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

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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
Identification Number:	10.3389/fpsyg.2019.01143
Dates:	Date Event 30 April 2019 Accepted
Subjects:	CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific)
Divisions:	Faculty of Business, Law and Social Sciences > College of Psychology
Depositing User:	Silvio Aldrovandi
Date Deposited:	27 Jun 2019 16:02
Last Modified:	11 Jun 2024 13:03
URI:	https://www.open-access.bcu.ac.uk/id/eprint/7655

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