THE RELATIONSHIP BETVELN COMPETENCY IN SHORTHAND

ACCURACY AND ACHIEVMENT IN

SHORTHAND DICTATION

APPROVED:

Graduate Commitee:

Major Professor

Minor Professor

Committee M^nb

Commit iX er

j2k&3tL££ds±l. Dean of the School of Edueati

Dean of ~7~Ir

f the Graduate School

THE RELATIONSHIP BETWEEN COMPETENCY IN SHORTHAND

ACCURACY AND ACHIEVEMENT IN

SHORTHAND DICTATION

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF EDUCATION

By

JoeS M. Pullis, B. S., M. Ed.

Denton, Texas

June, 1966

TABLE OP CONTENTS

Page

LIST OP TABLES vll

LIST OP ILLUSTRATIONS. . . . . . . . . . ix

Chapter

I. INTRODUCTION 1 Statement of the Problem Significance of the Study Purposes of the Study Hypotheses Definition of Terms Procedures for Collecting and Creating Data Plan of the Study

II. RELATED LITERATURE 8

Conflicting Opinions Regarding Shorthand Accuracy

Transfer of Training Contrasting Beliefs Related to Shorthand

Teaching Methodology Related Studies

III. PRESENTATION AND ANALYSIS OP DATA 21

Introduction Relationship Between Shorthand Accuracy

and Shorthand Dictation Relationship Between Shorthand Accuracy

and Shorthand Transcription Relationship Between Shorthand Transcription

and Shorthand Dictation Relationship Between I. Q. and Shorthand

Accuracy Relationship Between I. Q. and Shorthand

Transcription Relationship Between I, Q. and Shorthand

Dictation

Chapter Page

Relationship Between Shorthand Accu-racy and Shorthand Dictation at Nine Dictation-Rate Levels?

Relationship Between Shorthand Tran-scription and Shorthand Dictation at Nine Dictation-Rate Levels

Relationship Between Intelligence Quo-tients and~Shorthand'Dietation at Nine Dictation-Rate Levels

Chapter Summary

IV. SUMMARY, FINDINGS, CONCLUSIONS, AND IMPLI-CATIONS 1+7

Summary Findings Conclusions Implications

APPENDIX 60

BIBLIOGRAPHY 103

vi

LIST OP TABLES

Table Page

I. Statistical Measures Relating to Shorthand Accuracy and. Shorthand Dictation. 22

II. Statistical Measures Relating to Shorthand Accuracy and Shorthand Transcription. . . . . . 23

III. Statistical Measures Relating to Shorthand Transcription and Shorthand Dictation 2k

IV. Statistical Measures Relating to I. Q. and Shorthand Accuracy. . . . . . . . . 26

V. Statistical Measures Relating to I. Q. and Shorthand Transcription 27

VI. Statistical Measures Relating to I. Q. and Shorthand Dictation . . . . . 28

VII. Statistical Measures Relating to 8hoi*thand Accuracy Scores of Nine Groups of Stu-dents Classified According to Shorthand Dictation Rate. . . 29

VIII. Analysis of Variance of Shorthand Accuracy Scores of Nine Shorthand Dictation-Rate Levels 30

IX. The T-Ratios of Shorthand Accuracy Scores of Nine Shorthand Dictation-Rate Levels . . . . 31

X. Statistical Measures Relating to Shorthand Transcription Means of Nine Groups of Students Classified According to Short-hand Dictation Rate . . . . . . . . . . . . . . 34

XI. Analysis of Variance of Shorthand Transcription Scores of Nine Shorthand Dictation-Rate Levels. « . . . 35

vil

Table Page

XII, The T-Ratios of Shorthand Transcription Scores of Nine Shorthand Dictation-Rate Levels, . . , . 36

XIII, Statistical Measures Relating to Intelligence Quotient Means of Nine Groups of Students Classified According to Shorthand Dicta-tion Rate. 40

<0

XIV, Analysis of Variance of Intelligence Quotient Scores of Nine Shorthand Dictation-Rate Levels . . . . . . . . . . . . . . . . 41

XV, Shorthand Dictation Rate Listed According to Shorthand Accuracy Index 6l

XVI, Shorthand Accuracy Index Listed According to Shorthand Dictation Rate , 63

XVII, Shorthand Transcription Index Listed According to Shorthand Accuracy Index 65

XVIII, Shorthand Accuracy Index Listed According to Shorthand Transcription Index, , . 67

XIX, Shorthand Dictation Rate Listed According to Shorthand Transcription Index , 69

XX, Shorthand Transcription Index Listed According to Shorthand Dictation Rate, • 71

XXI, Intelligence Quotient Scores Listed According to Shorthand Accuracy Index, 73

XXII, Shorthand Accuracy Index Listed According to Intelligence Quotient Scores 75

XXIII, Intelligence Quotient Scores Listed According to Shorthand Transcription Index 77

XXIV, Shorthand Transcription Index Listed According to Intelligence Quotient Scores . 79

XXV, Intelligence Quotient Scores Listed According to Shorthand Dictation Rate, 81

XXVI, Shorthand Dictation Rate Listed According to Intelligence Quotient Scores « . • , 83

viii

LIST OP ILLUSTRATIONS

Figure Page

1. Mean Shorthand Accuracy Indexes 6f Nine Groups . of Students Classified According to Short-hand Dictation Rate 33

2. Mean Shorthand Transcription Indexes of Nine Groups of Students Classified According to Shorthand Dictation Rate $8

3. Mean Shorthand Accuracy Indexes and Mean Short-hand Transcription Indexes of Nine Groups of Students Classified According to Short-hand Dictation Rate « . 39

4. Mean Intelligence Quotient Scores of Nine Groups of Students Classified According to Short-hand Dictation Rate. 42

ix

CHAPTER I

INTRODUCTION

*

Statement of the Problem

This problem was a study of the relationship between

(a) competency in shorthand accuracy and achievement in

shorthand dictation and (b) competency in shorthand accu-

racy and measured intelligence.

Significance of the Study

Since major differences of opinion exist as to whether

the student*s ability to write aocurate shorthand outlines

is significantly related to achievement in shorthand dicta-

tion, a definite need exists for empirical evidence concerning

the relationship between competency in shorthand accuracy and

achievement in shorthand dictation.

As there have been no studies whioh have related com-

petency in shorthand accuracy with measured intelligence, a

need also exists for research concerning the relationship

between the student*s ability to write accurate shorthand

outlines and his measured intelligence*

Purposes of the Study

The primary purpose of this investigation was to gain

insight into the relationship between the student's ability 1

to write accurate shorthand outlines and his achievement

in shorthand diotation. In order to gain a better under-

standing of the relationship between certain other variables

which might affect achievement in shorthand diotation, an

analysis was made to determinet "P 2—

1. The relationship between the ability of the student

to write accurate shorthand outlines and his ability to tran-

scribe the outlines.

2. The relationship between the ability of the student

to transcribe shorthand outlines and his achievement in short-

hand diotation.

3. The relationship between the student's I. Q. and

his (a) ability to write accurate shorthand outlines, (b)

ability to transcribe shorthand outlines, and (c) achieve-

ment in shorthand diotation.

Hypotheses

The basio hypothesis of this study was that there would

be a significant positive relationship between the student*s

ability to write accurate shorthand outlines and his achievement

1In this study, an accurate shorthand outline is one which is In accordance with the outlines in the Gregg Short-hand Dictionary.

in shorthand dictation. This study Included the following

sub-hypothesesi

1. There will be a significant positive relationship

between the ability of the student to write accurate short-

hand outlines and his ability to transcribe the outlines. *

2. There will be a significant positive relationship

between the ability of the student to transcribe shorthand

outlines and his achievement in shorthand dictation.

3. There will be a nonsignificant relationship between

the student*s X. Q. and his (a) ability to write accurate

shorthand outlines, (b) ability to transcribe shorthand out-

lines, and (c) achievement in shorthand dictation,

Definition of Terms

Shorthand Theory. As used in this study, shorthand

theory refers to the correot application of rules or prin-

ciples for writing rather than the rote memorization of suoh

rules.

2. Shorthand Word-List Test. Each shorthand word-list

test consists of 200 words sampled from Silverthorn^ High

Frequency Business Vocabulary Word List. .These 200 words

were dictated to the students at the rate of one word every

four seconds. After the 200 words were dictated, the stu-

dents transcribed the list.

2J. E. Silverthorn, High Frequency Business Vocabulary Word List (Dallas, 1958)*

3* Shorthand Accuracy Index. The student's shorthand

accuracy index represents the highest number of shorthand

outlines which he was able to write oorrectly on any one of

the three shorthand word-list tests.

Shorthand Transcription Index. The student's short-*

hand transcription index represents the highest number of

shorthand outlines which he was able to transcribe correctly

on any one of the three shorthand word-list tests.

5. Unfamiliar* Non-Previewed Dictation. Unfamiliar,

non-previewed dictation refers to dictation material taken

from copy with which the students were not familiar. No words

contained in the copy were written for the students either

before or after the dictation.

Shorthand Dictation Achievement. The highest speed

at which a student was able to take a three-minute, unfamiliar,

non-previewed dictation and transcribe with no more than three

per cent error represents his shorthand dictation achievement.

7* Measured Intelligence. Measured intelligence refers

to the intelligence quotient score obtained from the Otis

Test of Mental Maturity.

Procedures for Collecting and Treating Data

This study was limited to 135 students enrolled in four

levels of Shorthand instruction at North Texas State Univer-

sity. The four levels of shorthand Instruction were B. A. 131,

Principles of Shorthand, First Course; B. A, 132, Principles

of Shorthand, Second Course; B. A. 231» Intermediate Shorthand-

Transcription, First Course; and B. A. 233* Intermediate Short-

hand—Transcription, Second Course.

A word-list test of 200 words, sampled from Silverthorn's * *

High Freauenoy Business Vocabulary Word List, was administered

to each class at the end of each three weeks* interval begin-

ning with the ninth week of the semester. Silverthorn's High

Frequency Business Vocabulary Word List consists of 4,950 °f

the most frequently used words in business communications

arranged according to frequency of occurrence. For each test,

40 words were selected at random from every 1,000 words in

Silverthorn's list, giving a total of 200 words.

Each test was prerecorded on tape in order to maintain

a consistency of dictation for each class. After the test

had been administered, the students were asked to transcribe

their outlines. Both the shorthand outlines and the tran-

scription were graded. The number of shorthand outlines

which the student accurately wrote constituted his shorthand

accuracy score. The number of shorthand outlines which the

student transcribed correctly constituted his shorthand tran-

scription score.

Unfamiliar, three-minute, non-previewed dictation tests

were given to each class at the end of each week beginning

with the twelfth week. The dictation material was taken

from Progresslve Dlotatlon with Previews^ by Zoubek. The

dictation was prerecorded on tape at rates ranging from 50

to 1^0 words a minute. Students were asked to transcribe

the highest rate which they oould transcribe with no more

than three per cent error. The highest speed at which a #

student could transcribe with 97 Per cent accuracy consti-

tuted his diotation rate.

In order to obtain intelligence quotient scores, the

Otis Test of Mental Maturity was administered to each stu-

dent participating in the study.

At the end of the semester, the student's highest short-

hand accuracy score, transcription score, and diotation rate

were recorded. The Product-Moment Correlation Coefficient

was used to determine the relationship between (a) short-

hand accuracy and shorthand dictation, (b) shorthand accuracy

and shorthand transcription, (c) shorthand transcription and

shorthand dictation, (d) I. Q. and shorthand accuracy, (e)

X. Q, and shorthand transcription, and (f) I. Q. and short-

hand dictation.

After the population correlation had been obtained, the

hypothesis that the population correlation is zero was tested,

If the correlation was significant at the 5 Per cent level

or better, coefficients of determination were computed.

^Charles E. Zoubek, Progressive Dictation with Previews, (Dallas, 1958).

The shorthand dictation rates were categorized into

dictation-rate levels. The means and standard deviations

of the shorthand accuracy index, shorthand transcription

index, and I. Q. were calculated for each dictation-rate

level. In order to learn whether at least two of these

means had a significant difference between them, an analysis

of variance was computed and an F ratio found.

If it was found from the analysis of variance that there

was a significant difference between at least two means, the

t-test was computed.

Plan of the Study

The remaining chapters of this study Include Chapter II,

Related Literature; Chapter III, Presentation and Analysis of

Data; and Chapter IV, Summary, Findings, Conclusions, and

Implications#

CHAPTER II

RELATED LITERATURE

Conflicting Opinions Regarding Shorthand Accuracy

Generally, the "weak students" in shorthand have never adequately learned the theory of the shorthand system so that they can automatize their responses. It is unfortunate that too many of the students' shorthand notes reveal that their knowl-edge of the theory of shorthand is far short of what it should be. An examination of the notes taken from a student*s dictation often depicts unrecognizable outlines. So many of the outlines are incorrectly made. The manner in which he has written circles and angles does not prescribe to how it was learned when studying theory. Blends, in some instances, are disregarded. Indeed, some "p" outlines are written as "f" outlines. An out-line written incorrectly can hardly be transcribed correctly without a "lucky guess.

There is evidence of disagreement between shorthand

teachers and Leslie and Zoubek, co-authors of the Gregg Short-

hand text. The degree of competency desirable for the short-

hand student to possess with respect to his knowledge of

shorthand theory is being questioned. Liles states:

Some teachers feel that it makes little dif*o ference whether the student is highly proficient in knowledge of shorthand theory or not. It has

^Irvin H. Lesser, "Helping Weak Students in Second Semester Shorthand," Journal of Business Education. XXXVIII (December, 1963)1 111. "

8

9

even been said that any shorthand outline which can be transcribed correctly is a correct out-line.

Leslie says: "A correct shorthand outline is one that

is correctly transcribed,"3

Liles continues:

The implications of such a statement are dangerous. No one can deny that the transcript might be mailable, but many teachers infer from the statement that it is not necessary to re-quire students to master the shorthand system taught. "

In commenting on this topic, Leslie writes: "It Is not

iiecessary for the stenographer, to know every brief form or

every abbreviating device. , . . If the learner writes cor-

rectly 70 per cent to 90 per cent of the brief form occur-

rences in connected matter from dictation, that should be a

satisfactory record."5

Leslie further states:

The stenographer has no vocational need for the highest levels of shorthand penmanship and accurate shorthand theory. The stenographer needs perhaps an 80 per cent knowledge of the brief forms, perhaps a 60 per cent knowledge of the other abbreviating devices of the shorthand

2 Parker Liles, "Issues in Teaching Shorthand," Balance

Sheet. XLV (October, 1963), 52.

• Louis A. Leslie, Methods of Teaching Gregg Shorthand (New York, 1953), p. 209.

^Liles, 0£. clt.. p. 52,

^Leslie, to "p. clt,, PP. 3, 12.

10

system, and no measurable percentage of accuracy or consistency In the application of the niceties, or intricacies of shorthand outline construction.®

Liles feels that when the student is imbued with this

philosophy, he will have little incentive to study shorthand.

The result is that his knowledge of theory will gradually dete-

riorate and he will eventually be writing a system of his own.

Therefore, If the student has no definite, clear-out knowl-

edge of theory, he is constantly thinking and deciding how

each outline should be written while taking dictation.?

Condon states:

The more complete the understanding of theory, the greater facility the student will bring to dictation, to improving shorthand outlines, and transcribing shorthand notes. . . . Although mem-orization of rules is not suggested, there is some evidence to suggest that the study of the principles^ of shorthand theory should receive greater emphasis.

Transfer of Training

The meaningfulness of any skill subject rests In the

ability of the student to transfer to later performance the

results of his practice. In skill development it is essential

that the cumulative practice in the skill transfer to the

ultimate performance of the skill.

6Ibld.. p. 81.

?U1 es, op. clt.. p. 52.

^Arnold Condon, "Principles for the Development of Theory and the Building of Writing Skills in First-Year Shorthand," Secretarial Education with a Future. Nineteenth Yearbook of the Eastern Business Teachers Association and National Busi-ness Teachers Association (Somerville, New Jersey, 1962), pp. 134-136.

11

Psychologists through the years have developed many

theories of learning that have influenced education; however,

learning theories can generally be assigned to two 'major

families! cognitive theories and stimulus-response theories.

Tolman, the leading proponent of the (cognitive theory, *

felt that any learned response represented the learning of a

cognitive structure. Thus, to the cognitive theorists, the

learning of shorthand outlines would represent the learning

of cognitive structures, ideally through a method of presenta-

tion whereby the shorthand outlines themselves would become

the bases leading to a perceptual understanding of the essential

relationships Involved in the construction of the outlines.

To the cognitive theorists, transfer in shorthand would

take place when the student had developed an understanding

of the relationships involved in the creation of the short-

hand outlines. The learner would thus be able to write short-

hand outlines by means of his perceptual construction of the

outlines.

Stimulus-response theorists in general felt that any

learned response represented the learning of habits. To

stimulus-response theorists, habit formation was the result

of bonds which had been assimilated and which were identical

in both the old and the new situation. Stimulus-response

theorists felt that habit formations were developed through

12

repetitive practice, with the student "being primarily con-

cerned in duplicating as closely as possible a given model.

To stimulus-response theorists, transfer in shorthand

would take place wherever the shorthand outline as it was

written by the student closely resembled the model shorthand

outline as it was studied by the student. The greater the

similarity between the shorthand outline as it was written

by the student and the model shorthand outline, the stronger

the recognition of the outline; and the more dissimilar the

two outlines, the weaker the recognition of the outline.

Whereas stimulus-response theorists strongly stressed

habit formation and minimized the role of understanding and

insight, cognitive theorists held these among their main

tenets.

Though most shorthand teachers could not be strictly

classified as either stimulus-response theorists or cognitive

theorists, the influence of these two learning theories can

be seen in the changes which have taken place in shorthand

teaching methodology.

Contrasting Beliefs Related to Shorthand Teaching Methodology

Until 1935 most shorthand teachers believed that their

students should know and understand the rules of the system,

that the shorthand outlines should be written according to

the rules of the system, and that the outlines should be

identical with those in the Gregg Shorthand Dictionary.

13

In 1935 Leslie, an editor and author for the Gregg com-

pany, Introduced an entirely new concept in building shorthand

skill. Leslie contended that insistence upon accurate out-

lines created a mental block In speed development and that

the high degree of accuracy which teaohers had formerly de-

manded of their students actually interfered with the "building

of shorthand skill.9

In commenting on shorthand accuracy in relation to teaching

methodology, Leslie wrote:

The most important single objective of shorthand learning for the prospective stenog-rapher is the ability to construct rapidly a legible shorthand outline for any word in the English language. The stenographer and the shorthand reporter are not concerned with theo-retical accuracy. They are interested In the rapid construction of legible outlines. Empha-sis on theoretical correctness serves only to lessen the likelihood that the outline will be constructed with sufficient speed to be of any practical value; it seldom has any effect on legibility.

The teacher should have the ability to construct outlines that are theoretically cor* -rect in accordance with the textbooks of the shorthand system. It is not important that the stenographer have this ability ; and any attempt to force the stenographic learner to acquire the ability will hamper the learner*s progress toward stenographic skill.10

^Leslie, op. clt.. Chapter I.

10Ibld., p. 122.

Leslie's ideas were widely publicized and generally

accepted by shorthand teachers throughout the country. Not

until the last ten years have a few persons begun to question

the validity of Leslie's statements.

In discussing Leslie's philosophy regarding shorthand

accuracy, Lamb commentst

Leslie believes that rules are important only to teachers of shorthand, and that time spent in training stenographers should be de-voted to the reading, writing, and transcription of shorthand. The thought here seems to be that if students have sufficient practice in applying the rules of word-building, they will automat-ically apply them in writing unfamiliar words, or at least they will get something down that they will be able to read back. Many teachers would disagree with Leslie on this point.

In the opinion of some teachers, the impor-tant area of word-building is left too much to chance and individual resourcefulness,, We can be sure that even students who have automatized a wide vocabulary of words through extensive reading and writing of shorthand will encounter some unfamiliar words that must be written under pressure of time.3-1

Presenting his point of view concerning the construction

of unfamiliar words, Leslie states:

They /the students/ seem to write "by eye" in the same fashion that many pianists play "by ear." The mental process may be something like that by which we sometimes test a doubtful con-struction in English. If we don't happen to know

, the grammatical rule governing the construction,

11Marion M. Lamb, Your First Year of Teaching Shorthand and Transcription (Dallas, 1950), p. 22.

15

we read the sentence aloud, and in that way oan very often decide which is the correct construc-tion—because it "sounds right."I2

Lamb, however, is not in accord with this viewpoint and

comments:

These are statements to question. Pianists who play by ear are talented, but if they can play only by ear and cannot read notes, they are handicapped by their lack of musicianship. They can play only what they have heard a number of times, and in all likelihood they will not be entirely accurate in reproducing what they have heard. Furthermore, men and women who choose the grammatical construction that "sounds right" often choose the wrong construction, and unfor-tunately the choice "sounds wrong" to those who know the rules. Likewise, students cannot count on their ability to write unfamiliar material "by eye" so that it can be transcribed accurately.13

Liles also raises some of these same questions and seems

to agree with Lamb when he says:

If the theory of any shorthand system is scientifically determined, it certainly should be a more effective system from the standpoint of readability, speed, and ease of mastery than would be one concocted on the spur of the moment by a student.

The beliefs shorthand teachers hold with respect to the

degree of shorthand competency desirable for students to

possess will dictate to a great extent the teaching method-

ology which will be used in the classroom.

l^Louis A. Leslie, Gregg Shorthand. Teacher's Handbook (New York, 1936), p. ^3» quoted by Marlon M. Lamb, ibid., P. 30.

13Lamb, op. clt.. p. 30.

es, 0£. cit., p. 52.

16

The area of shorthand and transcription still remains an area in which all too often teaching procedures have been based on opinions rather than on sound research. Because it has been said repeatedly that certain procedures would produce the best results, the classroom teacher has been inclined to accept these state-ments without question. Occasionally someone asks how the authorities know that other proce-dures will not produce equally good results, but most teachers have been satisfied to use the materials according to the procedures recom-mended by the authors and publishers. . . . We need to test many of the teaching methods that have been acclaimed by both authors and publi-shers as being the "one best method" of teaching shorthand. . . . If the shorthand teacher is really concerned about the progress of his stu-dents and intends to make teaching his profession, then it would seem that he should be interested in the type of research which will make his teach-ing more effective and enable his students to attain higher standards in shorthand and tran-scription. 15

In discussing the research which has been conducted in

shorthand relating to teaching methodology, Llles states:

Many now prevalent aspects of shorthand methodology have been taken for granted by be-ginning teachers simply because they have read about them in teachers' manuals or articles in professional literature. Perhaps, too, they have heard these "principles" defended by speakers at professional meetings on the local, state, and national levels. Unfortunately, many of the "accepted" methods propounded to the teaching profession are unilateral in origin and have no scientific basis. In some cases, they are said to be based on research, but the research data are not made public. In other cases, conclusions

15Ruth I. Anderson, "Shorthand and Transcription," Research by the Classroom Business Teacher, Eighteenth Yearbook of the Eastern Business Teachers Association and National Business Teachers Association (Somerville, New Jersey, 1961), p. 125.

1?

are drawn from one or at best only a few students. It seems safe to say that more so-called "accepted" principles of teaching methodology in the field of shorthand exist without any objective evidence based on sound research than in any other business subject. In other words, personal opinion seems to be the only defense which supports them.-*-®

Related Studies

Although there have been no previous studies relating

the student*s ability to write accurate shorthand outlines

with his achievement in shorthand dictation, a few studies

have included factors which are common to those in this study.

In a study to determine the relationship between compe-

tency in shorthand vocabulary and achievement in shorthand

dictation, Danielson found that shorthand vocabulary compe-

tency /the ability to transcribe from Isolated word lists/

was significantly related to shorthand dictation achieve-

ment, Danielson administered six 250-word shorthand vocabu-

lary tests to 120 shorthand students at Indiana University,

The vocabulary test scores were then compared toith the stu-

dents' achievement in shorthand dictation. Danielson con-

cluded that if optimum growth in shorthand vocabulary is

1^Liles, o£. cit., p. 52,

18

be achieved, one of the primary emphases in instruction will

be focused upon the building of shorthand vocabulary.

Jester identified and analyzed the numerous activities

which make up the overall shorthand transcription process and

discovered that of the overall transcription time, only 38

per cent was devoted to the typewriting activity, and 62 per

cent was devoted to numerous non-typewriting activities. The

five major non-typewriting activities were erasing, proof-

reading and correcting, deciphering incorrect shorthand out-

lines, reading shorthand notes for context and meaning, and

making ready. Though shorthand outlines incorrectly written

were often transcribed correctly, time was lost while attempt-

19 ing to decipher the incorrect outlines. '

The identification and solution of shorthand problems ranked second in significance among the five major non-typewriting activities, and the

"^Harriet Ann Danlelson, "The Relationship Between Short-hand Vocabulary and Achievement in Shorthand Dictation," un-published doctoral dissertation, School of Education, Indiana University, Bloomington, Indiana, 1959» P. 116.

•^Shorthand vocabulary as defined by Danielson repre-sented the number of shorthand outlines which the student was able to transcribe correctly, but not necessarily write cor-rectly. The shorthand outlines themselves were not checked for accuracy. In essence, Danielson found that a significant relationship existed between the student*s ability to tran-scribe Isolated shorthand outlines and his ability to produce a mailable, though not necessarily a verbatim, transcript of shorthand outlines dictated in context.

-^Donald D. Jester, "A Time Study of the Shorthand Tran-scription Process," unpublished doctoral dissertation, School of Education, Northwestern University, Chicago, Illinois, 1959» P. 76.

19

shorthand problems constituted 14.3 P®** cent of the overall transcription time. There appeared to be four types of shorthand problems which caused the transcribers to stop the typing activity: (l) reading for context and meaning, (2) deciphering poor penmanship, (3) deciphering incorrect shorthand outlines, and (4) filling hiatuses caused by omissions of shorthand out-lines. The deciphering of incorrect shorthand outlines was the foremost shorthand problem according to the amount of time consumed in this activity by transcribers. The transcribers consumed 6.2 per cent of the total transcription . time in deciphering outlines which deviated from correct shorthand theory.20

In a study to determine whether shorthand students could

transcribe their notes more accurately from the context of

the sentence than from an altered shorthand outline, Crewdson

could find no conclusive evidence that context alone was the

major factor in transcription. A correctly written outline

was as important as context In arriving at the ultimate goal

of the student—a mailable transcript. Crewdson recommended

that students should be encouraged to write accurate shorthand

outlines and that more emphasis should be placed on theory

tests, especially early In the student's training,

After analyzing research findings and thought as expressed

in professional literature pertaining to shorthand and tran-

scription during the period from January 1, 19^6, through

December 31> 195&, Prink stated:

2°Ibid.. p. 77.

23-Norma N. Crewdson, "A Comparison of the Effect of Accu-racy in Transcription from Outlines or Context," National Busi-ness Education Quarterly. XXXIII (October, 1964), 17, \

20

There is a belief on the part of many teachers and business educators that greater emphasis should be given the teaching of theory, not only the brief forms, but also the applica-tion of the principles of writing; that is, the writing of shorthand according to the rules.22

Summary of Related Studies

Research relating to shorthand accuracy and transcription

has been conducted by Danielson, Jester, Crewdson, and Prink.

Danielson found that the ability of the student to tran-

scribe an isolated shorthand outline was significantly related

to achievement in shorthand dictation. Jester and Crewdson

determined that shorthand outline accuracy played a signifi-

cant role in shorthand transcription. After an analysis of

research pertaining to shorthand and transcription from 19^6

to 1956, Prink concluded that many shorthand teachers believed

greater emphasis should be placed on the teaching of shorthand

theory.

The findings made thus far lead one to conclude that the

area of accuracy in shorthand outline-construction might

profitably be made the subject of even further research.

22xnez Prink, "A Comprehensive Analysis and Synthesis of Research to Shorthand and Transcription," unpublished doctoral dissertation, School of Education, Indiana University, Bloomington, Indiana, I962, p. 149.

CHAPTER III

PRESENTATION AND ANALYSIS OP DATA

*

Introduction

Chapter III presents the relationship between shorthand

accuracy and shorthand dictation, shorthand transcription

and shorthand accuracy, and shorthand transcription and short-

hand dictation. The relationship between I. Q. and shorthand

accuracy, I. Q. and shorthand transcription, and I. Q. and

shorthand dictation is also given. Coefficients of deter-

mination are presented for all significant positive corre-

lations.

In order that one might see the relationship in (a) short-

hand accuracy; (b) shorthand transcription; and (c) I. Q. be-

tween all dictation-rate levels found in this study, t'-ratios

are presented for each of these variables where the analysis

of variance indicates that significant differences do exist

within a given variable at two or more dictation-rate levels.

After the research data have been presented and analyzed,

a chapter summary is provided at the end of Chapter III.

21

22

Relationship Between Shorthand Accuracy and Shorthand Dictation

Table I presents statistical measures relating to short-

hand accuracy and shorthand dictation.

TABLE I

STATISTICAL MEASURES RELATING TO SHORTHAND ACCURACY AND SHORTHAND DICTATION

Related Variables Mean

Standard Deviation

• "' i

Coefficient of

Correlation

1 !

Coefficient of

Determination

Shorthand Accuracy Index

14-1.8888 32.7291

.8326 .6932

Shorthand Dictation Rate

95.5555 20.6798

The value of the coefficient of correlation between short-

hand accuracy and shorthand dictation was .8326, which was

significant at better than the .05 level. The coefficient of

determination indicated that approximately 69 per cent of the

achievement in shorthand dictation was directly associated

with competency in shorthand accuracy.

23

The shorthand dictation rates listed according to the

shorthand accuracy indices and the shorthand accuracy in-

dices listed according to the shorthand dictation rates are

presented in Tables XV and XVI (Appendix A),

Relationship Between Shorthand Accuracy and Shorthand Transcription

Table II presents statistical measures relating to short-

hand accuracy and shorthand transcription.

TABLE II

STATISTICAL MEASURES RELATING TO SHORTHAND ACCURACY- AND SHORTHAND TRANSCRIPTION

Related Variables Mean

Standard Deviation

Coefficient of

Correlation

Coefficient of

Determination

Shorthand Accuracy Index

141.8888 32.7291

.9305 . 8658

Shorthand Transcrip-tion

Index 166.5^0? 28.9980

The value of the coefficient of correlation between short-

hand accuracy and shorthand transcription was .9305, which was

2k

significant at better than the .05 level. The coefficient

of determination indicated that approximately 87 per cent

of the student's ability to transcribe isolated shorthand

outlines was directly associated with competency in short-

hand accuracy.

The shorthand transcription indices listed according

to the shorthand accuracy indices and the shorthand accuracy

indices listed according to the shorthand transcription indices

are presented in Tables XVII and XVIII (Appendix A).

Relationship Between Shorthand Transcription and Shorthand Dictation

Table III presents statistical measures relating to short-

hand transcription and shorthand dictation.

TABLE III

STATISTICAL MEASURES RELATING TO SHORTHAND TRANSCRIPTION AND SHORTHAND DICTATION

Related Variables Mean

Standard Deviation

Coefficient of

Correlation

Coefficient of

Determination

Shorthand Transcrip-tion

Index 166.5^07 28.9980

.8056 . 6490

Shorthand Dictation Rate

95.5555 20.6798

25 .

The value of the coefficient of correlation between short-

hand. transcription and shorthand, dictation was .8056, which was

significant at better than the .05 level.The coefficient of

determination indicated that approximately 65 per cent of the

achievement in shorthand dictation was directly associated

with the student's ability to transcribe isolated shorthand

outlines. It should be recalled that approximately 87 per cent

of the student*s ability to transcribe isolated shorthand out-

lines was directly associated with competency in shorthand

accuracy.

The shorthand dictation rates listed according to the short-

hand transcription indices and the shorthand transcription

indices listed according to the shorthand dictation rates are

presented in Tables XIX and XX {Appendix A).

Relationship Between I. Q. and Shorthand Accuracy

Table IV presents statistical measures relating to I. Q..

and shorthand accuracy.

"This finding supports Danielson's conclusion that the ability of the student to transcribe isolated shorthand out-lines is significantly related to competency in shorthand dictation.

26

TABLE IV

STATISTICAL MEASURES RELATING TO I. Q. AND SHORTHAND ACCURACY

Related Variables Mean

Standard Deviation

Coefficient of

Correlation

Shorthand Accuracy Index

4

141.8888 32.7291

.1327

Intelli-gence Quotient Scores

113.8222 8.3762

The value of the coefficient of correlation between short-

hand accuracy and intelligence quotients was not significant

at the .05 level or better; therefore, the coefficient of deter-

mination was not computed.

The intelligence quotient scores listed according to the

shorthand accuracy indices and the shorthand accuracy indices

listed according to the intelligence quotient scores are pre-

sented in Tables XXI and XXII (Appendix A).

27

Relationship Between I. Q. and Shorthand Transcription

Table V presents statistical measures relating to I. Q.

and shorthand transcription.

TABLE V

STATISTICAL MEASURES RELATING TO I. Q. AND SHORTHAND TRANSCRIPTION

Related Variables Mean

Standard Deviation

Coefficient of

Correlation

Shorthand Transcrip-tion

Index 166.5^07 , 28.9980

.1525

Intelli-gence Quotient Scores

113.8222 8.3762

The value of the coefficient of correlation between short-

hand transcription and intelligence quotients was not signifi-

cant at the .05 level or better; therefore, the coefficient of

determination was not computed.

The intelligence quotient scores listed according to the

shorthand transcription indices and the shorthand transcription

28

indices listed according to the intelligence quotient scores

are presented in Tables XXIII and XXIV (Appendix A).

Relationship Between I. Q. and Shorthand Dictation

Table VI presents statistical measures relating to I. Q.

and shorthand dictation.

TABLE VI

STATISTICAL MEASURES RELATING TO I. Q. AND SHORTHAND DICTATION

Related Variables Mean

Standard Deviation

Coefficient of

Correlation

Shorthand Dictation Rate

95.5555 20.6798

.0694

Intelli*-gence Quotient Scores

113.8222 8.3762

The value of the coefficient of correlation between short-

hand dictation and intelligence quotients was not significant

at the .05 level or better; therefore, the coefficient of

determination was not computed.

2 9

The intelligence quotient scores listed according to the

shorthand dictation rates and the shorthand dictation rates

listed according to the intelligence quotient scores are pre-

sented in Tables XXV and XXVI (Appendix A),

Relationship Between Shorthand'Accuracy and Shorthand Dictation at Nine

Dictation-Hate Levels

Statistical measures relating to shorthand accuracy scores

of nine groups of students classified according to shorthand

dictation rates are presented in Table VII.

TABLE VII

STATISTICAL MEASURES RELATING TO SHORTHAND ACCURACY SCORES OP NINE GROUPS OF STUDENTS CLASSIFIED ACCORDING

TO SHORTHAND DICTATION RATE

Shorthand Dictation-

Statistical Measures of Shorthand Accuracy Scores

Rate Levels Mean S. D .

•

N.

1 3 0 1 7 8 . 0 5 . 7 5

1 2 0 1 6 3 . 2 8 . 3 9

1 1 0 1 6 0 . 2 1 5 . 3 4 5

1 0 0 1 5 2 . 1 1 6 . 5 2 4

9 0 1 3 7 . 8 2 0 . 1 1 8

8 0 1 4 0 . 4 1 2 . 1 7

7 0 1 0 9 . 9 1 3 . 7 9

6 0 9 9 . 2 1 9 . 2 1 1

5 0 5 5 . 6 1 9 . 9 j 7

30

An analysis of variance was computed to determine whether

at least two of the shorthand accuracy means had a significant

difference between them. An F-ratio of 50.1103, significant

at the .001 level, was found, indicating that at least two of

the shorthand accuracy means were significantly different

(Table XVIII).

TABLE XVIII

ANALYSIS OP VARIANCE OP SHORTHAND ACCURACY SCORES OF NINE SHORTHAND DICTATION-RATE LEVELS

Source of Variation d.f. Mean Square • F

Between groups 8 13753.5750

27^.^658 50.1103

Within groups 126 27^.^658

Whether there were significant differences between more

than two of the mean accuracy scores -and which means had

significant differences, had to be determined from t-tests

(Table XIX).

3 1

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32

In order to chart the accuracy index scores of the 135

students, the class mean was calculated for each dictation-

rate level. As the shorthand dictation rate increased from

50 to 130 words a minute, the shorthand accuracy mean for each

rate also increased with the exception of the 90 words-a-minute

rate (Figure 1). ,

33

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Relationship Between Shorthand Transcription and Shorthand Dictation at Nine

Dictation-Bate Levels

Statistical measures relating to shorthand transcription

scores of nine groups of students classified according to

shorthand dictation rates are presented'in Table X.

TABLE X

STATISTICAL MEASURES RELATING TO SHORTHAND TRANSCRIPTION MEANS OF NINE GROUPS OP STUDENTS CLASSIFIED

ACCORDING TO SHORTHAND DICTATION RATE

Shorthand Dictation-

Statistical Measures of Shorthand Transcription Scores

Rate Levels Mean S. D. N.

130 191.6 3.4 5

120 181.6 9.5 9

110 182.3 10.5 45

100 W . 5 13.3 24

90 167.4 15.0 18

80 172.0 15.7 7

70 14?.8 12.3 9

60 123.3 20.0 11

50 8 5 . 1 23.0 7

35

An analysis of variance was computed to determine whether'

at least two of the shorthand transcription means had a signif-

icant difference between them. An P-ratio of 5^*9^61, signif-

icant at the .001 level, was found, indicating that at least

two of the shorthand transcription means were significantly

different (Table XI).

TABLE XI

ANALYSIS OP VARIANCE OF SHORTHAND TRANSCRIPTION SCORES OP NINE SHORTHAND DICTATION-

RATE LEVELS

Source of Variation d.f. Mean Square P

Between groups 8 11028.6500 5^.9^61

Between groups 5^.9^61

Within groups 126 200.717^

Whether there were significant differences betx-reen more

than two of the mean transcription scores, and which means had

significant, differences, had to be determined from t-tests

(Table XII).

36

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37

In order to chart the transcription index scores of the

135 students, the class mean was calculated for each dicta-

tion-rate level. As the shorthand dictation rate increased

from 50 to 130 words a minute, the shorthand transcription

mean for each rate also increased with the exception of the

90 and 120 words-a-minute rates (Figure 2),

Figure 3 is presented in .order that one may see the dual

relationship between shorthand accuracy and transcription and

shorthand dictation.

3&

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39

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It can be seen that as shorthand accuracy increased,

shorthand transcription increased. As the shorthand dicta-

tion rate increased from 50 to 130 words a minute, the short-

hand accuracy index and the shorthand transcription index also

increased.

Relationship Between Intelligence Quotients and Shorthand Dictation at Nine

Dictation-Rate Levels

Statistical measures relating to intelligence quotients

and shorthand dictation at nine dictation-rate levels are

presented in Table XIII.

TABLE XIII

STATISTICAL MEASURES RELATING TO INTELLIGENCE QUOTIENT MEANS OP NINE GROUPS OP STUDENTS CLASSIFIED

ACCORDING TO SHORTHAND DICTATION RATE

Shorthand Dictation-

Statistical Measures of I. Q. Scores

Rate Levels Mean S. D. N.

130 II6.8 8.7 5

120 113.1 7.5 9

110 114.5 8.1 45

100 113.2 9.6 24

90 112.8 6.8 18

80 113.4 7.9 7

70 115.9 9.4 9 "

6° 1 114.? 7.7 11

50 109.0 7.4 7

*KL

An analysis of variance was computed to determine whether

at least two of the intelligence quotient means had a signifi-

cant difference between them. An F-ratio of .5380? not sig-

nificant at the .05 level or better, was found. The F-ratio

indicated that there was no significant difference in intelli-

gence at the different shorthand dictation-rate levels (Table XIV),

TABLE XIV

ANALYSIS OF VARIANCE OF INTELLIGENCE QUOTIENT SCORES OF NINE SHORTHAND DICTATION-RATE LEVELS

Source of Variation d.f. Mean Square F

Between groups 8 39.1125

?2.6896 .5380

Within groups 126 ?2.6896

Though there was no statistically significant relation-

ship between I. Q. and the various dictation-rate levels,

Figure 4 is a graphic representation of the I. Q. scores as

they were found in the study at the different dictation-rate

levels.

In order to chart the intelligence quotient scores of the

135 students, the class mean was calculated for each dictation-

rate level.(Figure 4).

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The range of intelligence quotient scores was from 8^ to

131. As the shorthand dictation rates increased, there seemed

to be little change in the intelligence quotient scores. It

should be kept in mind, however, that though a person may-

have the intellectual capacity to leara shorthand per se,

other activities expected of a stenographer, secretary, court

reporter, or other vocational personnel requiring a knowledge

of shorthand may necessitate higher levels of intelligence

for acceptable performance.

Chapter Summary

Shorthand accuracy contributed more than any other

factor in the student's ability to transcribe the outlines

which he had written (Table It). In fact, the coefficient

of determination indicated that better than 86 per cent of

the achievement in shorthand transcription was directly asso-

ciated with competency in shorthand accuracy. It is interesting

to note that there was actually a higher correlation between

shorthand accuracy and shorthand transcription achievement

(Table II) than between shorthand transcription and shorthand

dictation achievement (Table III). There was also a higher

correlation between shorthand accuracy and shorthand dictation

achievement (Table I) than between shorthand transcription

and shorthand dictation achievement (Table III). Though the

ability to read outlines was important in shorthand dictation

44

achievement, it was the ability to construct accurate short-

hand outlines which enabled the student to read the outlines

he had written.

The intelligence quotient scores for the 135 students

in the study ranged from 84 to 131. Within this range, no

significant relationship was found between intelligence and

achievement in shorthand accuracy, shorthand transcription,

or shorthand dictation (Tables IV, V, and VI). No signifi-

cant differences were found between I. Q. means at the nine

dictation-rate levels (Table XIV).

Significant differences did exist between shorthand

accuracy means at the following dictation-rate levels:

130 and 110; 130 and 100; 130 and 90; 130 and 80; 130 and 70;

130 and 60; 130 and 50; 120 and 90; 120 and 80; 120 and 70;

120 and 60; 120 and 50; 110 and 90; 110 and 80; 110 and 70;

110 and 60; 110 and 50; 100 and 90; 100 and 70; 100 and 60;

100 and 50; 90 and 70; 90 and 60; 90 and 50; 80 and 70; 80

and 60; 80 and 50; 70 and 60; 70 and 50» and 60 and 50 (Table IX).

Achievement in shorthand dictation increased with competency

in shorthand accuracy at everv speed level with exception of

the 90 level. The coefficient of determination between short-

hand accuracy and shorthand dictation achievement indicated

that approximately 69 per cent of the achievement in short-

hand dictation was directly related frith competency in short-

hand accuracy (Table I).

45

Significant differences were also found between short-

hand transcription means at the following dictation-rate

levels: 130 and 100; 130 and 90; 130 and 80; 130 and 70;

130 and 60; 130 and 50; 120 and990; 120 and 80; 120 and 70;

120 and 60; 120 and 50; H O and 100; 110 and 90; 110 and 80; *

110 and 70; 110 and 60; 110 and 50; 100 and 70; 100 and 60;

100 and 50; 90 and 70; 90 and 60; 90 and 50; 80 and 70; 80

and 60; 80 and 50; 70 and 60; 70 and 50; and 60 and 50

(Table XII), Achievement in shorthand dictation increased

with competency in shorthand transcription at every speed

level with exception of the 120 and 90 levels; and competency

in shorthand transcription, in turn, was dependent upon com-

petency in shorthand accuracy (Table II). The coefficient

of correlation between shorthand transcription and shorthand

accuracy was .9305 (Table II). The coefficient of correlation

between achievement in shorthand dictation and shorthand accu-

racy was .8326 (Table I).

There seemed to be strong indication that success in

shorthand as measured by achievement in shorthand dictation

was significantly related to one*s ability to construct accu-

rate shorthand outlines.

Each of the research hypotheses made in this ibtudy could

be retained:

1. There was a significant positive relationship (r =

.8326) between the student's ability to write accurate short-

hand outlines and his achievement in shorthand dictation.

k6

2. There was a significant positive relationship (r =

, 9 3 0 5 ) between the ability of the student to write accurate

shorthand outlines and his ability to transcribe the outlines.

3« There was a significant positive relationship (r =

. 8 0 5 6 ) between the ability of the student to transcribe lso-

lated shorthand outlines and his achievement in shorthand

dictation.

There was a nonsignificant relationship between the

student's I. Q. and his (a) ability to write accurate short-

hand outlines (r = .1327)» (b) ability to transcribe short-

hand outlines (r «= . 1 5 2 5 ) , and (c) achievement in shorthand

dictation (r =® .069^).

CHAPTER POUR

SUMMARY, FINDINGS, CONCLUSIONS, AND IMPLICATIONS

Summary

This problem was a study of the relationship between

(a) competency in shorthand accuracy and achievement in

shorthand dictation and (b) competency in shorthand accu-

racy and measured intelligence.

The purposes of this study were to determine

1. The relationship between the student*s ability to

write accurate shorthand outlines and his achievement in

shorthand dictation.

2. The relationship between the ability of the student

to write accurate shorthand outlines and his ability to tran-

scribe the outlines.

3. The relationship between the ability of the student

to transcribe shorthand outlines and his achievement in short-

hand dictation.

k. The relationship between the student*s I. Q, and

his (a) ability to write accurate shorthand outlines, (b)

ability to transcribe shorthand outlines, and (c) achieve-

ment in shorthand diotation.

47

48

The basic hypotheses of this study were

1. There will be a significant positive relationship

between the student's ability to write accurate shorthand

outlines and his achievement in shorthand dictation.

2. There will be a significant positive relationship,

between the ability of the student to write accurate short-

hand outlines and his ability to transcribe the outlines.

3. There will be a significant positive relationship

between the ability of the student to transcribe shorthand

outlines and his achievement in shorthand dictation.

4. There will be a nonsignificant relationship between

the student's I. Q. and his (a) ability to write accurate

shorthand outlines, (b) ability to transcribe shorthand out-

lines, and (c) achievement in shorthand dictation.

The following terms used in this study were defined as

followss

Shorthand Theory. As used in this study, shorthand

theory refers to the correct application of rules or prin-

ciples for writing rather than the rote memorization of such

rules.

2. Shorthand Word-List Test. Each shorthand word-list

test consists of 200 words sampled from Silverthorn's High'

Frequency Business Vocabulary Word List. These 200 words

were dictated to the students at the rate of one word every

49

four seconds. After the 200 words were dictated, the stu-

dents transcribed the list.

3. Shorthand Accuracy Index. The student*s shorthand

accuracy index: represents the highest number of shorthand

outlines which he was dble to write correctly on any one of

the three shorthand word-list tests.

Shorthand Transcription Index. The student*s short-

hand transcription index represents the highest number of

shorthand outlines which he was able to transcribe correctly

on any one of the three shorthand word-list tests.

5* Unfamiliar. Non-Previewed Dictation. Unfamiliar,

non-previewed dictation refers to dictation material taken

from copy with which the students were not familiar. No words

contained in the copy were written for the students either

before or after the dictation.

6. Shorthand Dictation Achievement. The highest speed

at which a student was able to take a three-minute, unfamiliar,

non-previewed dictation and transcribe with no more than three

per cent error represents his shorthand dictation achievement.

7. Measured Intelligence. Measured intelligence refers

to the intelligence quotient score obtained from the Otis

Test of Mental Maturity,

This study was limited to 135 students enrolled in four

levels of shorthand instruction at North Texas State University,

50

The four levels of shorthand instruction were B. A. 131,

Principles of Shorthand, First Course; B. A. 132, Principles

of Shorthand, Second Course; B. A, 231» Intermediate Shorthand-

Transcription, First Course; and B. A, 233» Intermediate

Shorthand—Transcription, Second Course,

A word-list test of 200 words, sampled from Silverthom,s

Hipch Frequency Business Vocabulary Word List, was administered

to each class at the end of each three weeks' interval begin-

ning with the ninth week of the semester. Silverthorn,s High

Frequency Business Vocabulary Word List consists of ,950 of

the most frequently used words in business communications

arranged according to frequency of occurrence. For each test,

^0 words were selected at random from every 1,000 words in

Silverthorn1s list, giving a total of 200 words.

Each test was prerecorded on tape in order to maintain

a consistency of dictation for each class. After the test

had been administered, the students were asked to transcribe

their outlines. Both the shorthand outlines and the tran-

scription were graded. The number of Shorthand outlines

which the student accurately wrote constituted his short-

hand accuracy score. The number of shorthand outlines which

the student transcribed correctly constituted his shorthand

transcription.score. '

Unfamiliar, three-minute, non-previewed dictation tests

were given to each class at the end of each week beginning

51

with the twelfth week. The dictation material was taken from

Progress1 ve Dictation with Previews by Zoubek. The dictation

was prerecorded on tape at rates ranging from 50 "to 1^0 words

a minute. Students were asked to transcribe the highest rate

which they could transcribe.with no more than three per cent

error. The highest speed at which a student could transcribe

with 97 per cent accuracy constituted his dictation rate.

In order to obtain intelligence quotient scores, the

Otis Test of Mental.Maturity was administered to each stu-

dent participating in the study.

At the end of the semester, the student's highest short-

hand accuracy score, transcription score, and dictation rate

were recorded. The Product—Moment Correlation Coefficient

was used to determine the relationship between; (a) short-

hand accuracy and shorthand dictation, (b) shorthand accuracy

and shorthand transcription, (c) shorthand transcription and

shorthand dictation, (d) I. Q. and shorthand accuracy, (e)

I. Q. and shorthand transcription, and (f) I. Q. and short-

hand dictation.

After the population correlation had been obtained,

the hypothesis that the population correlation is zero was

tested. If the correlation was significant at the 5 Per cent

level or better, coefficients of determination were computed.

The shorthand dictation rates were categorized into

dictation-rate les:el&. Tfte means and standard deviations

5£

of the shorthand accuracy index, shorthand transcription

index, and I. Q. were calculated for each dictation-rate

level. In order to learn whether at least two of these means

had a significant difference between them, an analysis of

variance was computed and an F-ratio found. *

If it was found from the analysis of variance that there

was a significant difference between it least two means, the

t-test was oomputed.

Findings

1. There was a significant positive relationship (r =

.8326} between the student's ability to write acourate short-

hand outlines and his achievement in shorthand dictation,

2. The coefficients of determination indicated that

approximately 69 per cent of the achievement in shorthand

dictation was directly associated with competency in short-

hand accuracy.

3. There was a significant positive relationship (r =

.9305) between the ability of the student to write accurate

shorthand outlines and his ability to transcribe the outlines.

4. The coefficient of determination indicated that approx-

imately 87 per cent of the student*s ability to transcribe

isolated shorthand outlines was directly associated with com-

petency in shorthand accuracy.

5. There was a significant positive relationship (r »

.8056) between the ability of the student to transcribe

53

isolated shorthand outlines and his achievement in shorthand

dictation.

6. The coefficient of determination Indicated that

approximately 65 per cent of the achievement in shorthand

dictation was directly associated with the student's ability

to transcribe isolated shorthand outlines. Approximately

87 per cent of the student's ability to transcribe isolated

shorthand outlines was directly associated with competency

in shorthand accuracy.

7. There was a nonsignificant relationship between the

student's I. Q. and his (a) ability to write accurate short-

hand outlines, (b) ability to transcribe shorthand outlines,

and (c) achievement in shorthand dictation.

8. Shorthand accuracy contributed more than any other

factor in the student's ability to transcribe the outlines

which he had written.

9. Significant differences existed between shorthand

accuracy means at the following dictation-rate levels: 130

and 110; 130 and 100; 130 and 90; 130 and 80; 130 and 70;

130 and 60; 130 and 50; 120 and 90? 130 and 80; 120 and 70;

120 and 60; 120 and 505 H O and 90; 110 and 80; 110 and 70;

110 and 60; 110 and 50; 100 and 90; 100 and 7O5.IOO and 60;

100 and 50; 90 and 70; 90 and 60; 90 and 50; 80 and 70; 80

and 60; 80 and 50; 70 and 60; 70 and 50; and 60 and 50.

5k

10. Achievement In shorthand, dictation increased, with

competency in shorthand accuracy at every speed level with

exception of the 90 level.

11. Significant differences existed between shorthand

transcription means at the following dictation-rate levels:

130 and 100; 130 and 90; 130 and 80; 130 and ?0; 130 and 60;

130 and 50; 120 and 90; 120 and 80; 120 and ?0; 120 and 60;

120 and 50; H O and 100; 110 and 90; 110 and 80; 110 and ?0;

110 and 60; 110 and 50; 100 70; 100 and 60; 100 and 50;

90 and 70; 90 and 60; 90 and 50; 80 and 70; 80 and 60; 80 and

50; 70 and 60; 70 and 50; and 60 and 50.

12. Achievement in shorthand dictation Increased with

competency in shorthand transcription at every speed level -

with exception of the 120 and 90 levels,

13. Competency in shorthand transcription increased

with competency in shorthand accuracy.

Conclusions

1, Shorthand dictation achievement is significantly

related to the student1s ability to construct accurate short-

hand outlines.

2. Shorthand transcription ability is significantly

related to the student*s ability to construct accurate short-

hand outlines.

3» Shorthand dictation achievement is significantly

related to Shorthand transcription ability.

55

Though shorthand transcription ability is signifi-

cantly related to achievement in shorthand dictation, it

is the student's ability to construct accurate shorthand

outlines which enables him to transcribe the outlines which

he has written. <• #

5. At the college level, neither the student's short-

hand accuracy, shorthand transcription, nor shorthand dicta-

tion achievement is significantly related to his intelligence

quotient.

Implications of the Study and Suggestions for Further Research

Additional studies relating the student's ability to

write accurate shorthand outlines with his achievement in

shorthand dictation should be made. If evidence supports

the finding that there is a significant positive correlation

between the student's ability to write accurate shorthand

outlines and his achievement in shorthand dictation, then

shorthand teaching methodology and procedures used in the

classroom should place emphafcis upon the development of the

student's ability to write accurate shorthand outlines.

Practices in teaching methodology which have been based upon

the assumption that high levels of understanding in shorthand

theory are unessential should be subjected to research.

Since the shorthand teaching methodology recommended by

the authors of the Gregg Shorthand text is based upon the

5*6

assumption that students do not benefit from high levels of

knowledge of shorthand theory, recommended teaching method-

ology currently places little emphasis on shorthand theory.

However, since an extremely high correlation does exist-*-

between the student*s ability to write accurate shorthand

outlines and his achievement in shorthand dictation, at least

nine prevalent practices in shorthand teaching methodology

currently recommended by the authors of the Gregg Shorthand

text should be critically examined.

1. Are shorthand word-list tests as detrimental as the

authors of the Gregg Shorthand text claim? If being highly

proficient in knowledge of shorthand theory does not benefit

the student, then this knowledge need not be tested; however,

based upon the high positive correlation between the student's

ability to write accurate shorthand outlines and his achieve-

ment in shorthand dictation, it would seem that shorthand

word-list tests would prove beneficial for the students. It

may be that word-list tests would motivate the students in

their study of shorthand theory and would assist the teacher

in identifying learning difficulties of the shorthand students,

2. Is no more than a 60 per cent knowledge of the

abbreviating devices of the shorthand system sufficient for

vocational purposes? If it were true that the student's

•See Finding 1, page 55•

5?

ability to write accurate shorthand had little influence on

his dictation achievement, then there would be no need to

place emphasis upon a high-level mastery of shorthand theory.

However, since there is a significant positive correlation

between the ability of the student to write accurate short-

hand outlines and achievement in shorthand dictation, it

would appear that a much higher level of mastery of short-

hand theory would not only be desirable but would be essential

for continued success in the shorthand skill.

3, Should students not be allowed to write shorthand

before Assignment 19 is presented?^ Perhaps if the writing

of shorthand were not postponed for the first .four weeks,

the student*s application of shorthand theory would be facili-

tated,

4, Should no new-matter dictation be given until the

beginning of the second semester? It may be that the dicta-

tion of graded new-matter material earlier in the year would

encourage the students to apply the shorthand theory which

they were currently studying.

5, Should shorthand students write only once the con-

nected material for each lesson? Perhaps the student's

^Leslie recommends that the writing of shorthand not begin until the completion of Assignment 18. Each of the nine questionable teaching practices discussed in this section are currently recommended by the authors of the Gregg Short-hand text.

58

understanding of the shorthand theory he was currently

studying would "be enhanced if additional writing of the

current lesson were required.

6. Is the copying from print into shorthand definitely

harmful to the learner? Perhaps requiring the students to *

do some writing from print would discourage a "rote copying"

of the shorthand outlines in the lesson and would aid the

students in making practical application of their skill.

7. Are reading rates really of little importance? It

may be that as students are encouraged to increase their

speed in the reading of shorthand outlines, an increased

knowledge of shorthand outline construction would result.

8. Should students be permitted to keep their short-

hand texts open during all dictation for the entire first

semester? If students were periodically required to close

their texts, they might be encouraged to make an earlier

application of shorthand theory by writing entirely from

dictated sound, which would prevent a "rote copying" of out-

lines from the text.

9. Can any shorthand outline read within the hour also

be read at any time? If this is so, then certainly there

would be no need to ask students to read shorthand outlines

which they had written several days prior. If, however, this

Is not so, the practice of occasionally having students read

59

shorthand outlines which had been written on previous days

might encourage the students to write accurate shorthand

outlines which would be recognizable at any time.

The answers to these and similar questionable practices

should be sought by all shorthand teachers who are truly *

concerned with making their teaching more effective and

encouraging their students to attain higher standards in

shorthand and transcription.

APPENDIX A

Appendix A presents Tables XV through XXVI which Indi-

cate the student*s shorthand accuracy score, shorthand tran-

scription score, shorthand dictation rate, and intelligence

quotient score, categorized according to each variable.

60

61

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62

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Hate /-I rs fs Q Q Q O O O O O O O O O O O O O o

{N<NV0\0 °°V0\0 JN-ONVO IN-VO V>0 VAVTvV\*n Shorthand

Accuracy

Index

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Rate < - » F - I O O O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

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Shorthand

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Index

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Shorthand

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Rate o o o o o o o o o o o o o o o o o o o o o o OOCOHHHrltWJOOOVHrlOOO^HOHOCON H H H H H H H H H H H H H H H

Shorthand

Accuracy

Index

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63

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ON CO *A-4* NO (AH O O O- O- {N- CN-NO NO NO NO NO NO h h h h h h h h h h

o o o o o o o o o o o o o H H H H H H H H H H H H H H H H H H H H H H H H H H

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N C M N H O O Ov ONOO CO VO VO VVd" .ifr-3" O^C^CxCVi H H O {v-{N-IN-1>-IN-vo vO VO VO VO vo VO vo VO VO VO VO vO VO VO VO VO

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66

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Index

r-H •LOON ON CO H o ONH ON CO «"N\0 HONOO^OO VACM VO CM 04 CM C C CM xr\CM CM ONH 0\00 00 O- VO rlrHHHrlHrlHHrlHrlHH H

Shorthand

Transcrip-

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Index

*

Shorthand

Accuracy

Index

ON CO NO O 00 CN-O-CO O-CM £N-C\C ONOCMNOON O O O O O O O O ON ON ON 00 CO 00 £N-C*-Cn-*AW3- C"\CNj HrlHHHrlHH

Shorthand

Accuracy

Index

Shorthand

Transcrip-

tion

Index

C OJ O CO CO O H OS4A4- -4" O H CM O-IN-VT\vo 00 O—3"NO O-tN.3- *r\VO VV3* O- V NO VPi .j-HHHrirlrlHrlHrlHHHriHHHH iHi-I H r-1

Shorthand

Accuracy

Index

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Shorthand

Transcrip-

tion

Index

VT\H CM NO H OOcJ-CMNO tN-OND-O ONH t>-C0 H CM 00 vr\V~\00 00 00 O- CO 00 CO NO VP\ O-NO no INVnOVTNVOJN-VO rl rl rH rl rl rl riHHHrlHrlrlriHHHrlrlHrl

Shorthand

Accuracy

Index

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APPENDIX B

Appendix B presents the three word-list tests and three

examples of the three-minute dictation tests which were

administered to the students.

85

86

SHORTHAND WORD-LIST TEST NUMBER ONE

1. two 26. announcing

2. tax 27. policyholder

3. both 28. confirmation

4. whether 29. protects

5. required 30. corrosion

6. open 31. nations •

7. oar 32. acre

8. bills 33. fifteen

9. estate 34. referendum

10. bonus 35. anybody

11. data 36. examined

12. liability- 37. obviously

13. southwestern 38. track

14. yard 39. classification

15. applied 40. findings

16. cancellation 41. misplaced

17. salaries 42. sat

18. leaders 43. accumulate

19. receipts 44. commence

20. voucher 45. enlisted

21. appointed 46. incidentally

22. trim 47. optional

23. rule 48. retire

24. nine 49. trap

25. fabric 50. unmarried

8?

51. they

52. best

53. supply

54. Issue

55. shipped

56. completed

5?. receiving

58. known

59. similar

60. trouble

61. selected

62. collect

63 . regardless

64. allowance

6 5 . happen

66. grain

67. bought

6 3 . priority

69 . easier

70. employers

71. owner

72. machinery

73. inconvenience

7^. degree

75» attempt

76. restricted

77. fun

78 . advertise

79. livestock

80. affiliated

81. gratifying

82. speakers

83 . correcting

84. nurses

85. thereafter

86. customers

87. intentions

88. seal

89. annuities

90. donation

91. joining

92. probability

93. supported

94. boom

95. dependability

96. gang

97. minded

98. protest

99. straighten

100. usage

88

101. or

102. attention

103. given

104. purchase

105. annual

106. sign

107. house

108. coverage

109. thing

110. sickness

111. financial

112. figure

113. advertising

114. Institutions

115. merely

116. saving

117. produce

118. correspondence

119. yesterday

120. agencies

121. eliminate

122. dependable

123. column

124. arriving

125. stories

126. occasion

127. decline

128. sought

129. foot

130. tentative

131. ending

132. protecting

133. born

134. instruct

135. smile

136. claimed

137* governments

138. proposition

139. withdraw

140. currency

141. heating

142. patience

143. speaking

144. arrivals

145. cooperating

146. fate

147. knew

148. pie

149. shirts

150. visitors

89

151. sincerely

152. being

153. held

154. small

155. item

"156. entire

157. her

158. minimum

159. top

160. valuable

161. kindest

162. style

163. corporation

164-. knowledge

165. proud

166. resale

167. friendly

168. tried

169. institution

170. newspapers

171. slight

172. regularly

173. peak

17^. inflation

175. contain

176. turned

177. joint

178. buff

179. passage

180. carbons

181. kilowatts

182. topics

183. doors

18^. pianos

185. wardrobe

186. distinctive

187. managing

188. suits

189. birds

190. enjoyment

191. loaf

192. refinery

193. ventilators

19^. chairmen

195. draw

196. handles

197. neon

198. refining

199- taste

200. utilized

SHORTHAND WORD-LIST TEST NUMBER TWO

90

1. if

2. possible

3. forward

4. association

5. reference

6. community

7. oil

8. interesting

9. automobile

10. treasurer

11. manufacturers

12. heard

13. carried

14. leave

15. plastic

16. stationery

17. quoted

18. engineers

19. background

20. authorization

21. executives

22. displays

23. consignee

24. automatic

25. surveys

26. pair

27. determining

28. substantially

29. fuel

30. thereto

31. equivalent

32. push

33- brochures

34. introduce

35. specialists

36. closest

37. gratitude

38. ran

39. wives

40. debit

41. highlight

42. pension

43. spots

44. assumption

45. countries

46. fighting

47. lapse

48. plow

49. shut

50. wallpaper

91

^1 . sales

52. prices

53. high

5^. sale

55. promptly

56. visit

57. operating

58. route

59. add

60. stores

61. acknowledge

62. greatest

63* piece

6^. road

65. wholesale

66. acting

67. parcel

68. graduate

69. prepare

70. registered

71. whereas

72. strength

73. reprint

74. mills

75. drivers

76. adding

77. mortgages

78. commodity

79. prescribed

80. congratulate

81. meat

82. yields

83. faced

8^. quarts

85« acres

86. enabling

87. newly

88. threat

89. cement

90. facing

91. masters

92. reviewing

93. youth

9^. clothing

95. emergencies

96. ill

97. officially

98. replacements

99. trace

100. unloading

92

101. do

102. month

103. total

104. convention

105. requirements

106. working

107. loss

108. handle

109. payments

110. simple

111. regard

112. choice

113. quick

114. ability

115. finance

116. desired

117. binding

118. party

119. driver

120. directed

121. nearest

122. lose

123. height

124. decrease

125. army

126. repaired

127. frequently

128. adopted

129. licenses

130. acquaint

131. gotten

132. slow

133. contributed

134. northwest

135. technique

136. criminal

137. inserted

138. scenic

139. anesthetic

140. divisional

141. intrastate

142. printer

143. suggests

144. bonding

145. demonstrating

146. futures

147. midwest

148. proportionally

149. stopping

150. winner

93

151. know

152. present

153. rates

15^. administration

155. care

156. results

157. spring

158. amendment

159. distribution

160. chief

161. presented

162. brought

163. employe

16^. papers

165. safety

166. society

167. independent

168. blind

169. liberal

170. par

171. starts

172. resulting

173. promise

17^. inventories

175. debts

176. visiting

177. mailings

178. causes

179. pin

180. charter

181. leaflet

182. union

183. earn

18^. posting

185. wording

186. drugs

187. medium

188. switch

189. boundaries

190. evidently

191. love

192. relaxed

193* visited

19^. cherry

195. eager

196. hit

197. nonassessable

198. registry

199. termination

200. we

94

SHORTHAND WORD-LIST TEST NUMBER THREE

1 . have N>

ON

• meals

2. want 27. conservation

3. come 28. severe

4. don® t 29. explaining

5. hand 30. steady

6. times 31. eggs

7. anything 32. presentations

8. answer 33. beneficiary

9. quite 34. illustration

10. ordered 35. signs

11. accepted 36. catastrophe

12. chest 37. garden

13. turn 38. presence

14. fees 39. wheels

15. keeping 40. coordinating

16. procedures 41. guilty

17. marked 42. originating

18. blanks 43. slide

19. typewriters 44. arches

20. wrong 45. container

21. delayed 46. faithful

22. contributions 47. Judiciary

23. broad 48. pens

24. accompany 49. seventeen

2 5 . shortages 50. vars ity

95

51. has 76. publicity

52. through 77. enjoyable

53. dealers 78. transcript

5**. pleased 79. imposed

55. never 80. unfortunate

56. balance 81. factor

57. asking 82. restrictions

58. freight 83. commanding

59. otherwise 84. lieutenant

60. convenient 85. strategy

61. actually 86. conducting

62. rent 87. hurt

63. forces 88. refills

64. pattern 89. addendum

65. weight 90. desiring

66. attention 91. impression

67. tables 92. popularity

68. ground 93. strict

69. cities 94. backed

70. changing 95. dark

71. instances 96. forever

72. famous 97. liquidation

73. demonstrate 98. preserve

74. churches 99. southeastern

75. values 100. wherein

96

101. with

102. over

103. future

104. merchandise

105. investment

3-06. executive

107. giving

108. classes

109. samples

110. salary

111. considered

112. directory

113. wheat

114. grade

115. matters

116. requesting

117. nature

118. consequently

119. wide

120. advisory

121. drawn

122. cuts

123. closely

124. applicant

125. steps

126. noted

127. coupons

128. sort

129. featuring

130. systems

131. encouraging

132. propose

133. boost

134. initiative

135. smallest

136. Christian

137. girl

138. proposals

139. winners

140. crude

141. heater

142. parity

143. solved

144. array

145. cool

146. fatalities

147. kitchen

148. picking

149. ships

150. virtually

97

151. to 176. imperative

152. price 177. bus

153. then 178. proves

154. matter 179. deliveries

155. current 180. risks

156. remember 181. deeply

157. states 182. outlook

158. transportation 183. angle

159. provisions 184. gather

160. words 185. riding

161. half 186. beaver

162. payroll 187. farmer

163. private 188. pastures

164. attaching 189. unfair

165. comments 190. compartment

166. doctor 191. functions

16?. eastern 192. nearby

168. thirty 193. sew

169. replying 194. afforded

170. taxable 195. conclude

171. avoid . 196. exceeded

172. bear 197. inked

173. adjusters 198. owns

174. storm 199. rolling

175. pressure 200. universal

98

DICTATION TEST AT 60 WORDS A MINUTE FOR THREE MINUTES

Dear John; This is not an easy letter for me to write;

but in fairness to you, I must write it. Yesterday I re-

ceived an analysis of the sales of every salesman in our

division, starting from the first year of his employment.

If you could.:see your own chart, I think you would be sur-

prised.

Your sales volume has not dropped sharply in recent

years, and your commissions are still running better than

$600 a month. lour sales curve, however, is dropping; and

the decline began four years ago, at which time you were the

top salesman in our division.

I know that a good salesman doesn't bother too much with

figures. Consequently, you may not have realized that in

each of the last four years your monthly average has been

a little less than the year before.

This would not worry me if you were an old man; but you

are only forty-four, with another twenty years of selling

ahead of you. In other words, you cannot afford to let

your income decrease from year to year—and the time to

reverse the direction is now, while you are still making

good money. Sincerely yours,

99

DICTATION TEST AT 90 WORDS A MINUTE FOR THREE MINUTES

Dear Friends Are you getting the most out of your leisure

time? Are you satisfied with the way in which you are spending

the few spare moments that are at your disposal? If you are

not profiting by your leisure, but would like to do so, then

I am sure that this letter will interest you.

If we are frank with ourselves, we must sooner or later

admit that we waste a great deal of time. Of course, a few

of us believe that we must be doing something worth while

every moment of our waking hours. If we are honest with

ourselves, however, we will all admit that we could put our

spare time to much better use.

The reason for this is that, for most of us, the greater

part of our day is planned. We get up in the morning and

dress; our work at the office is cut out for us. We may vary

the routine a little from day to day, but we, do not vary it

very much.

Our spare time, however, seldom is planned at all.

Haven't you many times wished for something more worth while

to do in your spare time? Haven't you often wished for a

plan that would make your leisure hours more interesting

and profitable?

Most of us realize that good reading is the practical

way to make the best use of our spare hours. The average

100

person, however, can hardly be expected to know how to choose

the best in books. When it takes a scholar a lifetime to

find even a few of the best stories and essays, how can the

busy man or woman hope to discover just the right reading in

the little time available? ¥ours very truly,

101

DICTATION TEST AT 120 WORDS A MINUTE FOR THREE MINUTES

Dear Sirs Please read the enclosed "bulletin as soon as

possible. It explains an unusual offer to former Book Club

members. It is your chance to get the two most thrilling

novels of the season free if you rejoin- the Club. Be sure

to read the description of both these books in the enclosed

bulletin.

Right now these books are being read and enjoyed by

thousands of men and women. These readers are paying $3 for

each of these books in the regular editions. The Book Club,

however, wants to give you both these books to prove to you

that the books that Club members are getting, are now better

than ever.

As you remember, the Book Club enables you to buy your

choice of the finest new books at a saving of over 60 per

cent of the regular retail price. What is more, on this

special offer to former members, we will guarantee this saving

for a full year despite increasing paper and printing costs.

If you rejoin the Club now, you may have your pick of our

fine books at the special price of only $1 each plus a small

shipping charge. What is more, you enjoy all your former

advantages of membership without paying any dues; and you

need purchase no more than six books during a whole year.

102

The operation of the Club is simple. As soon as we

receive your enrollment, we will send you your free member-

ship gifts and put you on the subscription list to receive

free every month a copy of our bulletin. This delightful

little booklet describes in detail the Club*s next selections, *

In addition, the monthly bulletin now gives you entertaining

reviews of a large number of other books that are available

to members for only $1 each. All these books are selling at

retail in the regular editions for two and three times this

amount.

If you do not want either or both of these selections,

all you need do is notify us, and the books will not be sent.

On the other hand, if you want any number of the other books

reviewed, you can have them at the same low price of only $1

each. Very cordially yours,

BIBLIOGBAPHY

Books

Lamb, Marlon M., Your First Year of Teaching Shorthand and Transcription. Dallas, South-Western Publishing Company. 1950.

Leslie, Louis A., Methods of Teaching Gregg Shorthand. New York, Gregg Publishing Division, McGraw-Hili Book Com-pany, 1950.

Sllverthorn, J. E., High Frequency Business Vocabulary Word List. Dallas, South-Western Publishing Company, 1958".

Zoubek, Charles E., Progressive Dictation with Previews, Dallas, Gregg Publishing Division, McGraw-Hill Book Company, Inc., 1956.

Articles

Crewdson, Norma N., "A Comparison of the Effect of Accuracy in Transcription from Outlines or Context," National Business Education Quarterly. XXXIII (October, 19^), l?«

Lesser, Irvin H., "Helping Weak Students in Second Semester Shorthand," Journal of Business Education. XXXVIII (December, I9S3T, 111-112. 1 ;

Liles, Parker, "Issues in Teaching Shorthand," Balance Sheet. XLV (October, 1963), 52-57.

Publications of Learned Organizations

Anderson, Ruth I., "Shorthand and Transcription," search 322. the Classroom Business Teacher. The American Busi-ness Education Yearbook, Somerville, New Jersey, The Eastern Business Teachers Association and The National Business Teachers Association, I96I.

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Condon, Arnold, "Principles for the Development of Theory and the Building of Writing Skills in First-Year Short-hand," Secretarial Education with a Future, The Ameri-can Business Education Yearbook, Somerville, New Jersey, The Eastern Business Teachers Association and The National Business Teachers Association, 1962.

Unpublished Materials

Danielson, Harriet Ann, "The Relationship Between Shorthand Vocabulary and Achievement in Shorthand Dictation," un-published doctoral dissertation, School of Education, Indiana University, Bloomington, Indiana, 1959-

Frink, Inez, "A Comprehensive Analysis and Synthesis of Re-search to Shorthand and Transcription," unpublished doctoral dissertation, School of Education, Indiana University, Bloomington, Indiana, 1962.

Jester, Donald D., "A Time Study of the Shorthand Transcription Process," unpublished doctoral dissertation, School of Education, Northwestern,University, Chicago, Illinois, 1959.