Facilitating Text Production in Fourth Graders: Effects of Script-Based Knowledge and Writing Prompts

被引：1

作者：

Bourdin, Beatrice ^{[1
,2
]}

Fayol, Michel ^{[3
,4
]}

机构：

[1] Univ Picardie Jules Verne, Amiens, France

[2] Univ Picardie Jules Verne, CRP CPO, UR UPJV 7273, Amiens, France

[3] Univ Clermont Auvergne, Clermont Ferrand, France

[4] UMR 6024 Lab Psychol Sociale & Cognit LAPSCO, Clermont Ferrand, France

来源：

FRONTIERS IN PSYCHOLOGY | 2022年 / 13卷

关键词：

translation; written production; semantic relatedness; children; writing prompts; WORKING-MEMORY; MODEL; TRANSCRIPTION; STUDENTS; SKILLS;

D O I：

10.3389/fpsyg.2022.821011

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study aimed at providing evidence that prior knowledge (semantic relatedness) and its organization (scripted versus not related) prompted either through pictures alone, pictures and associated words, words only have different impacts on several components of text produced by fourth graders. The results showed that the semantic relatedness affected three dependent measures: prompt words recalled, coherence and quality of texts. The nature of the prompts impacted on planning (number of ideas) and translating (number of propositions and length of texts) processes. Findings, instructional applications, limitations, and proposals for future research are discussed.

引用

页数：8