The average person types between 38 and 40 words per minute (WPM), what translates into between 190 and 200 characters per minute (CPM). However, professional typists type a lot faster — on average between 65 and 75 WPM.
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People also ask, is Typing 40 wpm good?
Generally, a typing speed of 40 WPM (Words Per Minute) is considered an average typing speed. An average speed should not be confused with a “minimum speed” that some employers may use as a job requirement – an applicant must exceed the stated minimum speed.
Also Know, what are examples of word processing? A word processor, or word processing program, does exactly what the name implies. It processes words. It also processes paragraphs, pages, and entire papers. Some examples of word processing programs include Microsoft Word, WordPerfect (Windows only), AppleWorks (Mac only), and OpenOffice.org.
People also ask, what is word processing WPM?
Words per minute, commonly abbreviated wpm (sometimes uppercased WPM), is a measure of words processed in a minute, often used as a measurement of the speed of typing, reading or Morse code sending and receiving. Average wpm can be calculated by counting all typed characters in one minute and dividing by five.
What is meant by word processing?
A word processor is software or a device that allows users to create, edit, and print documents. It enables you to write text, store it electronically, display it on a screen, modify it by entering commands and characters from the keyboard, and print it. Of all computer applications, word processing is the most common.
Continue Learning about Computer Science
What is the difference between word processor and word processing?
A word processor is a noun (for example Microsoft Word)
Word processing is what a word prcessor does
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From Wikipedia, the free encyclopedia
«wpm» redirects here. For other uses, see WPM.
Words per minute, commonly abbreviated wpm (sometimes uppercased WPM), is a measure of words processed in a minute, often used as a measurement of the speed of typing, reading or Morse code sending and receiving.
Alphanumeric entry[edit]
Since words vary in length, for the purpose of measurement of text entry the definition of each «word» is often standardized to be five characters or keystrokes long in English,[1] including spaces and punctuation. For example, under such a method applied to plain English text the phrase «I run» counts as one word, but «rhinoceros» and «let’s talk» would both count as two.
Karat et al. found in one study of average computer users in 1999 that the average rate for transcription was 32.5 words per minute, and 19.0 words per minute for composition.[2] In the same study, when the group was divided into «fast», «moderate», and «slow» groups, the average speeds were 40 wpm, 35 wpm, and 23 wpm, respectively.
With the onset of the era of desktop computers, fast typing skills became much more widespread.
Typically, professional typists type at speeds of 43 to 80 wpm, while some positions can require 80 to 95 (usually the minimum required for dispatch positions and other time-sensitive typing jobs), and some advanced typists work at speeds above 120 wpm.[3] Two-finger typists, sometimes also referred to as «hunt and peck» typists, commonly reach sustained speeds of about 37 wpm for memorized text and 27 wpm when copying text, but in bursts may be able to reach much higher speeds.[4] From the 1920s through the 1970s, typing speed (along with shorthand speed) was an important secretarial qualification, and typing contests were popular and often publicized by typewriter companies as promotional tools.
Stenotype[edit]
Stenotype keyboards enable the trained user to input text as fast as 360 wpm at very high accuracy for an extended period, which is sufficient for real-time activities such as court reporting or closed captioning. While training dropout rates are very high — in some cases only 10% or even fewer graduate — stenotype students are usually able to reach speeds of 100–120 wpm within six months, which is faster than most alphanumeric typists. Guinness World Records gives 360 wpm with 97.23% accuracy as the highest achieved speed using a stenotype.[5]
Numeric entry[edit]
The numeric entry or 10-key speed is a measure of one’s ability to manipulate the numeric keypad found on most modern separate computer keyboards. It is used to measure speed for jobs such as data entry of number information on items such as remittance advice, bills, or checks, as deposited to lock boxes. It is measured in keystrokes per hour (KPH). Many jobs require a certain KPH, often 8,000 or 10,000.[citation needed]
Handwriting[edit]
For an adult population (age range 18–60) the average speed of copying is 40 letters per minute (approximately 8 wpm), with the range from a minimum of 26 to a maximum of 113 letters per minute (approximately 5 to 20 wpm).[citation needed]
A study of police interview records showed that the highest speed fell in the range 120–155 characters per minute, the highest possible limit being 190 characters per minute.[6]
According to various studies the speed of handwriting of 3–7 graders varies from 25 to 94 letters per minute.[7]
Using stenography (shorthand) methods, this rate increases greatly. Handwriting speeds up to 350 words per minute have been achieved in shorthand competitions.[8]
Reading and comprehension[edit]
Words per minute is a common metric for assessing reading speed and is often used in the context of remedial skills evaluation, as well as in the context of speed reading, where it is a controversial measure of reading performance.
A word in this context is the same as in the context of speech.
Research done in 2012[9] measured the speed at which subjects read a text aloud, and found the typical range of speeds across 17 different languages to be 184±29 wpm or 863±234 characters per minute. However, the number of wpm varied between languages, even for languages that use the Latin or Cyrillic alphabets: as low as 161±18 for Finnish and as high as 228±30 for English. This was because different languages have different average word lengths (longer words in such languages as Finnish and shorter words in English). However, the number of characters per minute tends to be around 1000 for all the tested languages. For the tested Asian languages that use particular writing systems (Arabic, Hebrew, Chinese, Japanese) these numbers are lower.
Scientific studies have demonstrated that reading—defined here as capturing and decoding all the words on every page—faster than 900 wpm is not feasible given the limits set by the anatomy of the eye.[10]
While proofreading materials, people are able to read English at 200 wpm on paper, and 180 wpm on a monitor.[11] [Those numbers from Ziefle, 1998, are for studies that used monitors prior to 1992. See Noyes & Garland 2008 for a modern tech view of equivalence.]
Speech and listening[edit]
Audiobooks are recommended to be 150–160 words per minute, which is the range that people comfortably hear and vocalize words.[12]
Slide presentations tend to be closer to 100–125 wpm for a comfortable pace,[13] auctioneers can speak at about 250 wpm,[citation needed] and the fastest speaking policy debaters speak from 350[14] to over 500 words per minute.[15] Internet speech calculators show that various things influence words per minute including nervousness.[citation needed]
John Moschitta, Jr., was listed in Guinness World Records, for a time, as the world’s fastest speaker, being able to talk at 586 wpm.[16] He has since been surpassed by Steve Woodmore, who achieved a rate of 637 wpm.[17]
Sign language[edit]
In the realm of American Sign Language, the American Sign Language University (ASLU) specifies a cutoff proficiency for students who clock a signing speed of 110-130 wpm.[18]
Morse code[edit]
Morse code uses variable length sequences of short and long duration signals (dits and dahs, colloquially called dots and dashes) to represent source information[19] e.g., sequences for the letter «K» and numeral «2» are respectively ( ▄▄▄ ▄ ▄▄▄ ) and ( ▄ ▄ ▄▄▄ ▄▄▄ ▄▄▄ ). This variability complicates the measurement of Morse code speed rated in words per minute. Using telegram messages, the average English word length is about five characters, each averaging 5.124 dot durations or baud. Spacing between words should also be considered, being seven dot durations in the USA and five in British territories. So the average British telegraph word was 30.67 dot times.[20] So the baud rate of a Morse code is 50⁄60 × word per minute rate.
It is standard practice to use two different such standard words to measure Morse code speeds in words per minute. The standard words are: «PARIS» and «CODEX». In Morse code «PARIS» has a dot duration of 50, while «CODEX» has 60.
Although many countries no longer require it for licensing, Morse is still widely used by amateur radio («ham») operators. Experienced hams routinely send Morse at 20 words per minute, using manually operated hand telegraph keys; enthusiasts such as members of The CW Operators’ Club routinely send and receive Morse code at speeds up to 60 wpm. The upper limit for Morse operators attempting to write down Morse code received by ear using paper and pencil is roughly 20 wpm. Many skilled Morse code operators can receive Morse code by ear mentally without writing down the information at speeds up to 70 wpm.[21] To write down the Morse code information manually at speeds higher than 20 wpm it is usual for the operators to use a typewriter or computer keyboard to enable higher speed copying.
In the United States a commercial radiotelegraph operator’s license is still issued, although there is almost no demand for it, since for long distance communication ships now use the satellite-based Global Maritime Distress and Safety System. Besides a written examination, proficiency at receiving Morse at 20 wpm plain language and 16 wpm in code groups must be demonstrated.[22]
High-speed telegraphy contests are still held. The fastest Morse code operator was Theodore Roosevelt McElroy copying at 75.6 wpm using a typewriter at the 1939 world championship.[23]
See also[edit]
- Colemak keyboard
- Dvorak keyboard
- Instructograph
- Keystroke dynamics
- Morse code
- Speed typing contest
- Touch typing
References[edit]
- ^ Ahmed Sabbir Arif and Wolfgang Stuerzlinger. 2009.»Analysis of Text Entry Performance Metrics». In Proceedings of the IEEE Toronto International Conference–Science and Technology for Humanity (TIC-STH ’09). IEEE, Washington, D.C., US, pp. 100-105.
- ^ Karat CM, Halverson C, Horn D, Karat J (1999). «Patterns of entry and correction in large vocabulary continuous speech recognition systems». Proceedings of the SIGCHI conference on Human Factors in Computing Systems (CHI ’99). New York, NY, US: ACM. pp. 568–575. doi:10.1145/302979.303160. ISBN 0-201-48559-1.
- ^ Ayres, Robert U; Martinás, Katalin (2005), «120 wpm for very skilled typist», On the Reappraisal of Microeconomics: Economic Growth and Change in a Material World, Cheltenham, UK & Northampton, Massachusetts: Edward Elgar Publishing, p. 41, ISBN 978-1-84542-272-1, retrieved 22 November 2010
- ^ Brown, C. Marlin (1988). Human-computer interface design guidelines. USA: Ablex Pub. Corp. ISBN 0893913324.
- ^ «Fastest realtime court reporter (stenotype writing)». Guinnessworldrecords.com. 2004-07-30. Retrieved 2014-05-13.
- ^ Hardcastle, R. A.; Matthews, C. J. (January 1991). «Speed of writing». Journal of the Forensic Science Society. 31 (1): 21–29. doi:10.1016/s0015-7368(91)73114-9.
- ^ Zaviani, Jenny; Wallen, Margaret (2006). «The Development of Graphomotor Skills». In Henderson, Anne; Pehoski, Charlane (eds.). Hand Function in the Child: Foundations for Remediation (2nd ed.). St. Louis, MO: Mosby. p. 228. ISBN 0323031862.
- ^ «New World’S Record For Shorthand Speed» (PDF). New York Times. 1922-12-30. Retrieved 2014-05-13.
- ^ Trauzettel-Klosinski, Susanne; Dietz, Klaus (August 2012). «Standardized Assessment of Reading Performance: The New International Reading Speed Texts IReST». Investigative Ophthalmology & Visual Science. 53 (9): 5452–61. doi:10.1167/iovs.11-8284. PMID 22661485.
- ^ Bremer, Rod (2016-01-20). The Manual: A Guide to the Ultimate Study Method (2 ed.). Fons Sapientiae Publishing. ISBN 978-0-9934964-0-0.
- ^ Ziefle, M (December 1998). «Effects of display resolution on visual performance». Human Factors. 40 (4): 554–68. doi:10.1518/001872098779649355. PMID 9974229. S2CID 33065301.
- ^ Williams, J. R. (1998). Guidelines for the use of multimedia in instruction, Proceedings of the Human Factors and Ergonomics Society 42nd Annual Meeting, 1447–1451
- ^ Wong, Linda (2014). Essential Study Skills. Cengage Learning. ISBN 978-1285965628.
- ^ Chafets, Zev (2006-03-19). «Ministers of Debate». The New York Times.
- ^ Smillie, Dirk (2008-07-22). Falwell Inc.: Inside a Religious, Political, Educational, and Business Empire — Dirk Smillie — Google Boeken. ISBN 9780312376291. Retrieved 2014-04-20.
- ^ «John Moschitta set record for fast talking… May 24 in History». Brainyhistory.com. 1988-05-24. Retrieved 2014-04-20.
- ^ «World’s Fastest Talker — Steve Woodmore». YouTube. 2011-02-05. Archived from the original on 2021-12-12. Retrieved 2014-04-20.
- ^ «How fast should I sign?». American Sign Language University. 2014-02-09. Retrieved 2020-07-30.
- ^ International Telecommunication Union, ITU. «International Morse Code Recommendation» (PDF). ITU.
- ^ Morsh, Joseph E.; Stannard, A. F. B. (1947). «Studies in international Morse Code. II. A simplified method of determining code speed». Canadian Journal of Psychology. 1 (2): 67–70. doi:10.1037/h0084027.
- ^ Morse Code at 140 WPM
- ^ Commercial Radio Operator Types of Licenses
- ^ «Morse code page of Roger J. Wendell — WBŘJNR (WB0JNR)». Rogerwendell.com. Retrieved 2014-04-20.
Good typing speeds are relative to job descriptions. For example, data entry positions usually require 60-80 words per minute. Medical transcriptionists, paralegals and executive secretaries should be able to type 70-100 wpm.
Tip
What’s considered a good typing speed largely depends on the job you’re doing. Forty words per minute works fine for emailing friends, upward of 80 wpm may be required for some jobs.
Jobs in which you normally spend very little time at the computer may not even have typing speed requirements. For example, sales people don’t need to type particularly fast. Service people like waiters, cosmetologists and security officers may not need to type at all. However, being able to type well can help you get more done, even if it’s just for yourself.
Speed and accuracy can be improved over time, but if you’re applying for a job that specifies a certain typing speed, be prepared to meet that requirement on your first day. In today’s fast-paced business environment employers expect new hires to hit the ground running.
The Fastest Typing Speeds Ever
The fastest recorded typists in history have speeds of over 200 wpm. In 1946, Stella Pajunas, from Chicago, hit 216 wpm on an IBM electric typewriter. Her record is still unbroken.
Barbara Blackburn of Salem, Oregon, came close in 2005 at 212 wpm. But some would argue apples and oranges because she use a modified keyboard.
The Guinness Book of Records lists “fastest typists” in many different categories. There’s the fastest typist using his nose (103 characters in 46.30 seconds) and the fastest typing time on a smartphone (264 characters in 56.57 seconds)
Averages and Accuracy
There is a slight difference in average typing speeds between males and females. Males average approximately 44 words per minute, while females average 37 words per minute. Handwriting is estimated to reach slightly more than 30 words per minute, which shows that even average typing is faster than handwriting.
Mistakes are inevitable. The average typist makes about eight errors per 100 words. While autocorrect can fix some errors, it can also create more problems. Consider this text exchange: “You need to change your autopsy date.” “What!?” “AUTOPAY! … I meant AUTOPAY date!”
If super accurate typing is important in your job, you may want to consider shutting off autocorrect. You can also customize it. Type “customize autocorrect” in your computer’s “Help” search bar for instructions.
Improve Your Typing Skills
Improving typing skills requires working on both speed and accuracy. Programs are available online to help. Many are free and incorporate online competitions with leaderboards to inspire better results.
Tips for improving typing typically focus on touch typing. Touch typing uses muscle memory to find keys quickly instead of glances down at the keyboard. This is same method pianists use so they can read music and play at the same time.
Voice to Text Technology
Developing accurate, easy to use voice to text software is a real challenge for software engineers. For starters, people speak much faster than they read or type. The average English speaker in the U.S. utters about 150 words per minute. Improvements in this field languished for a while but advances are once again being made.
Well designed voice recognition software can improve efficiency considerably. You can dictate a letter about three times faster than typing one. However, even the best programs take time to adapt to you. The software has to calibrate to your voice and, learn the words and phrases you use most often.
These programs work better the more you use them. Once they learn your most frequently used words and phrases, they’ll start predicting and auto-filling text the way your smartphone does. Prices for voice to text software range from several hundred dollars to several thousand. In general, the more you spend, the better the technology.
What is Processing Speed?
Weiss et al (2019) liken processing speed to a clerk within an organisation; someone who job it is to carry out a specific task as quickly as possible and with no errors. This is a straightforward analogy which places processing speed in amongst other broad cognitive abilities which are important for daily functioning.
Teachers and parents will often read about processing speed in psychological assessment reports. The WISC-V, a common battery of psychometric tests, measures processing speed by asking students to inspect visual information and match or find specific items within a short timeframe. Therefore, we can think about processing speed in terms of speed and accuracy of visual scanning, tracking, discrimination and wider skills such as the ability to focus attention and remember visual details.
Research has shown a relationship between processing speed and proficiency with literacy and numeracy. Ideally, the reading and mathematical skills which we learn in the early years at school become automatic over time and can be applied to more demanding and less familiar tasks. It’s important to note that a student who performs poorly on a standardised test of processing speed may be affected by factors such as the quality of their fine motor skills and the ability to focus their attention. There may also be issues with hearing or vision which impact on the processing of auditory or visual information. Therefore, while weaknesses with processing speed can be associated with neurodevelopmental conditions, we need to keep an open mind about a range of variables which may explain such weaknesses.
What are the signs of difficulties with Processing Speed?
Here are some common indicators of difficulties, with some typical examples that can be seen in school or at home. While we may find it easier to recognise processing speed difficulties in terms of visual or written tasks within the classroom, the student’s general presentation can also provide some clues.
Slower performance: Students may read at a slower pace, struggle to record notes about a topic and take longer to apply arithmetic operations or work through multiple steps in a maths problem.
Needing extra time: Working within a time limit is a common struggle. Students with processing speed difficulties often require more time, particularly if copying information from one source to another (such as writing down words from the whiteboard). They may not complete tasks as quickly as their peers.
Attention to detail: Seemingly careless errors can be a result of difficulties with recognising mistakes or omissions in written work. The task of proof-reading can also be time-consuming and laborious.
Fatigue: Weaknesses in visual scanning and tracking mean that the process of taking in and understanding new information requires more mental effort and energy. Students may appear tired, prone to distraction or more easily overwhelmed.
Lack of automaticity: Deficits in processing speed can have implications for wider cognitive functioning. Some students may find it harder to recognise social cues, relay personal experiences and keep up with fast-paced conversations with peers. They may also be slower to follow daily routines and organise themselves.
How can we support Processing Speed?
Time and Structure
· Shorten the duration of learning tasks and build in breaks for those students who are easily tired or distracted during prolonged periods of work.
· Focus on quality and accuracy over quantity – can the student demonstrate sufficient knowledge and skills within a topic by answering a smaller number of questions?
· Give the student a longer time to think about their answer to a question in a verbal discussion – tell them when they’ll be called upon and provide reminders of the question.
· Add structure to show-and-tell or group discussion activities, so that the student has clear and consistent guidelines for formulating a response. Give sample answers and use other students’ responses as a model.
· Consider checklists or “To do” lists to promote organisational skills. Build automaticity through verbal or visual routines on a daily basis.
· Ensure the student has more time to read a text or written question, particularly when the material is unfamiliar.
· Consider the quantity of homework – what is just the right amount to consolidate learning whilst avoiding over-exertion and stress?
Alleviate and Differentiate
· Consider potential distractions within the surrounding environment and how these can be mitigated through preferential seating or making changes to nearby wall displays.
· Limit the amount of visual clutter on a worksheet by reducing the amount of information or concealing later questions/sections.
· Break up the learning task into smaller chunks with realistic goals to work towards. Does the student need to see a sample of the finished product as a reference?
· Make written information stand out using larger fonts, colour-coding, explicit labelling or numbering separate steps within a task.
· Offer different types of output to minimise lengthy written replies to questions. Can the student provide verbal or typed answers, select from multiple choices or complete fill-in-the-blank sentences?
· Minimise the need to copy information from the whiteboard by providing notes or handouts for the student to keep at their desk.
· Ensure that the student has initial practise with access arrangements for formal examinations, such as extra time, a reader, the use of assistive technology, etc.
Practise and Play
· Some students may benefit from timers to monitor their time and gradually develop their speed. Such an approach should first focus on fun, motivating and stress-free activities. Flash cards, puzzles and ICT games may be useful in this regard.
· Try games which involve matching letters, words or pictures. Alternatively, sort items based on a consistent code (such as a shape or picture that corresponds with a number).
· “Where’s Wally?” is a good example of an activity which involves scanning for a specific item within a larger picture.
· Provide a page with various items and ask the student to hunt for and cross out specific letters or numbers.
· Teach discrimination skills, such as marking only the vehicles in a large page of animals, vehicles and clothes. Spot the difference games may also be helpful.
· Word searches can provide practise with finding and marking/highlighting specific words within a busy background.
· For students with stronger verbal processing skills, consider practising how to find specific features of a picture or object based on spoken descriptions and instructions.
References and Further Reading
· Bidwell, V. (2016). The Parents’ Guide to Specific Learning Difficulties: Information, Advice and Practical Tips. London: Jessica Kingsley Publishers.
· Braaten, E. & Willoughby, B. (2014). Bright Kids Who Can’t Keep Up: Help Your Child Overcome Slow Processing Speed and Succeed In A Fast-Paced World. New York: The Guilford Press.
· Nicholson, C.L., Alcorn, C.L & Erford, B.T. (2006). Educational Applications of the WISC-IV: A Handbook of Interpretive Strategies and Remedial Recommendations. Los Angeles: Western Psychological Services.
· Weiss, L.G., Saklofske, D.H., Holdnack, J.A. & Prifitera, A. (2019). WISC-V: Clinical Use and Interpretation (2nd Edition). London: Academic Press.