Through the models of writing ten years after and visions for the future

Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology

Volumn , Issue , 2012, Pages 567-572

  Alamargot, Denis ^a   Chanquoy, Lucile ^b  

^a UNIVERSITÉ DE POITIERS   (France)

^b UNIVERSITÉ CÔTE D'AZUR   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84919502154     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (17)

1. Alamargot, D., & Chanquoy, L. (2001). Through the models of writing. Dordrecht: Kluwer.
2. Alamargot, D., Chesnet, D., Dansac, C., & Ros, C. (2006). Eye and Pen: A new device to study reading during writing. Behavior Research Methods, 38(2), 287-299.
3. Alamargot, D., Dansac, C., Chesnet, D., & Fayol, M. (2007). Parallel processing before and after pauses: A combined analysis of graphomotor and eye movements during procedural text production. In M. Torrance, L. van Waes, & D. Galbraith (Eds.), Writing and cognition: Research and applications (pp. 13-29). Amsterdam: Elsevier.
4. Alamargot, D., & Fayol, M. (2009). Modelling the development of written composition. In R. Beard, D. Myhill, M. Nystrand, & J. Riley (Eds.), Handbook of writing development (pp. 23-47). London: Sage.
5. Alamargot, D., Plane, S., Lambert, E., & Chesnet, D. (2009). Using eye and pen movements to trace the development of writing expertise: Case studies of a seventh, ninth and twelfth grader, graduate student, and professional writer. Reading and Writing, 23(7), 853-888.
6. Anderson, J. R. (2002). Spanning seven orders of magnitude: A challenge for cognitive modeling. Cognitive Science, 26(1), 85-112.
7. Caporossi, G., Alamargot, D., & Chesnet, D. (2004). Using the computer to study the dynamics of handwriting processes. Lecture Notes in Computer Science, 3245, 73-78.
8. Chanquoy, L., Foulin, J. N., & Fayol, M. (1990). Temporal management of short text writing by children and adults. Cahiers de Psychologie Cognitive, 10(5), 513-540.
9. Chesnet, D., & Alamargot, D. (2005). Analyse en temps réel des activités oculaires et graphomotrices du scripteur. Intérêt du dispositif 'Eye and Pen'. L'Année Psychologique, 105(3), 477-520.
10. Fayol, M., Largy, P., & Lemaire, P. (1994). When cognitive overload enhances subject-verb agreement errors. Quarterly Journal of Experimental Psychology, 47A, 437-464.
11. Graham, S. (1990). The role of production factors in learning-disabled students' compositions. Journal of Educational Psychology, 52(4), 781-791.
12. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
13. Lambert, E., Alamargot, D., Laroque, D., & Caporossi, G. (in press). Dynamics of spelling process during a copy task. Effect of frequency and regularity. Canadian Journal of Experimental Psychology.
14. MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.). (2006). Handbook of writing research. New York: Guilford.
15. McCutchen, D., Covill, A., Hoyne, H. S., & Mildes, K. (1994). Individual differences in writing: Implications of translating fluency. Journal of Educational Psychology, 86(2), 256-266.
16. Salvucci, D. D., & Anderson, R. J. (2001). Automated eye-movement protocol analysis. Human Computer Interaction, 16(1), 39-86.
17. Swanson, H. L., & Berninger, V. W. (1996). Individual differences in children's working memory and writing skill. Journal of Experimental Child Psychology, 63, 358-385.