Studies in word processing

Hawisher, Gail E.

doi:10.1016/s8755-4615(86)80003-2

Cited by 38 publications

(17 citation statements)

References 6 publications

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“…Yet use of word processing is not as widespread as use of CAI, in part because of difficulties in scheduling significant amounts of computer access. In research, Hawisher (1986) and Barker (1987) provide fine summaries that do more to show the complexity of measurement than to inspire confidence in the highly mixed results.…”

Section: Research Resultsmentioning

confidence: 99%

“…Most researchers agree in reporting improved attitudes toward writing and their own work, whether testing 9-12 year olds or professional writers, even with user-unfriendly mainframe computers (Hawisher, 1986;Barker, 1987). Especially with poor writers (Baer.…”

Section: Research Resultsmentioning

confidence: 99%

“…Both students of lesser ability and higher ability seem to benefit as well as students of different ages (Becker, 1986). Computer use is hypothesized to improve both the quality and the quantity of written products (summarized in Hawisher, 1986).…”

Section: Claims and Reports About Computer Use In Writing Instructionmentioning

confidence: 99%

“…Yet even if students detect a problem and diagnose it (or have a teacher's comments to help), they may not be able to revise, choosing to rewrite instead. It is no wonder then that studies of revision with computers show mixed results -with some students revising more, some the same and some mixed-especially when some studies specifically excluded instruction in writing (Hawisher, 1986). In his review of revision studies, Barker concludes that these studies show a problem with the understanding of "the nature of revision itself and how hard it is to pin down the effect of word processing on it" (1987).…”

Section: Task ~Nvi~~onmentmentioning

confidence: 99%

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Computers in writing instruction

Schwartz

Geest

Smit-Kreuzen³

1992

International Journal of Educational Research

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For computers to be useful in writing instruction, innovations should be valuable for students and feasible for teachers to implement. Research findings yield contradictory results in measuring the effects of different uses of computers in writing, in part because of the methodological complexity of such measurements. Yet the computer seems to be a promising toot in several new, theoretically based approaches to writing inst~ctio~. Research of these kinds of computer applications should continue, paying attention to context variables that infiuence the implementation process importantly.

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Section: Research Resultsmentioning

confidence: 99%

Section: Research Resultsmentioning

confidence: 99%

Section: Claims and Reports About Computer Use In Writing Instructionmentioning

confidence: 99%

Section: Task ~Nvi~~onmentmentioning

confidence: 99%

See 2 more Smart Citations

Computers in writing instruction

Schwartz

Geest

Smit-Kreuzen³

1992

International Journal of Educational Research

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“…Early research focused on the computer as a transcription tool, with subjects writing first with pen or pencil and then entering the text on a computer (Hawisher, 1986). In a subsequent review of 16 studies of computer composition, Hawisher (1988) reported that the majority of research found an increase in the number of words produced by subjects in the computer-written conditions.…”

Section: Hand Versus Computer Writingmentioning

confidence: 99%

Comparing power imagery in TATs written by hand or on the computer

Blankenship

Zoota

1998

Behavior Research Methods, Instruments, & Computers

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Two barriers to the use of the Thematic Apperception Test (TAT)in motivation research were addressed: its low internal consistency and its time-consuming coding system, Sixty males and 60 females wrote five stories to TAT pictures either on the computer or by hand. Half of each group were timed and half untimed. The writing of stories was guided by four sets of questions, and stories were coded for need for power (n Pow) by the corresponding four paragraphs. Cronbach's alpha for the five stories was .46;for the 20 paragraphs, Cronbach's alpha was .65. We conclude that, to the extent that measuring internal consistency is appropriate for a thought-sampling instrument like the TAT, internal consistency should be calculated by paragraphs. Significantly more words were produced in the untimed condition, but n Pow did not differ by gender, hand-written versus computer-written, or timed versus untimed conditions. The five pictures elicited significantly different amounts of n Pow. It is recommended that researchers who give the TAT on the computer use the untimed condition. Suggestions are made for increasing the scoring validity and for using the computer to decrease the time required for human coders.The Thematic Apperception Test (TAT)I has been used in research on achievement, affiliation, power, and intimacy (among others), and coding schemes are available to score imagery in each of these motives (Smith, 1992). We focused on power motivation in this study ofthe effects of computer writing on projective content or thought samples because we believed that power imagery might be the most susceptible to augmentation by the computer situation, although achievement imagery might also be affected.? Power imagery is coded when a story depicts someone acting in a way that expresses power, arousing strong positive or negative emotions, or showing concern for reputation or position. Power-oriented actions include attacks, insults, and seductions, giving help or advice that is not solicited, controlling someone else's life, trying to influence, bribe, or persuade, and trying to impress others (Winter, 1992, pp. 312-315). We assumed that if the computer could affect any motive, power was the most likely. This is based on the idea of the computer as empowering, as a device that can arouse strong emotions (e.g., frustration), and as a prestigious possession (Winter, 1973).Two barriers to the use of the TAT to measure power imagery in motivation research have been its apparent This research was supported in part by NSF Research Experience for Undergraduates Award BIR-9300595. We wish to thank Stacy Allison, Pamella Cordova, Tad Gary, Cynthia Gomes, Matt Herzberg, Margaret Kalamaras, Amanda Kapp, and Kathy Kunkel for helping us code TAT stories; Nisha Waghray and Jeni Fletcher for organizing data; and Jennifer Seiffer and Julie Gillette for transcribing stories. Bruce Dudek advised us on data analysis, and Randi Reppen edited the manuscript. We thank Tilly Houtmans, Charles P.Smith, and Ronald T. Kellogg for their comments on an...

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What good are computers in the writing classroom?

Dobberstein

1990

New Drctns for Teach & Learn

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The computer may always be with us, but in spite of its mntfold usefulness, there is no consistent objective evidence showing that it can help students become better writers.Technology does not promise to revolutionize learning and teaching. At most, it offers a series of changes which have already modified the behavior of students within learning situations and which have altered in various ways the learning situation.-Eble, 1972.

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Studies in word processing

Cited by 38 publications

References 6 publications

Computers in writing instruction

Computers in writing instruction

Comparing power imagery in TATs written by hand or on the computer

What good are computers in the writing classroom?

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