Análisis de pausas y ejecuciones para el estudio de procesos de escritura
Contenido principal del artículo
Resumen
Descargas
Detalles del artículo
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons que permite a terceros copiar y redistribuir el material en cualquier medio o formato bajo los siguientes términos: —se debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante (Atribución); — no se puede hacer uso del material con propósitos comerciales (No Comercial); — si se remezcla, transforma o crea a partir del material, no podrá distribuirse el material modificado (Sin Derivadas).
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Citas
Alamargot, D., Plane, S., Lambert, E., & Chesnet, D. (2010). Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer. Reading and Writing, 23, 853–8 88. doi:10.1007/s11145-0099191-9
Alves, R. A. (2013). A mente enquanto escreve: A automatização da execução motora na composição escrita [The mind while writing: The automatization of motor execution in written composition]. Lisbon, Portugal: Fundação Calouste Gulbenkian.
Alves, R. A., & Limpo, T. (2015). Progress in written language bursts, pauses, transcription, and written composition across schooling. Scientific Studies of Reading, 19, 374-391. http://dx.doi.org/10.1080/10888438.2015.1059838
Alves, R. A., Branco, M., Castro, S. L., & Olive, T. (2012). Effects of handwriting skill, handwriting and dictation modes, and gender of fourth graders on pauses, written language bursts, fluency, and quality. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 389–402). New York, NY: Psychology Press.
Alves, R. A., Castro, S. L., & Olive, T. (2008). Execution and pauses in writing narratives: Processing time, cognitive effort and typing skill. International Journal of Psychology, 43, 969–979. doi:10.1080/00207590701398951
Alves, R. A., Castro, S. L., Sousa, L., & Strömqvist, S. (2007). Influency of typing skill on pause-execution cycles in written composition. In M. Torrance, L. van Waes, & D. Galbraith (Eds.), Writing and cognition: Researc hand applications (pp. 55–65). Amsterdam, the Netherlands: Elsevier.
Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. A., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108, 665-679. http://dx.doi.org/10.1037/edu0000089
Barbier, M. L., & Spinelli-Jullien, N. (2009). On-line tools for investigating writing strategies in L2. German as a foreign language, 2 (3), 23-40.
Chenoweth, N. A., & Hayes, J. R. (2001). Fluency in writing: Generating text in L1 and L2. Written Communication, 18, 80–98. doi:10.1177/0741088301018001004
Connelly, V., Dockrell, J. E., Walter, K., & Critten, S. (2012). Predicting the quality of composition and written language bursts from oral language, spelling, and handwriting skills in children with and without Specific Language Impairment. Written Communication, 29, 278–302. doi:10.1177/0741088312451109
Foulin, J. N. (1998). To what extent does pause location predict pause duration in adults’ and children’s writing ? Cahiers de Psychology Cognitive / Current Psychology of Cognition, 17, 601–620.
Hayes, J. R., & Flower, L. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–29). Hillsdale, NJ: Erlbaum.
Kaufer, D. S., Hayes, J. R., & Flower, L. (1986). Composing written sentences. Research in the Teaching of English, 20, 121–140
Levy, C. M. & Olive, T. (2002). Real time studies in writing research: Progress and Prospects. En T. Olive & C. M. Levy (Eds.), Contemporary tools and techniques for studying writing (pp. 1-8). Dordrecht, A.A.: Kluwer Academic Publishers.
Limpo, T., & Alves, R. A. (2017). Tailoring multicomponent writing interventions: Effects of coupling self-regulation and transcription training. Journal of Learning Disabilities. https://doi.org/10.1177/0022219417708170.
Medimorec, S., & Risko, E. F. (2017). Pauses in written composition: On the importance of where we pause. Reading and Writing, 30, 1267–1285. doi:10.1007/s11145-017-9723-7
Olive, T. (2010). Methods, techniques, and tools for the on-line study of the writing process. In N. L. Mertens (Ed.), Writing: processes, tools and techniques (pp. 1–18). New York, NY: Nova Science Publishers.
Olive, T., & Kellogg, R. T. (2002). Concurrent activation of high- and low-level production processes in written composition. Memory & Cognition, 3 0 , 594–600. doi:10.3758/BF03194960
Olive, T., Alves, R. A., & Castro, S. L. (2009). Cognitive processes in writing during pause and execution periods. European Journal of Cognitive Psychology, 21, 758–785. doi:10.1080/09541440802079850
Prunty, M. M., Barnett, A. L., Wilmut, K., & Plumb, M. S. (2013). Handwriting speed in children with Developmental Coordination Disorder: Are they really slower? Research in Developmental Disabilities, 34, 2927–2936. doi:10.1016/j.ridd.2013.06.005
Prunty, M. M., Barnett, A. L., Wilmut, K., & Plumb, M. S. (2014). Research in developmental disabilities: An examination of writing pauses in the handwriting of children with developmental coordination disorder. Research in Developmental Disabilities, 35 (11), 2894–2905. doi: 10.1016/j.ridd.2014.07.033
Schilperoord, J. (2002). On the cognitive status of pauses in discourse production. In T. Olive & C. M. Levy (Eds.), Contemporary tools and techniques for studying writing (pp. 61–87). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Spelman Miller, K. (2000). Academic writers on-line: Investigating pausing in the production of text. Language Teaching Research, 4, 123-148. http://dx.doi.org/10.1191/136216800675510135
Tillema, M., Van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self-reports of writing behavior and online task execution using a temporal model. Metacognition Learning, 6, 229253. doi: 10.1007/s11409-011-9072-x.
Torrance, M., Rønneberg, V., Johansson, C., & Uppstad, P . H. (2016). Adolescent weak decoders writing in a shallow orthography: Process and product. Scientific Studies of Reading, 20 (5), 375–388. doi: 10.1080/10888438.2016.1205071
Van der Pool, E. (1996). A text-analytical study of conceptual writing proceses and their development. En G. Rijlaarsdam, H. van der Bergh & M. Couzijn (Eds.), Theories, Models and Methodology in Writing Research (pp. 456-472). Amsterdam: Amsterdam University Press.
Van Hell, J., Verhoeven, L. & van Beijsterveldt, L. (2008). Pause time patterns in writing narrative and expository texts by children and adults. Discourse Processes, 45 , 406–427. http://dx.doi.org/10.1080/01638530802070080
Van Waes, L., & Schellens, P . J. (2003). Writing profiles: The effect of the writing mode on revision patterns of experienced writers. Journal of Pragmatics, 3 5 , 829–853. http://dx.doi.org/10.1016/S0378-2166(02)00121-2
Van Waes, L., Leijten, M., Wengelin, A., & Lindgren, E. (2012). Logging tools to study digital writing processes. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 507-533). New York, NY: Psychology Press.
Wengelin, A. (2006). Examining pauses in writing: Theory, methods and empirical data. In K. Sullivan & E. Lindgren (Eds.), Computer key stroke logging and writing: Methods and applications (pp. 107–130). Amsterdam, Netherlands: Elsevier.
Wengelin, A. (2007). The word-level focus in text production by adults with reading and writing difficulties. In M. W. Torrance, L. van Waes, & D. Galbraith (Eds.), Writing and cognition: Research and applications (Vol. 20, pp. 67–82). Oxford, United Kingdom: Elsevier.