Online management of text production from pictures: a comparison between fifth graders and undergraduate students
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ORIGINAL ARTICLE
Online management of text production from pictures: a comparison between fifth graders and undergraduate students Elise Drijbooms1,2 · Margriet A. Groen3 · Denis Alamargot4 · Ludo Verhoeven2 Received: 9 June 2017 / Accepted: 13 May 2019 © Springer-Verlag GmbH Germany, part of Springer Nature 2019
Abstract This study was designed to enhance our understanding of the online management of writing processes by two groups of writers with a different level of expertise, and to explore the impact of this online management on text quality. To this aim, fifth graders (mean age 10.5 years) and undergraduate students (mean age 22.6 years) were asked to compose a narrative from a visual source of images, while their handwriting activity and eye movements were recorded by means of Eye & Pen software and a digitizing tablet. Results showed that fifth graders and undergraduate students used different strategies to engage in high-level source-based text elaboration processes throughout their writing. The main differences concerned the density of source consultation during prewriting, on the one hand, and during pauses, on the other hand. Relationships between these characteristics of online management and text quality were minimal in fifth graders, while in undergraduate students they were more substantial as in the case of syntactic complexity. These findings suggest that with age, the online management of writing becomes more closely related to text quality. In line with a capacity view of writing, it is also concluded that the online management of writing processes of fifth graders is highly constrained by a lack of fluent text production skills which ultimately affects their text quality. Writing a text requires the mastery of a number of low-level (i.e., formulating skills such as handwriting, and spelling) and high-level (i.e., planning and reviewing) writing processes. As all writing processes require more or less cognitive resources of working memory (WM), an efficient management of writing processes within the limits of WM is fundamental to producing good-quality texts (e.g., Breetvelt, van den Bergh, & Rijlaarsdam, 1994; Levy & Ransdell, 1995). In contrast to oral language production, relatively little is known about this management of text production. There is accumulating evidence that writing expertise might favor a parallel as opposed to a sequential execution * Elise Drijbooms [email protected] 1
Universiteit Antwerpen, Prinsstraat 13, 2000 Antwerpen, Belgium
2
Behavioural Science Institute, Radboud Universiteit Nijmegen, Nijmegen, The Netherlands
3
Department of Psychology, Lancaster University, Bailrigg, Lancaster LA1 4YF, UK
4
Laboratoire CHArt (Cognitions Humaine & Artificielle) EA 4004 - ESPE de l’Académie de Créteil -Université Paris-Est Créteil (UPEC), Paris, France
of low- and high-level writing processes, as long as these processes do not exceed WM capacity. This evidence aligns with assumptions of theoretical models of text production and writing development
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