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Ransdell, Sarah Ellen; Levy, C. Michael; Kellogg, Ronald T.

doi:10.1023/a:1020851300668

Cited by 46 publications

(7 citation statements)

References 17 publications

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“…The unique and independent role of attentional control in burst length is novel in the present study. The role of attentional control in writing is recognized in theoretical models (Berninger & Winn, 2006;Graham, 2018;Hayes, 2012b;Kim, 2020;Kim & Park, 2019), and previous studies showed its role in writing quality (Kent et al, 2014;Kim, 2020), word and sentence production processes (Ferreira & Pashler, 2002;Ransdell et al, 2002), and transcription and language skills (Kim, 2020;Kim & Graham, 2022;Stephenson et al, 2008). The present study showed that attentional control makes a contribution to burst length both directly and indirectly.…”

Section: Discussionsupporting

confidence: 67%

“…Attentional control is also hypothesized to be important during writing processes such as translation and transcription according to the not-so-simple view of writing (Berninger & Winn, 2006), cognitive models of writing (Hayes, 2012b;Olive & Kellogg, 2002), the writer(s)-within-community model (Graham, 2018), and the direct and indirect effects model of writing (Kim, 2020;Kim & Park, 2019). For example, disruption of attention causes a reduction in sentence length in sentence generation (Ransdell et al, 2002) and a slowing in word production (Ferreira & Pashler, 2002). Attentional control is also important to the skills that contribute to the writing process, such as oral language and transcription skills.…”

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confidence: 99%

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Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?

Kim

2022

Written Communication

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In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 ( N = 177; Mage = 7.19). Results from structural equation modeling showed that burst length was related to writing quality after accounting for transcription skills, discourse oral language, working memory, and attentional control. Burst length completely mediated the relations of attentional control and handwriting fluency to writing quality, whereas it partially mediated the relations of working memory and spelling to writing quality. Discourse oral language had a suppression effect on burst length but was positively and independently related to writing quality. Working memory had an indirect relation to burst length via transcription skills, whereas attentional control had a direct and indirect relation. These results suggest roles of domain-general cognitions and transcription skills in burst length, and reveal the nature of their relations to writing quality.

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Section: Discussionsupporting

confidence: 67%

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confidence: 99%

Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?

Kim

2022

Written Communication

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“…Neuroimaging of the frontal lobe regions linked to executive attention in working memory also reveal greater activation in individuals with high fluid g than in those with low fluid g (Duncan et al, 2000). Converging experimental results show that distracting executive attention with a concurrent task disrupts both the quality and fluency of text composition (Ransdell, Levy, & Kellogg, 2002).…”

Section: Cognitive Control In Writingmentioning

confidence: 74%

Improving the writing skills of college students

Kellogg

Raulerson

2007

Psychonomic Bulletin & Review

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162

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Advanced writing skills are an important aspect of academic performance as well as of subsequent workrelated performance. However, American students rarely attain advanced scores on assessments of writing skills (National Assessment of Educational Progress, 2002). In order to achieve higher levels of writing performance, the working memory demands of writing processes should be reduced so that executive attention is free to coordinate interactions among them. This can in theory be achieved through deliberate practice that trains writers to develop executive control through repeated opportunities to write and through timely and relevant feedback. Automated essay scoring software may offer a way to alleviate the intensive grading demands placed on instructors and, thereby, substantially increase the amount of writing practice that students receive.

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“…Similarly, higher working memory capacity correlates with higher writing quality (Ransdell & Levy, 1996;Swanson & Berninger, 1996). When competing processes require too much working memory, writing performance is degraded (Lea & Levy, 1999;Ransdell, Levy, & Kellogg, 2002). Conversely, lower attentional loads enable writers to adopt more effective writing strategies (Alamargot, Caporossi, Chesnet, & Ros, 2011;Ransdell, 1999).…”

Section: Cognitive Factors That Mediate Differences In Writing Performentioning

confidence: 99%

The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework

Deane

2018

Educational Psychologist

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This article argues for a conceptualization of school writing that emphasizes how cognitive and sociocultural factors interact. In academic, professional, and affinity-based communities, an emphasis on standards of quality drives the adoption of such practices as revision and peer and expert review. In school, everyday writing practices center around demonstrations of knowledge (taking notes, writing summaries, providing personal responses to readings, completing worksheets, etc.) where the teacher is often the sole or primary audience. This context tends to privilege knowledge-telling strategies and prioritize fluency and efficiency of expression. When these sociocultural factors interact with cognition, group differences tend to emerge, as knowledge telling provides few opportunities for disadvantaged groups to overcome barriers linked to differences in prior knowledge, fluency, attention management, or motivation. It also affects the efficacy of instructional practices, because cognitive ability and social identity affect how students internalize the metacognitive concepts and strategies characteristic of expert writers.

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Cited by 46 publications

References 17 publications

Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?

Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?

Improving the writing skills of college students

The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework

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