WRITING AND COGNITION: RESEARCH AND APPLICATIONS -- Ciopyright -- Contents -- Contributors -- Chapter 1 Introduction -- 1.1. Writing -- 1.2. Cognition -- 1.3. This Volume -- 1.3.1. Interactions among Writing Processes -- 1.3.2. Effects of Writing on Cognition -- 1.3.3. Writing Media -- Acknowledgements -- Chapter 2 Parallel Processing Before and After Pauses: A Combined Analysis of Graphomotor and Eye Movements During Procedural Text Product -- 2.1. Theoretical Framework -- 2.1.1. Processing and Writing Pauses -- 2.1.2. Parallel Processing During Writing -- 2.1.3. Capacity Theory and Parallel Processing -- 2.1.4. Theoretical Assumptions -- 2.2. Research -- 2.2.1. Methodological Considerations -- 2.2.2. Method -- 2.2.3. Analyses -- 2.3. Results -- 2.3.1. Qualitative Analysis of a Text Produced by a Subject -- 2.3.2. Description of General PE Characteristics -- 2.3.3. Nature of the Visual Information Encoded During Parallel Events -- 2.3.4. Parallel Events and Writer's Capacity -- 2.4. Discussion -- 2.4.1. Conclusion -- Chapter 3 From Written Word to Written Sentence Production -- 3.1. Introduction -- 3.2. Methodological Considerations -- 3.2.1. Written Word Production -- 3.2.2. Written Sentence Production -- 3.3. Method -- 3.3.1. Participants -- 3.3.2. Stimuli -- 3.3.3. Procedure -- 3.4. Results -- 3.4.1. Errors -- 3.4.2. Patterns of Word Typing in Sentence Production -- 3.4.3. Effects of Word Class and Position -- 3.4.4. Effects of Presentation Mode, Ordination Type, and Number on the Time Course of Sentence Production -- 3.5. Discussion -- 3.6. Summary and Further Perspectives -- Acknowledgments -- Chapter 4 Influence of Typing Skill on Pause-Execution Cycles in Written Composition -- 4.1. Introduction -- 4.2. Method -- 4.2.1. Participants -- 4.2.2. Materials -- 4.2.3. Procedure -- 4.2.4. Treatments and Analysis -- 4.3. Results.

4.4. Discussion -- Acknowledgments -- Chapter 5 The Word-Level Focus in Text Production by Adults with Reading and Writing Difficulties -- 5.1. Introduction -- 5.1.1. Disfluencies in Written Language -- 5.1.2. Vocabulary -- 5.2. Method -- 5.2.1. Subjects -- 5.2.2. Data Collection -- 5.2.3. Keystroke Logging by Means of ScriptLog -- 5.2.4. Analyses -- 5.3. Results -- 5.3.1. Productivity and Spelling -- 5.3.2. Disfluencies -- 5.3.3 Pause Distributions -- 5.3.4. Editings -- 5.3.5. Vocabulary -- 5.3.6. Correlations Between Disfluencies and Vocabulary -- 5.4. Discussion -- Chapter 6 GIS forWriting: Applying Geographical Information Systems Techniques to Data Mine Writings' Cognitive Processes -- 6.1. Introduction -- 6.2. Geographical Information Systems -- 6.3. Applying GIS to Writing -- 6.3.1. Setting Up the Layers for DataMining Using GIS -- 6.3.2. The GIS Database Files -- 6.3.3. Using Manual Analysis Layers for Data Mining -- 6.4. Conclusion -- Chapter 7 Verbal and Visual Working Memory in Written Sentence Production -- 7.1. Introduction -- 7.1.1. Background -- 7.1.2. Rationale -- 7.2. Method -- 7.3. Results -- 7.3.1. Definitions -- 7.3.2. Sentence Length -- 7.3.3. Secondary Task Accuracy -- 7.3.4. Secondary Task RT -- 7.4. Discussion -- 7.4.1. Conclusion -- Acknowledgements -- Chapter 8 Effects of Note-Taking and Working-Memory Span on Cognitive Effort and Recall Performance -- 8.1. Introduction -- 8.1.1. Note-Taking: A Learning Effect -- 8.1.2. Cognitive Effort and Note-Taking Contexts -- 8.1.3. Note-Taking: An Effortful Activity -- 8.2. Method -- 8.2.1. Participants -- 8.2.2. Materials -- 8.2.3. Procedure -- 8.2.4. Dependent Variables -- 8.3. Results -- 8.3.1. Note-Taking Time During Reading -- 8.3.2. Cognitive Effort Associated with Note-Taking -- 8.3.3. Note Quantity -- 8.3.4. Note Revising by Addition of Visual Marks,Words, and Underlining.

8.4. Discussion and Conclusion -- 8.4.1. Cognitive Effort and Task-Execution Time -- 8.4.2. Note Quantity and Format -- 8.4.3. Note Revising by Addition -- 8.4.4. Conclusion -- 8.5. Appendix 8.A. Outline Shown on the Preprinted Note-Taking Sheets in the Two Experimental Conditions with Outlined NoteTakin -- 8.6. Appendix 8.B. Note-Taking Example: Visual Formatting Marks (Dashes, Asterisks, Arrows) Produced by a Low-Span Note Taker -- Chapter 9 The Dynamics of Idea Generation During Writing: An Online Study -- 9.1. Introduction -- 9.1.1. The Process of Idea Generation -- 9.1.2. Distribution of Cognitive Processes Over the Writing Process -- 9.2. Method -- 9.2.1. Design -- 9.2.2. Protocol Analysis -- 9.2.3. Multilevel Analysis -- 9.3. Results -- 9.3.1. Generating and Assignment-Driven Generation -- 9.3.2. Generating and Generating-Driven Generation -- 9.3.3. Generating and Structuring-Driven Generation -- 9.3.4. Generating and Translating-Driven Generation -- 9.4. Discussion -- 9.5. Author Note -- 9.6. Appendix -- Chapter 10 Skilled Writers' Generating Strategies in L1 and L2: An Exploratory Study -- 10.1. Introduction -- 10.1.1. Generating Strategies -- 10.1.2. Contributing Factors in L2 Writing -- 10.1.3. Research Questions -- 10.2. Method -- 10.2.1. Participants -- 10.2.2. Procedure -- 10.2.3. Protocol Analysis -- 10.3. Results -- 10.3.1. Language-Switching Strategies -- 10.3.2. Two Strategies in Generating: Re-reading the Text So Far and Idea-Generation -- 10.4. Discussion -- Chapter 11 The Writing Superiority Effect in the Verbal Recall of Knowledge: Sources and Determinants -- 11.1. Speaking, Writing, and the Diagnosis of Knowledge -- 11.2. Sources of Diagnostic Differences Between Speaking and Writing -- 11.2.1. Discourse Protocol -- 11.2.2. Time Per Unit -- 11.2.3. Pacing -- 11.2.4. Experiment I -- 11.2.5. Experiment II.

11.2.6. Experiment III -- 11.2.7. General Discussion -- 11.3. Determinants of the Writing Superiority Effect -- 11.3.1. Experiment IV -- 11.3.2. Experiment V -- 11.3.3. Experiment VI -- 11.4. Concluding Remarks -- 11.5. Acknowledgments -- Chapter 12 The Effect of Writing on Phonological Awareness in Spanish -- 12.1. Introduction -- 12.2. Phonological Awareness -- 12.3. Phonological Awareness Studies Concerning Writing -- 12.4. Some Phonological Differences between English and Spanish -- 12.5. Study 1 -- 12.5.1. Writing Task -- 12.5.2. Phonological Awareness Tasks -- 12.5.3. Procedure for Phonological Awareness Tasks -- 12.5.4. Results for the Phonological Awareness Tasks -- 12.6. Study 2 -- 12.6.1. Participants and Procedure -- 12.6.2. Letter Identification -- 12.7. Results -- 12.7.1. Letter Identification and Use -- 12.7.2. Deletion Tasks -- 12.8. Discussion -- Chapter 13 Developmental Trends in a Writing To Learn Task -- 13.1. Introduction -- 13.2. Method -- 13.2.1. Participants -- 13.2.2. Apparatus -- 13.2.3. Procedure -- 13.3. Analysis -- 13.4. Results -- 13.4.1. Effects on Understanding of Science Concepts -- 13.4.2. Effects on Processes -- 13.4.3. Relationships among Exogenous Variables, Processes, and Understanding -- 13.5. Discussion -- Chapter 14 Approaches to Writing -- 14.1. Introduction -- 14.1.1. Theoretical Background -- 14.1.2. A Model and a Measure -- 14.1.3. Confirmation -- 14.1.4. Applications and Suggestions for Further Research -- Appendix: Inventory of Processes in College Composition -- Chapter 15 Cognitive Processes in Discourse Synthesis: The Case of Intertextual Processing Strategies -- 15.1. Introduction -- 15.1.1. Review of the Literature -- 15.1.2. Purpose of the Present Study -- 15.2. Methodology -- 15.2.1. Subjects -- 15.2.2. Task -- 15.2.3. Instruments -- 15.2.4. Data Collection Procedures -- 15.2.5. Data Analysis.

15.3. Findings and Discussion -- 15.3.1. Transforming Strategies 15.3.1.1. Conceptual transforming -- 15.3.2. Summary -- 15.4. Implications -- 15.4.1. The Process Log -- 15.4.2. Explicit Instruction -- Appendix A: A Taxonomy of Discourse Synthesis Strategies -- Chapter 16 Preformulation in Press Releases: What the Writing Process Tells Us about Product Characteristics -- 16.1. Introduction -- 16.2. Methodology -- 16.2.1. Data -- 16.2.2. Combined Methodology -- 16.3. Research Focus -- 16.4. Analysis -- 16.4.1. Headlines: General Description -- 16.4.2. Design: What Should Headlines Look Like? -- 16.4.3. Function: What Purpose Do Headlines Serve? -- 16.5. Conclusion -- 16.5.1. Design and Function of Headlines -- 16.5.2. Methodology -- Acknowledgement -- Appendix: Construction Version 1 -- Chapter 16 Talking to Write: Investigating the Practical Impact and Theoretical Implications of Speech Recognition (SR) Software on Real Writing Tasks -- 17.1. Introduction -- 17.2. The Problem of Student Writing in Academic Settings -- 17.3. Theoretical Positions -- 17.3.1. Basic Writing Processes -- 17.3.2. Writing as Social Interaction -- 17.3.3. Monitoring and Feedback in Talk and Writing -- 17.3.4. Speech Recognition and the Writing Task - What are the Issues to Investigate? -- 17.4. The Pilot Study -- 17.4.1. Results of the Study -- 17.4.2. Relating Results to Theory -- 17.5. General Conclusions -- Chapter 18 How do Writers Adapt to Speech Recognition Software? The Influence of Learning Styles on Writing Processes in Speech Technology -- 18.1. Introduction -- 18.1.1. Learning -- 18.2. Description of the Study -- 18.2.1. Design and Procedure -- 18.3. Results -- 18.3.1. Material -- 18.3.2. Writing Modes -- 18.3.3. Repairs -- 18.4. Conclusion -- 18.5. Discussion and Further Research -- Acknowledgments.

Chapter 19 Longitudinal Studies of the Effects of New Technologies on Writing: Two Case Studies.