Cognitive processes in writing to learn

写作是实现有效沟通的一项重要技能，也是一种学习工具。这项拟议的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语篇质量的关系。它将通过让本科生回忆或总结学术文本，然后评估不同方法对源文本理解的影响来实现这一点。该项目旨在检验写作的双过程模型(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。这些过程将通过对写作过程中记录的击键进行分析，使用Galbraith和Baaijen(2018)开发的方法来确定。将评估起草策略(提纲或草稿策略)在写作过程中对这两个过程的影响，以及它们与原文学习的关系。该项目还将评估这些影响如何被工作记忆容量的个体差异所缓和。将使用先进的多水平结构方程模型(MSEM)统计方法来模拟这些变量之间的相互关系，并检验双过程模型对它们的预测。这一发现将对在教育环境中将写作作为学习工具的使用以及将写作作为有效交际的教学具有重要意义。

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.