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This cross-sectional study drew on verbal protocol data to analyze the purported problemsolving nature of formulation processes. More precisely, our aim was to explore the allocation of composing time to problem-solving formulation processes in relation to 2 independent variables: (a) the language of composition (i.e., native language [L1] vs. second and foreign language [L2] writing); and (b) the writer's L2 proficiency (via 3 groups at different levels of proficiency). The results showed that the participants devoted twice as much time to dealing with formulation problems in the L2 than in the L1 and that the amount of time allocated to solving problems in the L2 did not depend on proficiency. Proficiency exhibited an apparent influence on the type of formulation problems the writers posed themselves: With increased proficiency, there was an increase, although not a linear one, in the time devoted to improving the expression of meaning or to discovering a better match between intention and expression, or both, and a decrease in the time devoted to compensating for the lack of linguistic resources. We discuss these findings in the light of process-oriented writing research and suggest implications for theory and research.

In this paper we describe a body of work aimed at extending the reach of mobile navigation and mapping. We describe how running topological and metric mapping and pose estimation processes concurrently, using vision and laser ranging, has produced a full sixdegree-of-freedom outdoor navigation system. It is capable of producing intricate three-dimensional maps over many kilometers and in real time. We consider issues concerning the intrinsic quality of the built maps and describe our progress towards adding semantic labels to maps via scene de-construction and labeling. We show how our choices of representation, inference methods and use of both topological and metric techniques naturally allow us to fuse maps built from multiple sessions with no need for manual frame alignment or data association.

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This cross-sectional study used verbal protocol analysis to compare the temporal distribution of formulation processes of Spanish EFL writers composing L1 and L2 argumentative texts. We studied three groups at different levels of L2 proficiency. Results showed the same total formulation time regardless of whether participants wrote in L1 or L2. L2 proficiency, however, affected times. Higherproficiency participants devoted less time to formulation, concentrated formulation in the central stages of composing, and increased the interaction between formulation and other subprocesses. Fluent formulation was twice as common as problem-solving formulation when writing in L2 and five times as common in L1; these ratios appeared to be invariant across proficiency. Theoretical and methodological implications for the study of L2 writing processes are discussed.

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