The Effects of Planning and Handwriting Style on Quantity Measures in Secondary School Children’s Writing

Williams, Gareth J. and Larkin, Rebecca F. and Coyne-Umfreville, Emily and Herbert, Toni C. (2019) The Effects of Planning and Handwriting Style on Quantity Measures in Secondary School Children’s Writing. Frontiers in Psychology, 10. ISSN 1664-1078

[img]
Preview
Text
fpsyg-10-01143.pdf - Published Version

Download (812kB)

Abstract

The study aimed to evaluate the proposer, translator, editor, and transcriber process model
of writing in the context of secondary school children. Eighty-three children completed
written texts under conditions that facilitated the proposer and placed resource demands
on the transcriber. It was found that the number of words, lexical richness, and the number
of sentences were affected by transcription resource demands, while the number of
sentences was increased when the proposer was facilitated. There were also by-gender
interactions that indicated male writers and female writers completed the tasks to different
product levels. The discussion proposes that future developments of the model take into
account a more direct interaction between the transcriber and translation level processes
when considering this age group.

Item Type: Article
Subjects: C800 Psychology
Divisions: Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology
REF UoA Output Collections > REF2021 UoA 04: Psychology, Psychiatry and Neuroscience
Depositing User: Silvio Aldrovandi
Date Deposited: 27 Jun 2019 16:02
Last Modified: 27 Jun 2019 16:02
URI: http://www.open-access.bcu.ac.uk/id/eprint/7655

Actions (login required)

View Item View Item

Research

In this section...