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Olive, Thierry; Barbier, Marie-Laure – Written Communication, 2017
We examined longhand note taking strategies when reading and summarizing a source text that was formatted with bullets or that was presented in a single paragraph. We analyzed cognitive effort when reading the source text, when jotting notes, when reading the notes, and when composing the summary, as well as time spent in these activities and the…
Descriptors: Time on Task, Cognitive Processes, Notetaking, Documentation
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Schiegg, Markus; Thorpe, Deborah – Written Communication, 2017
Handwritten texts carry significant information, extending beyond the meaning of their words. Modern neurology, for example, benefits from the interpretation of the graphic features of writing and drawing for the diagnosis and monitoring of diseases and disorders. This article examines how handwriting analysis can be used, and has been used…
Descriptors: Foreign Countries, Psychiatric Hospitals, Patients, Handwriting
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Angeli, Elizabeth L. – Written Communication, 2015
This article examines memory and distributed cognition involved in the writing practices of emergency medical services (EMS) professionals. Results from a 16-month study indicate that EMS professionals rely on distributed cognition and three kinds of memory: individual, collaborative, and professional. Distributed cognition and the three types of…
Descriptors: Emergency Medical Technicians, Allied Health Personnel, Cognitive Processes, Memory
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Leijten, Marielle; Van Waes, Luuk – Written Communication, 2013
Keystroke logging has become instrumental in identifying writing strategies and understanding cognitive processes. Recent technological advances have refined logging efficiency and analytical outputs. While keystroke logging allows for ecological data collection, it is often difficult to connect the fine grain of logging data to the underlying…
Descriptors: Writing Processes, Cognitive Processes, Writing Strategies, Data Collection
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Olive, Thierry; Passerault, Jean-Michel – Written Communication, 2012
The authors suggest that writing should be conceived of not only as a verbal activity but also as a visuospatial activity, in which writers process and construct visuospatial mental representations. After briefly describing research on visuospatial cognition, they look at how cognitive researchers have investigated the visuospatial dimension of…
Descriptors: Short Term Memory, Cognitive Processes, Writing (Composition), Writing Processes
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Quinlan, Thomas; Loncke, Maaike; Leijten, Marielle; Van Waes, Luuk – Written Communication, 2012
Moment to moment, a writer faces a host of potential problems. How does the writer's mind coordinate this problem solving? In the original Hayes and Flower model, the authors posited a distinct process to manage this coordinating--that is, the "monitor." The monitor became responsible for executive function in writing. In two…
Descriptors: Sentences, Editing, Short Term Memory, Cognitive Processes
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Baaijen, Veerle M.; Galbraith, David; de Glopper, Kees – Written Communication, 2012
Although keystroke logging promises to provide a valuable tool for writing research, it can often be difficult to relate logs to underlying processes. This article describes the procedures and measures that the authors developed to analyze a sample of 80 keystroke logs, with a view to achieving a better alignment between keystroke-logging measures…
Descriptors: Sentences, Text Structure, Factor Analysis, Classification
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Leijten, Marielle; Van Waes, Luuk; Ransdell, Sarah – Written Communication, 2010
Error analysis involves detecting, diagnosing, and correcting discrepancies between the text produced so far (TPSF) and the writers mental representation of what the text should be. The use of different writing modes, like keyboard-based word processing and speech recognition, causes different type of errors during text production. While many…
Descriptors: Writing (Composition), Word Processing, Printed Materials, Revision (Written Composition)
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Ding, Huiling – Written Communication, 2008
This study reports about a yearlong study of the initiation of novice grant writers to the activity system of National Institutes of Health grant applications. It investigates the use of cognitive apprenticeship within writing classrooms and that of social apprenticeship in laboratories, programs, departments, and universities, which introduced…
Descriptors: Discourse Communities, Graduate Students, Writing (Composition), Apprenticeships
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Hayes, John R.; Chenoweth, N. Ann – Written Communication, 2006
Generally, researchers agree that verbal working memory plays an important role in cognitive processes involved in writing. However, there is disagreement about which cognitive processes make use of working memory. Kellogg has proposed that verbal working memory is involved in translating but not in editing or producing (i.e., typing) text. In…
Descriptors: Memory, Word Processing, Editing, Verbal Ability
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Chenoweth, N. Ann; Hayes, John R. – Written Communication, 2003
This study explores the connection between writing and working memory, specifically the role of the subvocal articulatory rehearsal process (or inner voice). The authors asked the 18 participants to type sentences describing 24 multipanel cartoons. In some conditions, the participants were required to repeat a syllable continuously while writing.…
Descriptors: Sentences, Cartoons, Memory, Writing (Composition)
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Matsuhashi, Ann; Quinn, Karen – Written Communication, 1984
Reviews discourse analytic and text comprehension studies for their contributions to a cognitive process view of writing, then reports on a study that combines discourse analysis with online pause data to determine how semantic propositions reflect sentence-level planning patterns. (FL)
Descriptors: Cognitive Processes, Discourse Analysis, Higher Education, Language Processing
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Hilgers, Thomas – Written Communication, 1984
Elementary school students evaluated compositions that had been written by peers, then discussed the factors upon which their rankings were based. Results indicate that the bases for evaluation fall into four categories: feelings aroused by text, responses to surface features, responses to text as understood, and responses to craftsmanship. (FL)
Descriptors: Classification, Cognitive Processes, Elementary Education, Evaluation Criteria
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Dyson, Anne Haas – Written Communication, 1984
Draws a number of conclusions from observing children involved in early literacy tasks, including the following: (1) children and teachers live together in schools, but their perceptions of shared world differ; and (2) the teacher, frequently operating from hierarchy model of curriculum, plans activities promoting and assessing literacy skills,…
Descriptors: Child Development, Child Language, Cognitive Development, Cognitive Processes
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Kroll, Barry M. – Written Communication, 1985
Responds to an article appearing in an earlier issue of the journal that discussed the relationship between social-cognitive ability and writing skill. Reports on a study that investigated the relationship and found that social cognitive ability was more closely related to oral than to written performance. (FL)
Descriptors: Cognitive Processes, Comparative Analysis, Elementary Education, Oral Language
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