crossmodal error correction of continuous handwriting recognition by speech

In recognition-based user interface, users’ satisfaction is determined not only by recognition accuracy but also by effort to correct recognition errors. In this paper, we introduce a crossmodal error correction technique, which allows users to correct errors of Chinese handwriting recognition by speech. The focus of the paper is a multimodal fusion algorithm supporting the crossmodal error correction. By fusing handwriting and speech recognition, the algorithm can correct errors in both character extraction and recognition of handwriting. The experimental result indicates that the algorithm is effective and efficient. Moreover, the evaluation also shows the correction technique can help users to correct errors in handwriting recognition more efficiently than the other two error correction techniques.

Theory of Handwriting

Handwriting production is viewed as a constrained modulation of an underlying oscillatory process. Coupled oscillations in horizontal and vertical directions produce letter forms, and when superimposed on a rightward constant velocity horizontal sweep result in spatially separated letters. Modulation of the vertical oscillation is responsible for control of letter height, either through altering the frequency or altering the acceleration amplitude. Modulation of the horizontal oscillation is responsible for control of corner shape through altering phase or amplitude. The vertical velocity zero crossing in the velocity space diagram is important from the standpoint of control. Changing the horizontal velocity value at this zero crossing controls corner shape, and such changes can be effected through modifying the horizontal oscillation amplitude and phase. Changing the slope at this zero crossing controls writing slant; this slope depends on the horizontal and vertical velocity zero amplitudes and on the relative phase difference. Letter height modulation is also best applied at the vertical velocity zero crossing to preserve an even baseline. The corner shape and slant constraints completely determine the amplitude and phase relations between the two oscillations. Under these constraints interletter separation is not an independent parameter. This theory applies generally to a number of acceleration oscillation patterns such as sinusoidal, rectangular and trapezoidal oscillations. The oscillation theory also provides an explanation for how handwriting might degenerate with speed. An implementation of the theory in the context of the spring muscle model is developed. Here sinusoidal oscillations arise from a purely mechanical sources; orthogonal antagonistic spring pairs generate particular cycloids depending on the initial conditions. Modulating between cycloids can be achieved by changing the spring zero settings at the appropriate times. Frequency can be modulated either by shifting between coactivation and alternating activation of the antagonistic springs or by presuming variable spring constant springs. An acceleration and position measuring apparatus was developed for measurements of human handwriting. Measurements of human writing are consistent with the oscillation theory. It is shown that the minimum energy movement for the spring muscle is bang-coast-bang. For certain parameter values a singular arc solution can be shown to be minimizing. Experimental measurements however indicate that handwriting is not a minimum energy movement.

A Quantitative Evaluation of the AVITEWRITE Model of Handwriting Learning

Much sensory-motor behavior develops through imitation, as during the learning of handwriting by children. Such complex sequential acts are broken down into distinct motor control synergies, or muscle groups, whose activities overlap in time to generate continuous, curved movements that obey an intense relation between curvature and speed. The Adaptive Vector Integration to Endpoint (AVITEWRITE) model of Grossberg and Paine (2000) proposed how such complex movements may be learned through attentive imitation. The model suggest how frontal, parietal, and motor cortical mechanisms, such as difference vector encoding, under volitional control from the basal ganglia, interact with adaptively-timed, predictive cerebellar learning during movement imitation and predictive performance. Key psycophysical and neural data about learning to make curved movements were simulated, including a decrease in writing time as learning progresses; generation of unimodal, bell-shaped velocity profiles for each movement synergy; size scaling with isochrony, and speed scaling with preservation of the letter shape and the shapes of the velocity profiles; an inverse relation between curvature and tangential velocity; and a Two-Thirds Power Law relation between angular velocity and curvature. However, the model learned from letter trajectories of only one subject, and only qualitative kinematic comparisons were made with previously published human data. The present work describes a quantitative test of AVITEWRITE through direct comparison of a corpus of human handwriting data with the model's performance when it learns by tracing human trajectories. The results show that model performance was variable across subjects, with an average correlation between the model and human data of 89+/-10%. The present data from simulations using the AVITEWRITE model highlight some of its strengths while focusing attention on areas, such as novel shape learning in children, where all models of handwriting and learning of other complex sensory-motor skills would benefit from further research.

The VITEWRITE Model of Handwriting Production

This article describes the VITEWRITE model for generating handwriting movements. The model consists of a sequential controller, or motor program, that interacts with a trajectory generator to move a hand with redundant degrees of freedom. The neural trajectory generator is the Vector Integration to Endpoint (VITE) model for synchronous variable-speed control of multijoint movements. VITE properties enable a simple control strategy to generate complex handwritten script if the hand model contains redundant degrees of freedom. The controller launches transient directional commands to independent hand synergies at times when the hand begins to move, or when a velocity peak in the outflow command to a given synergy occurs. The VITE model translates these temporally disjoint synergy commands into smooth curvilinear trajectories among temporally overlapping synergetic movements. Each synergy exhibits a unimodal velocity profile during any stroke, generates letters that are invariant under speed and size rescaling, and enables effortless connection of letter shapes into words. Speed and size rescaling are achieved by scalar GO and GRO signals that express computationally simple volitional commands. Psychophysical data such as the isochrony principle, asymmetric velocity profiles, and the two-thirds power law relating movement curvature and velocity arise as emergent properties of model interactions.

Neural Models of Temporally Organized Behaviors: Handwriting Production and Working Memory

Advanced Research Projects Agency (ONR N00014-92-J-4015); Office of Naval Research (N00014-91-J-4100, N00014-92-J-1309)

Handwriting Intervention: Impact on the Reading and Writing Abilities of High School Students

Handwriting is a functional task that is used to communicate thoughts using a written code. Research findings have indicated that handwriting is related to learning to read and learning to write. The purposes of this research project were to determine if a handwriting intervention would increase abilities in reading and writing skills, in graphomotor and visual-motor integration skills, and improve the participants’ self-perceptions and self-descriptions pertaining to handwriting enjoyment, competence, and effort. A single-subject research design was implemented with four struggling high school students who each received 10.5 to 15.5 hours of cursive handwriting intervention using the ez Write program. In summary, the findings indicated that the students showed significant improvements in aspects of reading and writing; that they improved significantly in their cursive writing abilities; and that their self-perceptions concerning their handwriting experience and competence improved. The contribution of handwriting to academic achievement and vocational success can no longer be neglected.

Note in Samuel Woodruff’s handwriting thanking the company for their offer

Note (1/2 page, handwritten) in Samuel Woodruff’s handwriting thanking the company for their offer. [This seems to be a rough note, with no salutation and no signature], n.d.

Letter to Jarvis, Conklin and Co. is in S.D. Woodruff’s handwriting, but unsigned regarding the Shelby and Cunningham accounts

Letter (1 ¼ pages, handwritten) to Jarvis, Conklin and Co. is in S.D. Woodruff’s handwriting, but unsigned regarding the Shelby and Cunningham accounts, March 25, 1883.

Syllable frequency effects in Spanish handwriting production. 'Efectos de la frecuencia silábica en la producción escrita del español'.

Resumen en español. Resumen basado en el de la publicación

First skills in numeracy 1. Handwriting book.

Ejercicios de aritmética para los alumnos de la etapa clave 1. Cuaderno de trabajo centrado en el cálculo y escrito específicamente para estimular en los niños el pensamiento matemático a través de una amplia gama de actividades. Su enfoque está basado en los objetivos del proyecto nacional de cálculo .

Nelson Phonics spelling and handwriting teacher's book.

Manual del profesor que proporciona una guía completa para la enseñanza de la escritura junto con un curso completo de fonética de la etapa clave 1 (Key Stage 1). Incluye una visión general sobre la mejor forma de vincular la escritura y el deletreo con la fonética. Proporciona orientación, lecciones y actividades para las competencias clave de la escritura y la ortografía con la secuencia fonética pasando de sonidos sencillos a sonidos más complejos a un ritmo y secuencia recomendada con las fichas elaboradas por el Department for Education and Skills (DfES).

The effect of the handwriting without tears program on student cursive writing achievement at Central Institute for the Deaf (CID)

Handwriting Without Tears (HWT) is a multi-sensory program that provides a simpler approach to the instruction of cursive handwriting. It was administered to a sample of third graders to assess the effectiveness of the program and determine if it would be a viable option for handwriting instruction at CID.