| 1 |
Individual differences in lexical and grammar spelling across primary school
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Les différentes approches définitionnelles d’un concept aux typologies afférentes : points de vue linguistique et psycholinguistique sur la notion de métadiscours
|
|
|
|
In: La problématique de la notion de type en SHS ; https://hal.archives-ouvertes.fr/hal-02546590 ; La problématique de la notion de type en SHS, 2016, Toulouse, France (2016)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Word reading and word spelling in French adult literacy students: the relationship with oral language skills
|
|
|
|
In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.archives-ouvertes.fr/hal-02078233 ; Journal of Research in Reading, Wiley, 2014, 37 (3), pp.268-296. ⟨10.1111/j.1467-9817.2011.01508.x⟩ (2014)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Influence of handwriting skills during spelling in primary and lower secondary grades
|
|
|
|
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01662984 ; Frontiers in Psychology, Frontiers, 2013, 4, pp.818. ⟨10.3389/fpsyg.2013.00818⟩ (2013)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Influence of handwriting skills during spelling in primary and lower secondary grades
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
What makes a skilled writer? Working memory and audience awareness during text composition
|
|
|
|
In: ISSN: 1041-6080 ; Learning and Individual Differences ; https://hal.archives-ouvertes.fr/hal-02109171 ; Learning and Individual Differences, Elsevier, 2011, 21 (5), pp.505-516. ⟨10.1016/j.lindif.2011.06.001⟩ (2011)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Through the models of writing: Ten years after and vision for the future
|
|
|
|
In: Written Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods and Tools, and Applications ; https://hal.archives-ouvertes.fr/hal-01360221 ; Michel Fayol; Denis Alamargot; Virginia Berninger. Written Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods and Tools, and Applications, Psychology Press, pp.567-572, 2011 (2011)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Using eye and pen movements to trace the development of writing expertise: case studies of a 7th, 9th and 12th grader, graduate student, and professional writer
|
|
|
|
In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-02779976 ; Reading and Writing, Springer Verlag, 2010, 23 (7), pp.853-888. ⟨10.1007/s11145-009-9191-9⟩ (2010)
|
|
Abstract:
International audience ; The present study was designed to enhance our understanding of the changing relationship between low- and high-level writing processes in the course of development. A dual description of writing processes was undertaken, based on (i) the respective time courses of these processes, as assessed by an analysis of eye and pen movements, and (ii) the semantic-linguistic characteristics of the writers' scripts. In order to conduct a more fine-grained description of processing strategies, a “case study” approach was adopted, whereby a comprehensive range of measures was used to assess low- and high-level processes within five writers with different a-priori levels of expertise in text composition (7th-, 9th- and 12th-graders, MA student, author). The task consisted in continuing an imposed incipit, by composing a personal and imaginative text. The main results showed two developmental patterns linked to expertise: (i) a gradual acceleration in low- and high-level processing (pauses, flow), associated with (ii) changes in the way the previous text was (re)read. Compared with the other less experienced writers, the author displayed greater creativeness and far higher processing speeds, due to the proceduralization of planning which maximized parallel processing. The usefulnesss and limitations of the case study approach are discussed in the conclusion
|
|
Keyword:
[SCCO.PSYC]Cognitive science/Psychology; [SCCO]Cognitive science; [SHS.EDU]Humanities and Social Sciences/Education; Author; Development; développement; écriture; Expertise; Eye movements; mouvements oculaires; Pauses; rédaction; suite de texte; Writing
|
|
URL: https://hal.archives-ouvertes.fr/hal-02779976
https://doi.org/10.1007/s11145-009-9191-9
|
|
BASE
|
|
Hide details
|
|
|
| 13 |
Temporalité de l'écriture et rôle du texte produit dans l'activité rédactionnelle
|
|
|
|
In: ISSN: 0458-726X ; EISSN: 1958-9549 ; Langages ; https://halshs.archives-ouvertes.fr/hal-02111744 ; Langages, Armand Colin (Larousse jusqu'en 2003), 2010, pp.11-34. ⟨10.3917/lang.177.0007⟩ (2010)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The Study of Professional Writing
|
|
|
|
In: ISSN: 1016-9040 ; European Psychologist ; https://hal.archives-ouvertes.fr/hal-02111667 ; European Psychologist, Hogrefe, 2010, 15 (1), pp.12-22. ⟨10.1027/1016-9040/a000001⟩ (2010)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
ACCESSING REFERENTIAL INFORMATION DURING TEXT COMPOSITION : WHEN AND WHY ?
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
