "Effect of Visual Feedback on the Static and Kinematic Characteristics of Handwriting." Journal of Forensic Document Examination 27 (December 31, 2017): 5–21. http://dx.doi.org/10.31974/jfde27-5-21.
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Research on visual feedback has not produced consistent results to show how visual feedback or the lack, thereof, influences individual handwriting characteristics. A two-pronged approach was designed to investigate the degree of this influence. For this purpose, samples of signatures as well as cursive and block text, written with and without visual feedback, were collected from 40 volunteers and imported into a PC via a pen tablet, using an electronic inking pen. The data was analyzed in a handwriting movement analysis software module specially designed for this research that was added to the software MovAlyzeR by Neuroscript LLC. Two forensic document examiners (FDEs) independently analyzed samples from the two groups (samples executed with normal visual feedback versus the group of samples executed without visual feedback). They found no fundamental differences between these two groups. Their analyses also demonstrated that a large number of similarities existed in the general design of the allographs (alternative forms of a letter or other grapheme) and in the pictorial aspects, regardless of the complexity of the samples. In the cursive and block handwriting, four main qualitative characteristics were linked to the absence of visual feedback: change of overall size, non-uniformity of left margins, change of baseline alignment, and inclusion of extra trajectories. The statistical analysis verified the above findings. The comparative analysis also suggests that gender, educational level (above high school) and handedness create an insignificant influence on the individual characteristics of writing produced with and without visual feedback. The only notable exception is the relationship between signature duration and educational level. The volunteers with a medium education level showed a significant increase in duration while signing their names without visual feedback in comparison to those with higher education levels. The combination of the above findings suggests that handwriting is not fundamentally influenced by visual feedback.
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Mahmoud, Imane, Ines Chihi, and Afef Abdelkrim. "Adaptive Control Design for Human Handwriting Process Based on Electromyography Signals." Complexity 2020 (March 11, 2020): 1–14. http://dx.doi.org/10.1155/2020/5142870.
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The most used control approaches of hand prosthesis are based on the forearm muscle activities, named ElectroMyoGraphy signal (EMG). In this sense, researchers modeled the hand writing on the plane only from two EMG signals. Based on this analysis, we can consider the hand as a robot with two arms (two degrees of freedom) moving on (x, y) plane. However, these signals are very sensitive to many disturbances and are generally unpredictable in time, type, and level. Based on forearm EMG signals, this work aims to propose an adaptive hand-robot control design to generate handwriting. As a first step, we develop the application of the classic proportional integral structure (PI). The PI controller was applied to generate different essays of handwritten graphic traces in one-writer case and multiwriter case. Both cases have presented unsatisfactory results in generating cursive letters and forms. Indeed, we propose, as a second approach, an adaptive PI controller with varying Integral Ki gain, according to EMG signals, in order to deal with operation changes.
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Kandel, Sonia, and Cyril Perret. "How do movements to produce letters become automatic during writing acquisition? Investigating the development of motor anticipation." International Journal of Behavioral Development 39, no. 2 (October 28, 2014): 113–20. http://dx.doi.org/10.1177/0165025414557532.
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Learning how to write involves the automation of grapho-motor skills. One of the factors that determine automaticity is motor anticipation. This is the ability to write a letter while processing information on how to produce following letters. It is essential for writing fast and smoothly. We investigated how motor anticipation processes build up during the period of handwriting automation. Children aged 8, 9 and 10 years had to write two letters ( ll, le, ln) in cursive writing on a digitizer. Motor anticipation referred to processing changes in size ( ll vs. le) and rotation direction ( le vs. ln) of the second letter while writing the l. We recorded three measures on the l upstroke and downstroke. The movement time data indicate that the l upstroke was very variable. The l’s downstroke duration was shorter for ll than le and the latter was in turn shorter than ln. This pattern was already observed at age 8. Trajectory length data revealed that the anticipation of a single parameter such as size change is enough to produce a trajectory increase but the addition of parameters is not cumulative, as we observed for stroke duration. The dysfluency data indicated that at age 8, dysfluency values were equivalent for upstrokes and downstrokes. At ages 9 and 10, the children produced more dysfluency on downstrokes than upstrokes. Previous studies on writing with adults have shown that the anticipation of the following letter affects the production of the l’s downstroke. The production of the upstroke did not vary. This experiment suggests that learning to anticipate in handwriting production requires: a) rendering the movements to produce the upstroke constant; and b) modulating the downstroke as a function of the spatial characteristics of the following letter. The pattern of movement time data suggest that motor anticipation would start to be adult-like at around age 9. Dysfluency and latency measures do not seem to be very informative about the development of motor anticipation in handwriting.
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Khatun, Nazma, and Jouji Miwa. "An Autonomous Learning System of Bengali Characters Using Web-Based Intelligent Handwriting Recognition." Journal of Education and Learning 5, no. 3 (May 11, 2016): 122. http://dx.doi.org/10.5539/jel.v5n3p122.
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<p>This research project was aimed to develop an intelligent Bengali handwriting education system to improve the<strong> </strong>literacy level in Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. Here, we developed a prototype of web-based (iPhone/smartphone or computer browser) intelligent handwriting education system for autonomous learning of Bengali characters that allows students to do practice their handwriting at anywhere at any time. As an intelligent tutor, the system can automatically check the handwriting errors, such as stroke production errors, stroke sequence errors, stroke relationship errors and immediately provide colourful error feedback to the students to correct themselves. Bengali is a multi-stroke input characters with extremely long cursive shape where it has stroke order variability and stroke direction variability. Due to this structural limitation, recognition speed is a crucial issue to apply traditional online handwriting recognition algorithm. In this work, we have adopted hierarchical recognition approach to improve the recognition speed that makes our system adaptable for web-based language learning. We applied writing speed free recognition methodology together with hierarchical recognition algorithm. It ensured the learning of all aged population, especially for children and older people. Finally, we conducted a survey in Bangladesh for the performance analysis of our proposed education system. The experimental results showed that our autonomous learning methodology helped to improve the average recognition accuracy by 4.1% (from 87.2% to 91.4%) with average Mean-Opinion-Score 4.1. It confirmed that the successful use of web-based Bengali handwriting education system can be very helpful to improve the literacy level in Bangladesh within a very short period.<strong></strong></p>
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Twyman, Michael. "Lectures manuscrites." Information Design Journal 8, no. 3 (January 1, 1996): 244–57. http://dx.doi.org/10.1075/idj.8.3.06twy.
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This paper provides evidence for an approach to the teaching of reading in the mid nineteenth century that gave children practice in reading handwritten texts. It focuses on two French readers that were originally published in Paris around 1840. In both publications passages of text appear in different forms of writing and become progressively more cursive and less legible. The intention was to introduce children to the varied forms of handwriting they would meet in real-life situations, particularly in commerce. The technical developments that made it practicable to produce such books, especially transfer lithography, are discussed, as are the publications themselves. It is suggested that there might be value in adopting a similar approach to teaching reading by introducing children to material set in the wide range of types and with the varied spacing commonly found today.
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Waterman, Amanda H., Jelena Havelka, Peter R. Culmer, Liam J. B. Hill, and Mark Mon-Williams. "The ontogeny of visual–motor memory and its importance in handwriting and reading: a developing construct." Proceedings of the Royal Society B: Biological Sciences 282, no. 1798 (January 7, 2015): 20140896. http://dx.doi.org/10.1098/rspb.2014.0896.
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Humans have evolved a remarkable ability to remember visual shapes and use these representations to generate motor activity (from Palaeolithic cave drawings through Jiahu symbols to cursive handwriting). The term visual–motor memory (VMM) describes this psychological ability, which must have conveyed an evolutionary advantage and remains critically important to humans (e.g. when learning to write). Surprisingly, little empirical investigation of this unique human ability exists—almost certainly because of the technological difficulties involved in measuring VMM. We deployed a novel technique for measuring this construct in 87 children (6–11 years old, 44 females). Children drew novel shapes presented briefly on a tablet laptop screen, drawing their responses from memory on the screen using a digitizer stylus. Sophisticated algorithms (using point-registration techniques) objectively quantified the accuracy of the children's reproductions. VMM improved with age and performance decreased with shape complexity, indicating that the measure captured meaningful developmental changes. The relationship between VMM and scores on nationally standardized writing assessments were explored with the results showing a clear relationship between these measures, even after controlling for age. Moreover, a relationship between VMM and the nationally standardized reading test was mediated via writing ability, suggesting VMM's wider importance within language development.
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SLAVIN, MELISSA J., JAMES G. PHILLIPS, JOHN L. BRADSHAW, KATHRYN A. HALL, and IAN PRESNELL. "Consistency of handwriting movements in dementia of the Alzheimer's type: A comparison with Huntington's and Parkinson's diseases." Journal of the International Neuropsychological Society 5, no. 1 (January 1999): 20–25. http://dx.doi.org/10.1017/s135561779951103x.
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Patients with dementia of the Alzheimer's type (DAT) and their matched controls wrote, on a computer graphics tablet, 4 consecutive, cursive letter ‘l’s, with varying levels of visual feedback: noninking pen and blank paper so that only the hand movements could be seen, noninking pen and lined paper to constrain their writing, goggles to occlude the lower visual field and eliminate all relevant visual feedback, and inking pen with full vision. The kinematic measures of stroke length, duration, and peak velocity were expressed in terms of consistency via a signal-to-noise ratio (M value of each parameter divided by its SD). Irrespective of medication or severity, DAT patients had writing strokes of significantly less consistent lengths than controls', and were disproportionately impaired by reduced visual feedback. Again irrespective of medication or severity, patients' strokes were of significantly less consistent duration, and significantly less consistent peak velocity than controls', independent of feedback conditions. Patients, unlike controls, frequently perseverated, producing more than 4 ‘l’s, or multiple sets of responses, which was not differentially affected by level of visual feedback. The more variable performance of patients supports a degradation of the base motor program, and resembles that of Huntington's rather than Parkinson's disease patients. It may indeed reflect frontal rather than basal ganglia dysfunction. (JINS, 1999, 5, 20–25.)
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HALAVATI, RAMIN, and SAEED BAGHERI SHOURAKI. "RECOGNITION OF PERSIAN ONLINE HANDWRITING USING ELASTIC FUZZY PATTERN RECOGNITION." International Journal of Pattern Recognition and Artificial Intelligence 21, no. 03 (May 2007): 491–513. http://dx.doi.org/10.1142/s0218001407005533.
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Persian is a fully cursive handwriting in which each character may take different forms in different parts of the word, characters overlap and there is a wide range of possible styles. These complexities make automatic recognition of Persian a very hard task. This paper presents a novel approach on recognition of such writings systems which is based on the description of input stream by a sequence of fuzzy linguistic terms; representation of character patterns with the same descriptive language; and comparison of inputs with character patterns using a novel elastic pattern matching approach. As there is no general benchmark for recognition of Persian handwriting, the approach has been tested on the set of words in first primary Iranian school books including 1250 words resulting in 78% correct recognition without dictionary and 96% with dictionary.
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Taneri, Dr Sc Pervin Oya, and Nalan Akduman. "Termination of the teaching of the Continuous Cursive Handwriting in Schools." ILIRIA International Review 8, no. 1 (July 4, 2018). http://dx.doi.org/10.21113/iir.v8i1.391.
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Handwriting is a skill that is a requirement for all individuals, however, there is a deep and decisive debate about whether or not the cursive handwriting is necessary in this era of technological innovations. While the necessity of compulsory cursive handwriting education is generally addressed by educators and politicians, there is no consensus on it, and the opinions of the people with interest or concern in education (e.g. teachers, students and parents) are not so often asked. For this reason, the aim of this study is to reveal the views of teachers, students and parents on the cursive handwriting education. 57 classroom teachers, 230 primary school fourth grade students and 14 parents participated in the study from four public primary schools in Ankara. Data were collected using ‘Personal Information Form’, ‘Cursive Handwriting Education Attitude Scale’, ‘Parent Questionnaire’ and ‘Student Questionnaire’. Quantitative data were analyzed using descriptive statistics techniques and qualitative data were analyzed by content analysis. According to the findings of the study, teachers and parents are not satisfied with the use of cursive handwriting. While teachers indicated that they would prefer print letters instruction if they had given a chance to choose. Parents affirmed that they could not give support to their children during their writing education. On the other hand, most of the students stated that they had difficulty in reading even their own handwritings, although most of them declared that they like to write with the cursive handwriting.
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"Realistic Handwriting Generation using Generative Adversarial Networks (Rnn)." International Journal of Recent Technology and Engineering 9, no. 1 (May 30, 2020): 2049–52. http://dx.doi.org/10.35940/ijrte.a2761.059120.
Full textAbstract:
Generating handwritings of different kinds is quite a challenging task, an area in which not much work has been done yet. Though there has been substantial research done in the area of text recognition, the opposite of handwriting generation. Handwriting generation can prove to be extremely useful for children from blind schools where their speech can get converted into text and be used to generate handwritings of different kinds for them. Handwriting generation also has an important role in field of captcha generation. Our study exhibits in what way recurrent neural networks (RNN) of the type Long Short Term Memory (LSTM) could be used in order to create a composite sequence with structure covering a long range. We propose to use that the Generative Adversarial Network algorithm can be used to generate more realistic handwriting styles with better accuracy than other algorithms. Here, we will be trying to predict one point of data at a time. Our approach is shownfor text, where the type of data is discrete. It can also be used for online handwriting, that is real-valued data. It will then be further drawn out to handwriting generation. The created network will be conditioning its predictions based on a sequence of text. We will be using the resulting system to generate highly realistic cursive handwriting in a wide variety of styles. Experiments that have been carried out on online handwriting databases that are public predict that the method that has been proposed can be used to achieve satisfactory performance, the resultant writing samples achieved a high level of similarity with original samples of handwriting.
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Fitrianti, Linda, Sadiman Sadiman, and Matsuri Matsuri. "THE IMPROVEMENT OF THE CURSIVE HANDWRITING SKILL THROUGH EXPLICIT INSTRUCTION MODEL (A Classroom Action Research of the Second Grade Students of State Primary School Soropadan No. 180 Surakarta in Academic Year 2017/2018)." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 1 (September 19, 2018). http://dx.doi.org/10.20961/shes.v1i1.23620.
Full textAbstract:
<em>The objective of this research is to improve the cursive handwriting skill through Explicit Instruction model of the second grade students. The type of this research was Classroom Action Research conducted two cycles. Each cycle consisted of four phases, namely: planning, acting, observing, and reflecting. The subjects of this research are teacher and second grade students which amounted to 31 students. The data of this research were collected by observation, interview, test, and documentation. The data of this research were validated by using data source and technique triangulations. The data were analyzed by using the interactive analysis model. Based of the research, seen from minimum passing score 70, the classical passing score of students writing skill was increased, from 29% in pre-action, increased to 61% in cycle I, and increased to 84% in cycle II. This research can be concluded that through Explicit Instruction model can improve cursive handwriting skill of the second grade students of State Primary School Soropadan No. 108 in academic year 2017/2018.</em>
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Frey (174–88), Lauren. "Marianne Moore’s Ghost Revisions." Textual Cultures 14, no. 1 (August 9, 2021). http://dx.doi.org/10.14434/tc.v14i1.32856.
Full textAbstract:
The Rosenbach Museum and Library contains The Marianne Moore Library (MML), the largest collection of Marianne Moore’s personal objects and literary papers. Among these objects and papers are the poet’s personal copies of each of her published books. One of the first observations to be made about Moore’s revising method is her habit of revising on copies of her books from her first publication, Poems (1921), through her final publication, Complete Poems (1967), often neatly writing in an updated word or phrase in small cursive handwriting. Indeed, her lifelong habit of using published texts as sites of revision began with Poems (1921) not long after it was published. To date, I have not found a study that addresses these revisions made upon her own copies of her books, especially Poems (1921) and both editions of Observations (1924 and 1925). In order to better understand Moore’s revision process in her early years before becoming editor of The Dial, their curious presence becomes a prerequisite for reading and positing a chronology to the revisions on her manuscripts and typed scripts of her other early poetry. This essay intends to explore the revisions that Moore made on her two copies of Poems (1921) and on Observations (1924).
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"Artificial Neural Network for Cursive Handwriting Recognition System." International Journal of Engineering and Advanced Technology 9, no. 5 (June 30, 2020): 877–80. http://dx.doi.org/10.35940/ijeat.e9866.069520.
Full textAbstract:
Cursive Handwriting acknowledgment is an extremely testing zone because of the one of a kind styles of composing starting with one individual then onto the next. Right now, disconnected cursive composing character acknowledgment framework is portrayed utilizing an Artificial Neural Network. The highlights of every character written in the information are extricated and afterward sent to the neural system. Informational collections, having writings of various individuals are utilized in making framework. The suggested acknowledgment framework yields elevated steps of exactness when contrasted with the ordinary methodologies right now. This framework can effectively perceive cursive messages and convert them into auxiliary structure.
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"Handwritten Text Recognition using Machine Learning Techniques in Application of NLP." International Journal of Innovative Technology and Exploring Engineering 9, no. 2 (December 10, 2019): 1394–97. http://dx.doi.org/10.35940/ijitee.a4748.129219.
Full textAbstract:
Handwriting Detection is a technique or ability of a Computer to receive and interpret intelligible handwritten input from source such as paper documents, touch screen, photo graphs etc. Handwritten Text recognition is one of area pattern recognition. The purpose of pattern recognition is to categorizing or classification data or object of one of the classes or categories. Handwriting recognition is defined as the task of transforming a language represented in its spatial form of graphical marks into its symbolic representation. Each script has a set of icons, which are known as characters or letters, which have certain basic shapes. The goal of handwriting is to identify input characters or image correctly then analyzed to many automated process systems. This system will be applied to detect the writings of different format. The development of handwriting is more sophisticated, which is found various kinds of handwritten character such as digit, numeral, cursive script, symbols, and scripts including English and other languages. The automatic recognition of handwritten text can be extremely useful in many applications where it is necessary to process large volumes of handwritten data, such as recognition of addresses and postcodes on envelopes, interpretation of amounts on bank checks, document analysis, and verification of signatures. Therefore, computer is needed to be able to read document or data for ease of document processing.