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Cognitive processes in writing to learn

写作学习的认知过程

基本信息

批准号：
2279276
负责人：
金额：
--
依托单位：
University of Southampton
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2019
资助国家：
英国
起止时间：
2019 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2279276
关键词：
Cognitive processes writing learn

项目摘要

Writing is an important skill for enabling effective communication and as a tool for learning. The proposed project seeks to explore the cognitive processes taking place during writing and assess how these are related to learning and to text quality. It will do this by asking undergraduates to recall or summarize academic texts, and then assessing the effects of different ways of doing this on comprehension of the source texts. The project is designed to test the dual process model of writing (Galbraith and Baaijen, 2018), which claims that two writing processes are involved: a knowledge-constituting process and a knowledge-transforming process. These processes will be identified using analysis of keystrokes recorded during writing, using methods developed by Galbraith and Baaijen (2018). The effects of drafting strategies (either an outline or rough draft strategy) on the extent of these two processes during writing, and on their relationship with the learning of source texts will be assessed. The project will also assess how these effects are moderated by individual differences in working memory capacity. The advanced statistical method of Multilevel Structural Equation Modelling (MSEM) will be used to model the interrelationships between these variables and to test the predictions of the dual process model about them. The findings will have important implications for the use of writing as a tool for learning in educational settings and for the teaching of writing as effective communication.

写作是有效沟通的重要技能，也是学习的工具。该项目旨在探索写作过程中发生的认知过程，并评估这些过程与学习和文本质量的关系。它将通过要求大学生回忆或总结学术文章来做到这一点，然后评估不同的方式对源文本理解的影响。该项目旨在测试写作的双重过程模型（Galbraith和Baaijen，2018），该模型声称涉及两个写作过程：知识构成过程和知识转化过程。这些过程将通过使用Galbraith和Baaijen（2018）开发的方法，对书写过程中记录的生物钟进行分析来确定。起草策略（无论是大纲或草稿策略）的影响，这两个过程在写作过程中的程度，以及它们与源文本的学习的关系将进行评估。该项目还将评估这些影响如何通过工作记忆容量的个体差异来调节。多层次结构方程模型（MSEM）的先进的统计方法将被用来模拟这些变量之间的相互关系，并测试双过程模型对它们的预测。这些发现将对写作作为教育环境中的学习工具和写作作为有效交流的教学产生重要影响。