Revised to reflect recent advances in technology, this is a course for intermediate and advanced typing / word-processing programmes. It includes photocopiable documents for completion of the exercises, as well as displayed answers to all exercises not already set out in the main text. In this edition extra information and exercises are included on language arts skills which include a punctuation review, the use of prepositions, subject and verb agreement, word comparisons such as accept/except and advice/advise.

Originally published in 1976, the authors present a theory of cognitive development based upon an information-processing approach. Here is one of the first attempts to apply the information-processing view of cognitive psychology to developmental issues raised by empirical work in the Piagetian tradition.

Comprehensive approach to keyboarding and information processing from the all-new sixth edition of Century 21 Keyboarding & Information Processing. Students learn the skills needed to succeed in the workplace today and tomorrow using the proven, highly successful pattern of basic skills development characterized in previous editions. For over 75 years, South-Western has provided the highest quality, most innovative, keyboarding instruction in the world! The new sixth edition is the best edition ever with an all-new colorful layout, revamped text content supported by three exceptional software packages (MicroType Pro, MLS Century 21 Multimedia, and Document Checker), cross-curricular themes, word processing applications, optional language and writing activities, and "Your Perspectives" critical thinking guides.

First published in 1979. Basic research, at its essence, is exploration of the unknown. When it is successful, isolated pieces of reality are deciphered and described. Most of the history of an empirical discipline consists of probes into this darkness-some bold, others careful and systematic. Most of these efforts are initially incorrect. At best, they are distant approximations to a reality that may not be correctly specified for centuries. How, then, can we describe the fragmented knowledge that characterizes a scientific discipline for most of its history? A dynamic field of science is held together by its paradigm. The author’s think it is essential to adequate scientific education to teach paradigms, and believe that there is an effective method. The method emphasizes the integral nature, rather than the objective correctness, of a given set of consensual commitments. They believe that paradigmatic content can be effectively combined with the technical research literature commonly presented in scientific texts. This book represents the culmination of those beliefs.

This study compares the cognitive processing of expert and novice typists, and examines how automaticity affects the level of semantic processing. Subjects typed three passages then took a recognition test. Would experts, who routinely apply automaticity while typing, do better at recognizing the sentences they typed than novices, or would novices who spend more time and effort with the text do better? Is typing mainly guided by the orthographic structure of text? Is the text mentally processed for semantic content? The results indicate that novices had slightly better recognition for the sentences they typed than experts. They were also quicker to recognize verbatim sentences and they had a higher frequency of choosing them over decoys. Novices were also better at differentiating semantically similar sentences from those that contradicted the meaning of the sentences they typed. These findings suggest that although automaticity may minimize demands on working memory, it does not necessarily lead to deeper semantic processing. Typing demands attention to the orthographic structure of the text and semantic information is processed incidentally.

This book celebrates and expands on J. Michael Dunn’s work on informational interpretations of logic. Dunn, in his Ph.D. thesis (1966), introduced a semantics for first-degree entailments utilizing the idea that a sentence can provide positive or negative information about a topic, possibly supplying both or neither. He later published a related interpretation of the logic R-mingle, which turned out to be one of the first relational semantics for a relevance logic. An incompatibility relation between information states lends itself to a definition of negation and it has figured into Dunn's comprehensive investigations into representations of various negations. The informational view of semantics is also a prominent theme in Dunn’s research on other logics, such as quantum logic and linear logic, and led to the encompassing theory of generalized Galois logics (or "gaggles"). Dunn’s latest work addresses informational interpretations of the ternary accessibility relation and the very nature of information. The book opens with Dunn’s autobiography, followed by a list of his publications. It then presents a series of papers written by respected logicians working on different aspects of information-based logics. The topics covered include the logic R-mingle, which was introduced by Dunn, and its applications in mathematical reasoning as well as its importance in obtaining results for other relevance logics. There are also interpretations of the accessibility relation in the semantics of relevance and other non-classical logics using different notions of information. It also presents a collection of papers that develop semantics for various logics, including certain modal and many-valued logics. The publication of this book is well timed, since we are living in an "information age.” Providing new technical findings, intellectual history and careful expositions of intriguing ideas, it appeals to a wide audience of scholars and researchers.