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Direct linkKeen, John – Changing English: Studies in Culture and Education, 2017
This article outlines some cognitive process models of writing composition. Possible reasons why students' writing capabilities do not match their abilities in some other school subjects are explored. Research findings on the efficacy of process approaches to teaching writing are presented and potential shortcomings are discussed. Product-based…
Descriptors: Writing Processes, Writing (Composition), Cognitive Processes, Writing Ability
Whithaus, Carl; Harrison, Scott B.; Midyette, Jeb – Assessing Writing, 2008
This article examines the influence of keyboarding versus handwriting in a high-stakes writing assessment. Conclusions are based on data collected from a pilot project to move Old Dominion University's Exit Exam of Writing Proficiency from a handwritten format into a dual-option format (i.e., the students may choose to handwrite or keyboard the…
Descriptors: Writing Evaluation, Handwriting, Pilot Projects, Writing Tests
Evitts, Paul M.; Searl, Jeff – Journal of Speech, Language, and Hearing Research, 2006
The purpose of this study was to compare listener processing demands when decoding alaryngeal compared to laryngeal speech. Fifty-six listeners were presented with single words produced by 1 proficient speaker from 5 different modes of speech: normal, tracheosophageal (TE), esophageal (ES), electrolaryngeal (EL), and synthetic speech (SS).…
Descriptors: Artificial Speech, Reaction Time, Cognitive Processes, Intermode Differences
Smith, Patricia L. – 1988
The main focus of this paper is research on the content dimension of feedback, although the scheduling of feedback in an instructional program is also briefly considered. The two major categories of the content of feedback discussed are motivational, reinforcing feedback and informative, corrective feedback. It is noted that researchers in the…
Descriptors: Cognitive Processes, Feedback, Information Processing, Instructional Design
Peer reviewedWillems, J. – Instructional Science, 1981
Discusses the structure of a problem-based curriculum based on the complexity of the problems that the students must solve, taking into account the level they must attain and their previous experience with problem-based teaching. This approach is compared with the conventional teaching methods. Twenty-two references are listed. (CHC)
Descriptors: Algorithms, Cognitive Processes, Conventional Instruction, Educational Strategies
Download full textZahner, Jane E. – 1993
A framework is presented for library instruction that integrates learning in the cognitive and affective domains. A study is reported that supports such a framework. Central to this instruction is the use of an overall strategy called FOCUS, FORMAT, FIND, and EVALUATE. The study compared the effects of two methods of academic library instruction…
Descriptors: Academic Libraries, Affective Behavior, Cognitive Processes, Comparative Analysis
