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Advances in Psychological Science    2015, Vol. 23 Issue (10) : 1843-1851     DOI: 10.3724/SP.J.1042.2015.01843
Regular Articles |
Handwriting Psychology in the Age of Computers
LEE Hui-Min I.; WANG Ruo-Meng; WANG Quan-Hong; QIU Jiang
(Key Laboratory of Cognition and Personality (SWU), Ministry of Education;
School of Psychology, Southwest University, Chongqing 400715, China)
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Abstract  

Evolved from graphology, graphonomics is a multidisciplinary field about handwriting and related skills. Since handwriting is a cognitive ability and even a survival skill, the study of graphonomics contributes to psychologists, educationalists, children, and ordinary adults. While traditional graphologists could study only the two-dimension handwriting, graphonomics scholars have new software and hardware that allows them to delve deeply into new aspects of handwriting like velocity, acceleration, pressure, grip height, and grip force. Handwriting has the benefit of being objective and standardized, and researchers have studied how graphonomics is related to cognition, personality, disease, and so forth. Because digital writing tools are becoming more common, more attention will be paid to a comprehensive understanding of handwriting. Furthermore, handwriting, as a psychometrical tool, could be applied to teaching evaluation, criminal investigation, and artificial intelligence. Eventually, according to theories of embodied cognition, handwriting could also be used as an intervention to enhance cognition and personality.

Keywords graphonomics      graphology      embodied cognition      development of fine motor ability      digital tablet     
Corresponding Authors: QIU Jiang, E-mail: qiuj318@swu.edu.cn   
Issue Date: 15 October 2015
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LEE Hui-Min I.
WANG Ruo-Meng
WANG Quan-Hong
QIU Jiang
Cite this article:   
LEE Hui-Min I.,WANG Ruo-Meng,WANG Quan-Hong, et al. Handwriting Psychology in the Age of Computers[J]. Advances in Psychological Science, 2015, 23(10): 1843-1851.
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http://journal.psych.ac.cn/xlkxjz/EN/10.3724/SP.J.1042.2015.01843     OR     http://journal.psych.ac.cn/xlkxjz/EN/Y2015/V23/I10/1843
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