Psychology of Written Composition

Häftad, Engelska, 1987

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First Published in 1987. Part of a series on the psychology of education and instruction, this volume marks a highpoint in the development on writing from a cognitive perspective. It significantly expands the data base upon which our understanding of writing rests. the book presents an original theory, or at any rate, the beginnings of a theory of writing and the development of writing skills, emphasizing the control processes in writing.

Produktinformation

Utgivningsdatum1987-03-01
Mått153 x 235 x 26 mm
Vikt570 g
FormatHäftad
SpråkEngelska
SeriePsychology of Education and Instruction Series
Antal sidor412
FörlagTaylor & Francis Inc
ISBN9780805800388

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PART I CENTRAL CONCEPTS 1 Two Models of Composing Processes 2 An Integrative Schema for Studying the Composing Process 3 From Conversation to Composition PART II BASIC COGNITIVE FACTORS IN COMPOSITION 4 The Role of Production Factors in Writing Ability 5 Information Processing Load of Written Composition 6 How Children Cope with the Processing Demands of Coordinating Ideas in Writing PART III PERSPECTIVES ON THE COMPOSING STRATEGIES OF IMMATURE WRITERS 7 Knowledge Telling and the Problem of Inert Knowledge 8 The Development of Planning in Writing 9 Links Between Composing and Comprehending Strategies PART IV PROMOTING THE DEVELOPMENT OF MATURE COMPOSING STRATEGIES 10 Fostering Self-Regulation 11 Fostering Evaluative, Diagnostic, and Remedial Capabilities 12 Fostering Reflective Processes 13 Helping Children Gain Insight into Their Own Cognitive Processes PART V CONCLUSION 14 Knowledge-Telling and Knowledge Transforming Differences: Their Psychological and Educational Implications

"Those who are concerned with promoting general cognitive attainment will find that knowledge-transforming writing is a powerful tool for achieving that end. Scholars with a primary interest either in writing or in cognitive science will find much of interest both in the specific experimental techniques that Bereiter and Scardamalia describe and in the overall conceptual framework of the volume."—Contemporary Psychology