Developmental and Individual Differences in Chinese Writing.
Developmental and Individual Differences in Chinese Writing.
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汉语写作的发展和个体差异。
DOI：
10.1007/s11145-012-9405-4
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发表时间：
2013
影响因子：
2.5
通讯作者：
Meng,Wanjin
中科院分区：
文献类型：
--
作者：
Guan,ConnieQun;Ye,Feifei;Wagner,RichardK;Meng,Wanjin
本研究的目的是检验跨书写系统（汉语普通话与英语）和写作技能水平的书面作文的潜在维度的模型的普遍性。本研究首先从一年级和四年级英语写作样本的分析中发展出一个写作五因素模型，并将其应用于四年级和七年级学生的汉语写作样本。实证因素分析被用来比较书面作文的替代模型的拟合。结果表明，五因素模型的书面作文推广到中国的写作样本，并适用于较低的技能（4级）和更熟练（7级）的写作，与不同等级的因素之间的差异，在不同程度上的因素的手段。
The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors.