Working Memory in Writing: Empirical Evidence From the Dual-Task Technique
By T. Olive. 2004
202 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/a0343a2015d0bfb01df3a49d8abeefd793e556c9
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In Developmental and Educational Psychology
In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Cognitive processes in writing during pause and execution periods (2009, background): “It has long been established that planning, translating, and revising, and, in children, motor execution, all require working memory resources (see Olive, 2004, for a review).”
- Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing (2018, background): “For instance, working memory (Bourdin & Fayol, 1994; Hayes & Chenoweth, 2007; Olive, 2004) and vocabulary and grammatical knowledge (Babayigit, 2014; Coker, 2006; Kim et al., 2011, 2014a; Olinghouse, 2008) are related to writing, and working memory is one of the essential skills for vocabulary and…”
- Why are some texts good and others not? Relationship between text quality and management of the writing processes (2011, background): “All the writing processes require large WM capacity and place heavy demands both on the central executive and on the verbal and visuospatial short-term components of WM (Kellogg, 1996; McCutchen, 2000; Olive, 2004; Olive, Favart, Beauvais, & Beauvais, 2009; Olive, Kellogg, & Piolat, 2008).”
- Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation (2009, methodology): “, & Olive, T. (2000). Comment étudier le coût et le déroulement de la”
- Working Memory and Academic Learning: Assessment and Intervention (2008, background): “For example, the maintenance of visuospatial information is disrupted by concurrent visuospatial tasks but not by secondary verbal tasks (Olive, 2004).”
- Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling (2015, unknown): “Taken together, the longer pauses and slower writing fluency in opinion essays compared to stories corroborates the assumption that expository writing is cognitively more challenging than narrative writing (Berman & Nir-Sagiv, 2007; Olive, 2004).”
- The Role of Cognitive and Affective Factors in Measures of L2 Writing (2018, background): “More specifically, through some planning processes, the writer constructs a preverbal message involving the ideas he or she intends to convey in the real message (Olive, 2004).”
- Cognitive effort during note taking (2005, background): “Working memory is engaged in comprehension (Daneman & Merikle, 1996) and in writing (Kellogg, 1996; Levy & Ransdell, 2002; Olive, 2004).”