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Studies of typographical factors influencing speed of reading III

In Artigo, Journal of Applied Psychology, University of Minnesota on setembro 21, 2008 at 2:52 am

Título: Studies of typographical factors influencing speed of reading. III. Length of line.
Autores: Donald G. Paterson e Miles A. Tinker
Publicado em: Journal of Applied Psychology, vol. 13(3) (jun. 1929), pp. 205-219
Data: 1929
Nº de páginas: 15

Acesso: Ovid

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Summary and conclusions

1. A review of previous work and opinion on the influence of line length on speed of reading shows that for the most part short lines are favored over long ones. Results and recommendations even when specific, are difficult to interpret because generally there has been failure to specify size of type used.

2. A speed of reading record was obtained for texts set up with lines 59, 80, 97, 114, 136, 152, 168, and 186 mm in length with size of type kept constant at 10 point. Comparisons were made between the 80 mm, line and each of the other lengths of lme. There were 560 college students used in the experiment.

3. The texts in 59, 97, 114, 136, 152, 168, and 186 mm. were read more slowly than the text in 80 mm. The differences ranged from 2.8 to 11.4 per cent and all but one (80 mm. vs. 97 mm.) were statistically significant, and even in this exceptional case there are 96.4 chances in 100 that a difference in the
same direction would be found if the experiment were repeated under similar conditions. All but one difference was greater than 5 per cent and consequently of practical significance in the hygiene of reading.

4. The results obtained in this experiment justify the conclusion that, for 10 point type and for the comparisons here made, an 80 mm line yields the fastest reading and is therefore the optimum length of line for efficient reading. Pending further experimental work we suggest that material printed with 10 point type be kept within the limits of 75 to 90 mm. if fast reading be desired.

5. Further analysis of these data show that the 80 mm. optimum holds for fast and slow readers as well as for average readers among college students although there is evidence that fast readers are retarded relatively more than are average or slow readers.

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