The effect of motor sequence on written word production of a new script moderated by script experience and visual complexity

Bibliographic Data

ID22417184
AuthorsXianglin Zhang (0009-0004-3178-911X, University of Maryland, College Park), Min Wang (0000-0001-8567-8125, University of Maryland, College Park, corresponding author), Yi Dai (0000-0001-6616-1892, University of Maryland, College Park)
Year2026
Publication date2026-05-19
Open AccessYes
TypeARTICLE
VenueReading and Writing (JOURNAL)
Journal identifiersISSN: 0922-4777 • E-ISSN: 1573-0905
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11145-026-10837-x
OpenAlexW7161577775
LanguageEN
References cited57

Despite the rise of digital technologies, handwriting remains more effective than typing for learning visual forms and writing words. The visual analysis hypothesis suggests that displayed continuous movement trajectories benefit handwriting by encouraging detailed visual analysis of a script. Using Korean Hangul characters as novel visual forms, this study focused on the visuomotor component of written form reproduction, and examined the effectiveness of motor-sequence presentation for written-form reproduction, as well as whether this effectiveness was modulated by native-script experience and visual complexity. Seventy-eight college-level participants (40 native readers of a nonlinear script, Chinese, and 38 readers of linear scripts such as Spanish) completed a delayed copying task. Hangul characters varied in visual complexity (low, medium, high) and were presented either with or without animated motor sequences. Written form reproduction accuracy, response time (RT), and writing time (WT) were measured. Motor sequence reduced accuracy for medium- and high-complexity characters in both groups. Similarly, motor sequence lengthened WT, but this interference effect was only significant for higher-complexity characters in the linear group. In contrast, motor sequence shortened RTs in both groups across all levels of complexity. These findings suggest that motor sequence presentation may facilitate retrieval efficiency and motor planning of written forms (RT), consistent with the visual analysis hypothesis. However, it may increase cognitive load, hindering precision (accuracy) and execution of written form (WT). Implications for instructional design are discussed in the context of reproducing unfamiliar characters, including the need to tailor motor sequence visualization to the complexity of the materials, learners’ prior script experience, and instructional goals (accuracy or speed).

Cognition · Copying · Handwriting · Hangul · Psycholinguistics · Scripting language · Syllable · Reading and Literacy Development · Visual and Cognitive Learning Processes · Writing and Handwriting Education

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