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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Online management of text production from pictures
T2 - a comparison between fifth graders and undergraduate students
AU - Drijbooms, E.
AU - Groen, M.A.
AU - Alamargot, D.
AU - Verhoeven, L.
N1 - The final publication is available at Springer via http://dx.doi.org/10.1007/s00426-019-01199-x
PY - 2020/11/1
Y1 - 2020/11/1
N2 - This study was designed to enhance our understanding of the online management of writing processes by two groups of writers with a different level of expertise, and to explore the impact of this online management on text quality. To this aim, fifth graders (mean age 10.5 years) and undergraduate students (mean age 22.6 years) were asked to compose a narrative from a visual source of images, while their handwriting activity and eye movements were recorded by means of Eye & Pen software and a digitizing tablet. Results showed that fifth graders and undergraduate students used different strategies to engage in high-level source-based text elaboration processes throughout their writing. The main differences concerned the density of source consultation during prewriting, on the one hand, and during pauses, on the other hand. Relationships between these characteristics of online management and text quality were minimal in fifth graders, while in undergraduate students they were more substantial as in the case of syntactic complexity. These findings suggest that with age, the online management of writing becomes more closely related to text quality. In line with a capacity view of writing, it is also concluded that the online management of writing processes of fifth graders is highly constrained by a lack of fluent text production skills which ultimately affects their text quality.
AB - This study was designed to enhance our understanding of the online management of writing processes by two groups of writers with a different level of expertise, and to explore the impact of this online management on text quality. To this aim, fifth graders (mean age 10.5 years) and undergraduate students (mean age 22.6 years) were asked to compose a narrative from a visual source of images, while their handwriting activity and eye movements were recorded by means of Eye & Pen software and a digitizing tablet. Results showed that fifth graders and undergraduate students used different strategies to engage in high-level source-based text elaboration processes throughout their writing. The main differences concerned the density of source consultation during prewriting, on the one hand, and during pauses, on the other hand. Relationships between these characteristics of online management and text quality were minimal in fifth graders, while in undergraduate students they were more substantial as in the case of syntactic complexity. These findings suggest that with age, the online management of writing becomes more closely related to text quality. In line with a capacity view of writing, it is also concluded that the online management of writing processes of fifth graders is highly constrained by a lack of fluent text production skills which ultimately affects their text quality.
U2 - 10.1007/s00426-019-01199-x
DO - 10.1007/s00426-019-01199-x
M3 - Journal article
VL - 84
SP - 2311
EP - 2324
JO - Psychological Research
JF - Psychological Research
SN - 0340-0727
ER -