The psychology of written composition
著者
書誌事項
The psychology of written composition
（The Psychology of education and instruction）
Lawrence Erlbaum Associates, 1987
- : pbk
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注記
Bibliography: p. 365-380
Includes index
内容説明・目次
内容説明
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.
目次
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
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