Article published in:
Writing(s) at the Crossroads: The process–product interface
Edited by Georgeta Cislaru
[Not in series 194] 2015
► pp. 253–276

Conflict in writing

Actions and objects

| Southampton Education School, University of Southampton
| Centre for Language and Cognition, University of Groningen
This chapter argues that writing involves an interaction between conflicting cognitive systems, one designed for the construction of mental objects and the other for the taking of actions. It characterises the construction of mental objects as a problem-solving process involving the retrieval of content from episodic memory and the manipulation of content in working memory. The system for action involves the synthesis of content guided by implicit constraints within semantic memory. The chapter then reviews research investigating the effects of different types of planning and individual differences in goals and beliefs on the development of understanding during writing and on the quality of text. It concludes by discussing the effectiveness of different drafting strategies and implications for theories of writing.
Keywords: dual-process model, knowledge constituting, knowledge transforming, writing processes, writing strategies
Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 05 August 2015
https://doi.org/10.1075/z.194.13gal
References

References

Baaijen, Veerle M., David Galbraith, and Kees de Glopper
2014 “Effects of writing beliefs and planning on writing performance.” Learning and Instruction 33: 81–91. CrossrefGoogle Scholar
Baddeley, Alan
1986 Working Memory. New York: Oxford University Press.Google Scholar
Bereiter, Carl
2002 Education and Mind in the Knowledge Age. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Bereiter, Carl, and Marlene Scardamalia
1987 The Psychology of Written Composition. Hillsdale, NJ: Erlbaum.Google Scholar
Churchland, Paul M.
2012 Plato’s Camera: How the Brain Captures a Landscape of Abstract Universals. Cambridge, Massachusetts: The MIT Press.Google Scholar
Galbraith, David
1992 “Conditions for discovery through writing.” Instructional Science 21: 45–72. CrossrefGoogle Scholar
1999 “Writing as a knowledge-constituting process.” In Knowing What to Write, ed. by Mark Torrance, and David Galbraith, 139–160. Amsterdam, NL: Amsterdam University Press. CrossrefGoogle Scholar
2009 “Writing as discovery.” British Journal of Educational Psychology Monograph Series II 6 – Teaching and Learning Writing: 5–26.Google Scholar
Galbraith, David, and Mark Torrance
2004 “Revision in the context of different drafting strategies.” In Revision: Cognitive and instructional processes, ed. by Linda Allal, Lucile Chanquoy, and Pierre Largy, 63–86. Dordrecht, NL: Kluwer Academic Publishers. CrossrefGoogle Scholar
Galbraith, David, Sheila Ford, Gillian Walker, and Jessica Ford
2005 “The contribution of different components of working memory to knowledge transformation during writing.” L1 – Educational Studies in Language and Literature 5: 113–145. CrossrefGoogle Scholar
Galbraith, David, Mark Torrance, and Jenny Hallam
2006 “Effects of writing on conceptual coherence.” Proceedings of the 28th Annual Conference of the Cognitive Science Society: 1340–1345.
Galbraith, David, Luuk van Waes, and Mark Torrance
2007 “Introduction.” In Writing and Cognition: Research and Applications, ed. by Mark Torrance, Luuk van Waes, and David Galbraith, 1–10. Amsterdam, NL: Elsevier.Google Scholar
Galbraith, David, Jenny Hallam, Thierry Olive, and Nathalie Le Bigot
2009 “The role of different components of working memory in writing.” Proceedings of the 31st Annual Conference of the Cognitive Science Society: 3028–3033.
Glasspool, David, W., Tim Shallice, and Lisa Cipolotti
2006 “Towards a unified process model for graphemic buffer disorder and deep dysgraphia”. Cognitive Neuropsychology 23(3): 479–512. CrossrefGoogle Scholar
Kellogg, Ronald, T.
1994 The Psychology of Writing. New York: Oxford University Press.Google Scholar
Kieft, Marleen, Gert Rijlaarsdam, David Galbraith, and Huub van den Bergh
2006 “The effects of adapting a writing course to students’ writing strategies.” British Journal of Educational Psychology 77(3): 565–578. CrossrefGoogle Scholar
Klein, Perry D.
1999 “Reopening inquiry into cognitive processes in writing-to-learn.” Educational Psychology Review 11(3): 203–270. CrossrefGoogle Scholar
Klein, Perry D. and Lori C. Kirkpatrick
2010 “A framework for content area writing: Mediators and moderators.” Journal of Writing Research 2(1): 1–46. CrossrefGoogle Scholar
Landauer, Thomas K., Danielle S. McNamara, Simon Dennis, and Walter Kintsch
2007 Handbook of Latent Semantic Analysis. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Leijten, Marielle, and Luuk van Waes
2006 “Inputlog: New perspectives on the logging of online writing.” In Computer keystroke logging and writing: Methods and applications, ed. by Kirk P.H. Sullivan, and Eva Lindgren, 73–93. Amsterdam: Elsevier.Google Scholar
McClelland, James. L., Bruce, L. McNaughton, and Randall C. O’Reilly
1995 “Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory.” Psychological Review 102: 419–457. CrossrefGoogle Scholar
Norman, Kenneth A.
2010 “How hippocampus and cortex contribute to recognition memory: Revisiting the Complementary Learning Systems model.” Hippocampus 20(11): 1217–1227. CrossrefGoogle Scholar
O’Reilly, Randall C., Rajan Bhattacharyya, Michael D. Howard, and Nicholas Ketza
2011 “Complementary Learning Systems.” Cognitive Science April 2011: 1–20.Google Scholar
Popper, Karl R.
1972 Objective Knowledge. Oxford: Oxford University Press.Google Scholar
Rogers, Timothy, T., and James, L. McClelland
2004 Semantic Cognition. Cambridge, MA: MIT Press.Google Scholar
Snyder, Mark
1979 “Self-monitoring processes.” Advances in Experimental Social Psychology 12: 86–131.Google Scholar
White, Mary J., and Roger Bruning
2005 “Implicit writing beliefs and their relation to writing quality.” Contemporary Educational Psychology 30: 166–189. CrossrefGoogle Scholar
Winocur, Gordon, Morris Moscovitch, and Bruno Bontempi
2010 “Memory formation and long-term retention in humans and animals: Convergence towards a transformation account of hippocampal–neocortical interactions.” Neuropsychologia 48: 2339–2356. CrossrefGoogle Scholar