Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation
Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation
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儿童的认知努力和写作流畅性：体裁和手写自动化的影响
DOI：
10.1016/j.learninstruc.2008.05.005
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发表时间：
2009
影响因子：
6.2
通讯作者：
L. Beauvais
中科院分区：
文献类型：
--
作者：
T. Olive;M. Favart;Carole Beauvais;L. Beauvais
这项研究调查了五年级和九年级学生在写课文时的认知努力。我们操纵体裁（叙事文本与议论文），并测试手写自动化水平如何有助于认知努力和写作流畅性。参与者是23名来自5年级和21名来自9年级的学生，他们在执行二次反应时间任务时写了两篇体裁不同的文章。结果表明，认知努力与体裁之间存在交互作用。认知努力在5年级和9年级之间下降，只写议论文。手写并不有助于写作的流畅性，但有助于认知努力，只有在五年级的叙事文本的写作。研究结果进行了讨论，在光的认知努力和流畅性的影响因素在写作。
This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing.