Abstract
The purpose of the present article is to present a nom exhaustive review about the cognitive psychology research in english and in french language, dealing with the study of the organization and the functioning of the oral and written language production mechanisms.
The article includes two sections. The first section reports the works dealing with the microstructural aspects of language. Oral production is mainly concerned. This part describes how research perspective has evolved from the modular models to the connectionist models during the last years.
The second section is rather concerned with the written production and with macrostructural aspects of the production: planification, transcription, reviewing.
The conclusion tries to point out convergences in a research perspective to be developed.
Similar content being viewed by others
References
Abbott, V., Black, J. B., & Smith, E. E. (1985). The representation of scripts in memory. Journal of Memory and Language, 24, 179–199.
Anderson, R. P. (1983). The architecture of cognition. Cambridge, M.A.: Harvard University Press.
Baars, B. J., Motley, M. T., & MacKay, D. G. (1975). Output editing for lexical status in artificially elicited slips of the tongue. Journal of Verbal Learning and Verbal Behavior, 14, 382–391.
Bartlett, E. (1982). Learning to revise: Some component processes. In M. Nystrand (Ed.), What writers know: The language process and structure of written discourse, (pp. 345–364). New York: Academic Press.
Beach, R. (1976). Self-evaluation strategies of extensive revisers and non revisers. College Composition and Communication, 27, 160–164.
Beach, R., & Eaton, S. (1984). Factors influencing self-assessing and revising by college-freshmen. In R. Beach & L. S. Bridwell (Eds.), New directions in composition research, (pp. 140–170). New York: Guilford Press.
Beattie, G. W., & Butterworth, B. L. (1979). Contextual probability and work frequency as determinants of pauses and word in spontaneous speech. Language and Speech, 22, 201–211.
Beaugrande, R. de (1984). Text production: Toward a science of composition. Norwood, N.J.: Ablix.
Benton, S. L., Kraft, R. G., Glover, J. A., & Plake, B. S. (1984). Cogitive capacity differences among writers. Journal of Educational Psychology, 76, 820–834.
Bereiter, C., & Scardamalia, M. (1982). From conversation to composition: The role of instruction in a developmental process. In R. Glaser (Ed.), Advances in instructional psychology, Vol. 2, (pp. 1–64). Hillsdale, N.J.: L.E.A.
Bereiter, C., & Scardamalia, M. (1983). Levels of inquiry in writing research. In P. Mosenthal, L. Tamor, & S. A. Walmsley (Eds.), Research on writing. Principles and methods, (pp. 3–25). New York: Longman.
Bereiter, C., & Scardamlia, M. (1985). Cognitive coping strategies and the problem of «inert knowledge». In S. T. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning Skills: Research and open questions, (pp. 65–80). Hillsdale, N.J.: L.E.A.
Berkenkotter, C. (1983). Decisions and revisions: The planning strategies of a publishing writer. College Composition and Communication, 34, 156–159.
Beverly-Swan, M. (1978). Adjusting syntactic structures to varied levels of audience. Journal of Experimental Education, 46, 29–34.
Bock, J. K. (1982). Toward a cognitive theory of syntax: Information processing contributions to sentence formulation. Psychological Review, 89, 1–47.
Bock, J. K. (1986). Syntactic persistence in language production. Cognitivie Psychology, 18, 355–387.
Bock, J. K. (1989). Closed-class immanence in sentence production. Cognition, 31, 163–186.
Bock, J., & Irwin, D. E. (1980). Syntactic effects of information availability in sentence production. Journal of Verbal Learning and Verbal Behavior, 19, 467–484.
Block, J. K., & Warren, R. K. (1985). Conceptual accessibility and syntactic structure in sentence formulation. Cognition, 21, 47–67.
Boomer, D. S. (1965). Hesitation and grammatical encoding. Language and Speech, 8, 148–158.
Bracewell, R. J. (1980). Writing as a cognitive activity. Visible Language, 14, 400–422.
Bracewell, R. J., Frederiksen, C. H., & Frederiksen, J. D. (1982). Cognitive processes in composing and comprehending discourse. Educational Psychologist, 17, 146–164.
Bridwell, L. S. (1980). Revising strategies in twelfth grade students’ transactional writing. Research in the Teaching of English, 16, 197–222.
Britton, B. K. (1986). Capturing the art to improve text quality. Educational Psychologist, 21, 333–354.
Britton, B. K., Dusen, L. V., Gulgoz, S., & Glynn, S. M. (1989). Instructional text rewritten by five expert teams: Revisions and retention improvments. Journal of Experimental Psychology, 81, 226–239.
Bronckart, J. P., Bain, D., Schneuwly, B., Davand, C., & Pasquier, A. (1985). Le fonctionnement des discours. Neuchâtel, Paris: Delachaux & Niestlé.
Brotherton, P. (1979). Speaking and not speaking: Processes for translating ideas into speech. In A. W. Sregman & S. Feldstein (Eds.), Of speech and time, (pp. ?-?). Hillsdale, N.J.: L.E.A.
Brown, P. M., & Dell, G. S. (1987). Adapting production to comprehension: The explicit mention of instruments. Cognitive Psychology, 19, 441–472
Brown, J. S., McDonald, J. L., Brown, T. L., & Carr, T. H. (1988). Adapting to processing demands in discourse production: The case of handwriting. Journal of Experimental Psychology: Human Perception and Performance, 14, 45–59.
Brown, J. S., & McNeill, D. (1966). The «tip of the tongue» phenomenon. Journal of Verbal Learning and Verbal Behavior, 5, 325–337.
Burtis, B., Bereiter, C., Scardamalia, M., & Tetrse, J. (1983). The development of planning in writing. In G. Wells & B. Kroll (Eds.) Explorations in the development of writing, (pp. 153–174). New York: Willey.
Butterworth, B. (1975). Hesitation and semantic planning in speech. Journal of Psycholinguistic Research, 4, 75–87.
Butterworth, B. (1980a). Introduction: A brief review of methods of studying language production. In B. Butterworth (Ed.), Language production, Vol. 1. Speech and talk, (pp. 1–17). New York: Academic Press.
Butterworth, B. (1980b). Evidences from pauses in Speech. In B. Butterworth (Ed.), Language production, Vol. 1. Speech and talk, (pp. 155–175). New York: Academic Press.
Butterworth, B. (1980c). Some constraints on models of language production. In B. Butterworth (Ed.), Language production, Vol. 1. Speech and talk, (pp 423–459). New York: Academic Press.
Butterworth, B. (1983). Language production, Vol. 2 New York: Academic Press.
Caccamise, D. J. (1987). Idea generation in writing. In A. Matsuhashi (Ed.), Writing in real time, (pp. 224–253). Norwood: Ablex.
Caramazza, A., & Hillis, A. E. (1989). The disruption of sentence production: Some dissociations. Brain and Language, 36, 625–650.
Caron, J. (1983). Les régulations du discours. Paris: Presses Universitaires de France.
Caron, J. (1989). Précis de psycholinguistique. Paris: Presses Universitaires de France.
Caron, J. & Caron-Pargue, J. (1989). Processus psycholinguistiques et analyses des verbalisations dans une tâche cognitive. Archives de Psychologie, 57, 3–32.
Caverni, J. P. (1988). La verbalisation comme source d’observables pour l’étude du fonctionnement cognitif. In J. P. Caverni, C. Bastien, P. Mendelsohn, & G. Tiberghien (Eds.), Psychologie cognitive: Modèles et méthodes, (pp. 253–273). Grenoble: Presses Universitaires de Grenoble.
Clark, H. H., & Begun, J. S. (1968). The use of syntax in understanding sentences. British Journal of Psychology, 59, 219–229.
Clark, H. H., & Clark, E. V. (1977) Psychology and language. New York: Harcourt Brace Jovanovitch.
Collins, A. M., & Loftus, E. F. (1975). A spreading activation theory of semantic processing. Psychological Review, 82, 407–428.
Cooper, C. R., & Matsuhashi, A. (1983). A theory of the writing process. In M. L. Martlew (Ed.), The psychology of written language (pp. 3–39). New York: Wiley.
Cooper, W. E., Soares, C., & Reagan, R. T. (1985). Planning speech: A picture’s words worth. Acta Psychologica, 58, 107–114.
Crowhurst, M., & Piché, G. L. (1979). Audience and mode of discourse effects on syntactic complexity in writing at two grade levels. Research in the Teaching of English, 13, 101–109.
Daiute, C. (1981). Psycholinguistic formulations of the writing process. Research in the Teaching of English, 15, 5–22.
Daiute, C. (1984). Performance limits on writers. In R. Beach & L. S. Bridwell (Eds.), New directions in compositions research, (pp. 205–224). New York: Guilford Press.
Daiute, C. (1986). Physical and cognitive factors in revising: Insights from studies with computers. Research in the Teaching of English, 20, 141–159.
Daiute, C., & Kriuidenier, J. (1985). A self-questioning strategy to increase young writers revising processes. Applied Psycholinguistics, 6, 307–318.
Danks, J. H. (1977). Producing ideas and sentences. In S. Rosenberg (Ed.), Sentence production: Developments in research and theory (pp. 229–258). Hillsdale, N.J.: L.E.A.
Dell, G. S. (1985). Positive feedback in hierarchical connectionist models: Application to sentence production. Cognitive Science, 9, 3–23.
Dell, G. S. (1986). A spreading activation theory of retrieval in sentence production. Psychological Review, 93, 283–321.
Dell, G. S. (1988). The retrieval of phonological forms in production: Texts of predictions from a connectionist model. Journal of Memory and Language, 27, 124–142.
Dell, G. S., & Reich, P. A. (1981). Stages in sentence production: An analysis of speech error data. Journal of Verbal Learning and Verbal Behavior, 20, 611–629.
Ericsson, K. A., & Simon, H. A. (1984). Protocol analysis: verbal reports as data. Cambridge, M.A.S.: M.I.T. Press.
Ehrich, V., & Koster, C. (1983). Discourse organization and sentence form. The structure of room description in Dutch. Discourse Processes, 6, 169–195.
Esperet, E. (1984). Processus de production: genèse et rôle du schéma narratif dans la conduite de récit. In M. Moscato & G. Pierraut-Le Bonniec (Eds.), Le langage: Construction et actualisation, (pp. 179–186). Rouen: Presses Universitaires de Rouen.
Esperet, E., & Piolat, A. (in press). Text production: Planning and control. In G. Denhiére & J. P. Rossi (Eds.), Text and text processing. Amsterdam: North Holland.
Estival, D. (1985). Syntactic priming of the passive in English. Text, 5, 7–21.
Fabre, C. (1987). Les activités métalinguistiques dans les écrits scolaires. Unpublished Doctoral Dissertation. University of Paris 5.
Faigley, L., Cherry, R. D., Jolliffe, D. A., & Skinner, A. M. (1985) Assessing writer’s knowledge and processes of composing. Norwood: Ablex.
Faigley, L., & Witte, S. P. (1981). Analysing revision. College Composition and Communication, 32, 404–414.
Fay, D., & Cutler, A. (1977). Malaproprisms and the structure of the mental lexicon. Linguistic Inquiry, 8, 505–520.
Fayol, M. (1985). Le récit et sa construction. Meuchâtel, Paris: Delachaux & Niestlé.
Fayol, M. (1989). Une approche psycholinguistique de la ponctuation. Etude en production et compréhension. Langue Française, 81, 21–39.
Fayol, M. (in press). Stories. A psycholinguistic and ontogenetic approach to the acquisition of narrative abilities. In G. Pieraut-Le Bonniec & M. Dolistky (Eds.), From basic language to discourse bases. Amsterdam: North Holland.
Fayol, M. (in press). Text typologies: A cognitive approach. In G. Denthière & J. P. Rossi (Eds.), Text and text processing. Amsterdam: North Holland.
Fayol, M., & Gombert, J. E. (1987). Le retour de l’auteur sur son texte. Repères, 73, 85–96.
Fayol, M., & Monteil, J. M. (1988). The notion of script: From general to developmental and social psychology. C.P.C. European Bulletin of Cognitive Psychology, 8, 335–361.
Fayol, M., & Schneuwly, B. (1987). La mise en texte et ses problèmes. In J. L. Chiss, J. P. Laurent, J. C. Meyer, H. Romian & B. Schneuwly (Edds.), Apprendre/Enseigner à produire des textes écrits, (pp. 223–240). Bruxelles: De Boek.
Fitzgerald, J. (1987). Research on revision in writing. Review of Educational Research, 57, 481–506.
Fitzgerald, J., & Markham, L. R. (1987). Teaching children about revision in writing. Cognition and Instruction, 4, 3–24.
Fitzgerald, J., & Teasley, A. B. (1986). Effects of instruction in narrative structure on children’s writing. Journal of Educational Psychology, 78, 424–432.
Fletcher, C. R. (1984). Markedness and topic continuity in discourse processing. Journal of Verbal Learning and Verbal Behavior, 23, 487–498.
Flower, L., & Hayes, J. R. (1980). The dynamics of composing: Making plans and juggling constraints. In L. Gregg & E. Sternberg (Eds.), Cognitive processes in writing (pp. 31–50). Hillsdale, NJ: L.E.A.
Flower, L., Hayes, J. R. (1981a). Plans that guide the cognitive process of composing. In C. Frederiksen, M. Witheman & J. Dominics (Eds.), Writing: The nature, development, and teaching of written communication, (pp. 39–58). Hillsdale, N.J.: L.E.A.
Flower, L., & Hayes, J. R. (1981b). The pregnant pause: An inquiry into the nature of planning. Research in the Teaching of English, 15, 229–243.
Flower, L., & Hayes, J. R Carey, L., Schriver, K., & Stratman, J. (1986). Detection, diagnosis, and the strategies of revision. College Composition and Communication, 37, 16–55.
Ford, M., & Holmes, V. M. (1978). Planning units and syntax in sentence production. Cognition, 6, 35–53.
Foulin, J. N., & Fayol, M. (1988). Etude en temps réel de la production écrite chez des enfants de sept et huit ans. European Journal of Psychology of Education, 3, 461–475.
Foulin, J. N., Fayol, M., & Chanquoy, L. (1989). On the temporal management of writing by adults. In P. Boscolo (Ed.), Writing: Trends in european research, (pp. 227–238). Padova: U.P.S.E.L. Editor.
Freedman, S. M. (1985). The acquisition of written language. Norwood, N.J.: Ablex.
Garrett, M. F. (1975). The analysis of sentence production. In G. H. ower (Ed.), The psychology of learning and motivation, (pp. 133–177). New York: Academic Press.
Garrett, M. F. (1980). Levels of processing in sentence production. In B. Butterworth (Ed.), Language production, Vol. 1, (pp. 177–220). London: Academic Press.
Garrett, M. F. (1984). The organziation of processing structure for language production: Applications to aphasic speech. In D. Caplan, A. R. Lecours & A. Smith (Eds.), Biological perspectives on language, (pp. 172–193). Cambridge, M.A.: M.I.T. Press.
Garrod, S., & Stanford, T. (1988). Thematic subjectihood and cognitive constraints on discourse structure. Journal of Pragmatics, 12, 519–534.
Gernsbacher, M. A. (1989) Mechanisms that improve referential access. Cognition, 32, 99–156.
Gernsbacher, M. A., & Hargreaves, D. (1988). Accessing sentence participants: The advantage of first mention. Journal of Memory and Language, 27, 699–717.
Glynn, S., Britton, B., Muth, K., & Dogan, N. (1982). Writing and revising persuasive documents: Cognition demands. Journal of Education Psychology, 74, 557–567.
Goldman-Eisler, F. (1958a). The predictability of words in context and the length of pauses in speech. Language and Speech, 1, 226–231.
Goldman-Eisler, F. (1958b). Speech production and the predictability of words in context. Quarterly Journal of Experimental Psychology, 10, 96–106.
Goldman-Eisler, F. (1961). The distribution of pause durations in speech. Language and Speech, 4, 220–231.
Goldman-Eisler, F. (1968). Psycholinguistics. Experiments in spontaneous speech. London: Academic Press.
Gould, J. D. (1978). How experts dictate. Journal of Experimental Pshchology: Human Perception and Performance, 4, 648–661.
Gould, J. D. (1980). Experiments on composing letters: some facts, some myths, and some observations. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 97–127). Hillsdale, N.J.: L.E.A.
Graves, D. H. (1975). An examination of the writing processes of seven year-old children. Research in the Teaching of English, 9, 227–241.
Greene, J. O. (1984). Speech preparation processes and verbal fluency. Human Communication Research, 11, 61–84.
Hansen, B. (1978). Rewriting is a waste of time. College English, 39, 956–960.
Harley, T. A. (1984). A critique of top levels independent models of speech production: Evidence from non-plan-internal speech errors. Cognitive Science, 8, 191–219.
Harris, M., & Wachs, M. (1986). Simultaneous and successive cognitive processing and writing skills. Written Communication, 3, 449–470.
Haviland, S. E., & Clark, H. H. (1974). What’s new? Acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512–521.
Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Sternberg (Eds.), Cognitive processes in writing, (pp. 3–70). Hillsdale, N.J.: L.E.A.
Hayes, J. R., & Flower, L. S. (1986). Writing research and the writer. American Psychologist, 41, 1106–1113.
Hayes, J. R., Flower, L. S., Schriver, K., Stratman, J., & Carey, L. (1987). Cognitive processes in revision. In S. Rosenberg (Ed.), Advances in Applied Pshcholinguistics, Vol. 2, (pp. 176–240). Cambridge, U.: C.U.P.
Hickmann, M. (1987). Ontogenèse de la cohésion dans le discours. In G. Pieraut-Le Bonniec (Ed.), Connaître et le dire, (pp. 157–177). Bruxelles: Mardaga.
Holmes, V. M. (1984). Sentence planning in a story continuation task. Language and Speech, 27, 115–134.
Hotopf, W. H. N. (1983). Lexical slips of the pen and tongue: What they tell us about language production. In B. Butterworth (Ed.), Language production, Vol. 2, (pp. 147–199). New York: Academic Press.
Hull, G. A., & Smith, W. I. (1983). Interrutping visual feedback in writing. Perceptual and Motor Skills, 57, 963–978.
Humes, A. (1983). Research on the composing process. Review of Education Research, 53, 201–216.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixation to comprehension. Psychological Review, 87, 329–354.
Johnson-Laird, P. A. (1983). Mental models. New York: Freeman.
Karmiloff-Smith, A. (1981). The grammatical marking of thematic structure in the development of language production. In W. Deutsch (Ed.), The child’s construction of language, (pp. 121–147). Berlin: De Gruyter.
Karmiloff-Smith, A. (1986). From metaprocesses to conscious access: evidence from children’s metalinguistic and repair data. Cognition, 23, 95–147.
Kaufer, D. S., Hayes, J. R., & Flower, L. (1986). Composing written sentences. Research in the Teaching of English, 20, 121–140.
Kellogg, R. T. (1987a). Effects of topic knowledge on the allocation of processing time and cognitive effort to writing processes. Memory and Cognition, 15, 256–266.
Kellogg, R. T. (1987b). Writing peerformance. Effects of cognitive strategies. Written Communication, 4, 269–298.
Kempen, G. (1977). Conceptualizing and formulating in sentence production. In S. Rosenberg (Ed.), Sentence production, (pp. 259–274). Hillsdale, N.J.: L.E.A.
Kempen, G., & Huijbers, P. (1983). The lexicalization process in sentence production and naming: Indirect election of works. Cognition, 14, 185–209.
Kiewra, K. A. (1983). The process of review: A levels of processing approach. Contemporary Educational Psychology, 8, 366–374.
Kohn, S. E., Wingfield, A., Menn, L., Goodglass, H., Gleason, J. B., & Hyok, M. (1987). Lexical retrieval: The tip of the tongue phenomenon. Applied Psycholinguistics, 8, 245–266.
Kowal, S., & O’Connell, D. C. (1987). Writing as language behavior: Myths, models, methods. In A. Matsuhashi (Ed.), Writing in real time, (pp. 108–132). Norwood, N.J.: Ablex.
Kress, G. (1982). Learning to write. London: Routledge & Kegan.
Kroll, B. M. (1978). Cognitive egocentrism and the problem of audience awareness in written discourse. Research in the Teaching of English, 12, 269–281.
Kucer, S. L. (1985). The making of meaning. Written Communication, 2, 317–336.
Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal and the visual arts. Seattle & London: University of Washington Press.
Le Ny, J. F. (1989). Science cognitive et compréhension du langage: Paris: Presses Universitaires de France.
Levelt, W. J. M. (1982). Linearization in describing spatial networks. In S. Peters, & E. Saarinen (Eds.), Processes, beliefs, and questions, (pp. 199–220). Dordrecht: Reidel.
Levelt, W. J. M. (1983). Monitoring and self-repair in speech. Cognition, 14, 41–104.
Levelt, W. J. M., & Kelters, S. (1982). Surface form and memory in question answering. Cognitive Psychology, 14, 78–106.
Levelt, W. J. M., & Maassen, B. (1981). Lexical search and order of mention in sentence production. In W. Klein & W. J. M. Levelt (Eds.), Crossing the boundaries in linguistics, (pp. 221–252). Dordrecht: Reidel.
Levin, H., Silverman, I., & Ford, B. L. (1967). Hesitations in children’s speech during explanation and description. Journal of Verbal Learning and Verbal Behavior, 6, 560–564.
Linde, C., & Labov, W. (1975). Spatial networks as a site for the study of language and thought. Language, 51, 924–939.
Lindsley, J. R. (1975). Producing simple utterances: How far ahead do we plan? Cognitive Psychology, 7, 1–19.
Martin, H., Weisberg, R. W., & Saffran, E. M. (1989). Variables influencing the occurrence of naming errors: Implications for models of sentence retrieval. Journal of Memory and Language, 28, 462–485.
Martlew, M. (1983). The psychology of written language. Chichester: Wiley.
Matsuhashi, A. (1981). Pausing and planing: The tempo of written discourse production. Research in the Teaching of English, 15, 113–134.
Matsuhashi, A. (1982). Explorations in the real-time production of written discourse. In N. Nystrand (Ed.), What writers know: The language and structure of written discourse (pp. 269–290) New York: Academic Press.
Matsuhashi, A. (1987). Revising the plan and altering the text. In A. Matsuhashi (Ed.), Writing in real time, (pp. 197–223). Norwood: Ablex.
Matsuhashi, A., & Gordon, E. (1985). Revision addition and the power of the unseen text. In S. W. Freeman (Ed.), The acquisition of written language: Response and revision, (pp. 226–249). Norwood, N.J.: Ablex.
Matsuhashi, A., & Quinn, K. (1984). Cognitive questions from discourse analyses. Written Communication, 1, 307–339.
Mazzie, C. A. (1987). An experimental investigation of the determinants of implicitness in spoken and written discourse. Discourse Processes, 10, 31–42.
Mc Clelland, J. L., & Rumelhart, D. E. (1986). Parallel distributed processing, Vol. 2.: Psychological and biological models. Cambridge, M.A.: M.I.T. Press.
Mc Cormick-Calkans, L. (1980). Notes and comments. Children’s rewriting strategies. Research in the Teaching of English, 14, 331–341.
McCutchen, D. (1986). Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language, 25, 431–444.
Mischel, T. (1974). A case study of a twelfth grade writer. Research in the Teaching of English, 8, 303–314.
Motley, M. T. (1985). Les lapsus. Pour la Science, November, 62–67.
Motley, M. T., Baars, B. J., & Camden, C. T. (1983). Experimental verbal slip studiesi: A review and an editing model of language encoding. Communication Monographs, 50, 79–101.
Motley, M. T., Camden, C. T., & Baars, B. J. (1982). Covert formulation and editing of anomalies in speech production: Evidence frome experimentally elicited slips of the tongue. Journal of Verbal learning and Verbal Behavior, 21, 578–594.
Mouchon, S., Faycl, M., & Gombert, J. E. (1989). L’utilisation de quelques connecteurs dans des rappels de récits chez des enfants de 5 et 8 and. L’Année Psychologique, 89, 513–529.
Murray, D. W. (1978). Internal revision: A process of discovery. In C. R. Cooper & L. O. Dell (Eds.), Research on composing: Points of departure, (pp. 85–103). Urbana: N.C.T.E.
Newell, G. E., & MacAdam, P. (1987). Examining the source of writers’ problems. An instrument for measuring writers topic specific knowledge. Written Communication, 4, 156–174.
Newell, A., & Simon, H. A. (1973). Human problem solving. Englewood Cliffs, N.J.: Prentice Hall.
Nold, E. W. (1981). Revising. In C. H. Frederiksen & J. F. Dominic (Eds.), Writing: The nature, development, and teaching of written communication, Vol. 2, (pp. ?-?). Hillsdale: L.E.A.
O’Connell, D. C., Kowall, S. R., Mordam, H. (1969). Semantic determinants of pauses. Psychologische Forschung, 33, 50–67.
Olson, D. R. (1986). The cognitive consequences of literacy. Canadian Psychology, 27, 109–121.
Olson, D. R., & Torrance, N. (1981). Learning to meet the requirements of written text: Language development in the scool years. In C. H. Frederiksen & J. F. Dominic (Eds.), Writing: The nature, development, and teaching of written communication, Vol. 2. Hillsdale: L.E.A.
Perl, S. (1979). The composing process of unskilled college writers. Research on composing: Points of departure, (pp. 73–93). Urbana: N.C.T.E.
Pianko, S. (1979). A description of the composing process of college freshmen writers. Research in the Teaching of English, 13, 5–22.
Pinker, S., & Birdsong, D. (1979). Speakers’ sensitivity to rules of frozen word order. Journal of Verbal Learning and Verbal Behavior, 18, 497–508.
Piolat, A. (1983). Localisation syntaxique des pauses et planification syntaxique des pauses et planification du discours. L’Année Psychologique, 83, 377–394.
Piolat, A., Farioli, F., & Roussey, J. Y. (1989). La production de texte assistée par ordinateur. J. M. Monteil & M. Fayol (Eds.), La psychologie scientifique et ses applications, (pp. 177–184). Grenoble: Presses Universitaires de Grenoble.
Power, M. J. (1985). Sentence production and working memory. The Quarterly Journal of Experimental Psychology, 37A, 367–385.
Power, M. J. (1986). A technique for measuring processing load during speech production. Journal of Psychological Research, 15, 371–382.
Ratcliff, R., & McKoon, G. (1988). A retrieval theory of priming in memory. Psychological Review, 95, 385–408.
Rubin, D., & Piché, G. L. (1979). Development in syntactic and strategic aspects of audience adaptation skills in written persuasive communication. Research in the Teaching of English, 13, 293–316.
Scardamalia, M. (1981). How children cope with the cognitive demands of writind. In C. F. Frederiksen & J. F. Dominic (Eds.), Writing: The nature, development, and teaching of written communication, (pp. 81–103). Hillsdale, N.J.: I.E.A.
Scardamalia, M., & Bereiter, C. (1983). The development of evaluation, diagnostic and remedial capabilities in children’s composing. In M. Martlew (Ed.), The psychology of written language, (pp. 67–95). New York: J. Wiley & Sons.
Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. Wittrock (Ed.), Handbook of research on teaching, (pp. 778–803), New York: Mac Millan.
Scardamalia, M., & Bereiter, C. (1987). Knowledge telling and knowledge transforming in written composition. In S. Rosenberg (Ed.), Reading, writing, and language learning. Advances in applied psycholinguisitics, Vol. 2. (pp. 142–175). Cambridge: Cambridge University Press.
Scardamalia, M., Bereiter, C., & Goelman, H. (1982). The role of production factors in writing ability. In M. Nystrand (Ed.), What writers know: The language, process and structure of written discourse, (pp. 173–210). New York: Academic Press.
Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective process in written composition. Cognitive Science, 8, 173–190.
Scardamalia, M., & Paris, P. (1985). The function of explicit discourse knowledge in the development of text representation and composing strategies. Cognition and Instruction, 2, 1–39.
Schlessinger, I. M. (1977). Components of a production model. In S. Rosenberg (Ed.), Sentence production, (pp. 169–193). Hillsdale: L.E.A.
Schneuwly, B. (1988). Le langage écrit chez l’enfant. Neuchâfel, Paris: Delachaux & Niestlé.
Schneuwly, B., & Bronckart, J. P. (1985). Vygotsky aujourd’hui. Neuchâtel, Paris: Delachaux & Niestlé.
Schumacher, G. M., Klare, G. K., Cronin, F. C., & Moses, J. D. (1984). Cognitive activities of beginning and advanced college writers: A pausal analysis. Research in the Teaching of English, 18, 169–187.
Scinto, L. F. M. (1986). Written language and psychological development. New York: Academic Press.
Siegman, A. W. (1979). Cognition and hesitation in speech. In A. W. Siegman & Feldstein (Eds.), Of speech and time, (pp. 151–178). Hillsdale: Erlbaum.
Simon, J. (1973). La langue écrite de l’enfant. Paris: Presses Universitaires France.
Sommers, N. (1980). Revision strategies of student writers and experienced writers. College Composition and Communication, 31, 378–387.
Stallard, C. K. (1974). An analysis of the writing behavior of good student writers. Research in the Teaching of English, 8, 206–218.
Stemberger, J. P. (1981) Syntactic errors in speech. Journal of Psycholinguistic Research, 11, 313–345.
Taylor, I. (1969). Content and structure in sentence production. Journal of Verbal Learning and Verbal Behavior, 8, 170–175.
Ulmer-Ehrich, U. (1981). The structure of living space descriptions. In R. J. Jarvella & W. Klein (Eds), Speech, place, and action. Studies of language in context, (pp. ?-?). Chichester: Wiley.
Walker, C. H., & Yekovich, F. R. (1984). Script-based inferences: Effects of text and knowledge variables on recognition memory. Journal of Verbal Learning and Verbal Behavior, 23, 357–370.
Walker, C. H., & Yekovich, F. R. (1987). Activation and use of script-based antecedents in anaphoric reference. Journal of Memory and Language, 26, 673–691.
Weck, G. de (1989). La cohésion dans les narrations d’enfants. Thèse pour le Doctorat, University of Geneva.
Williams, J. D. (1983). Covert language behavior during writing. Research in the Teaching of English, 17, 301–312.
Williams, J. D. (1987). Covert linguistic behavior during writing task. Written Comunication, 4, 310–328.
Yekovich, F. R., & Walker, C. H. (1986). Retrieval of scripted concepts. Journal of Memory and Language, 25, 627–644.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Fayol, M. From sentence production to text production: Investigating fundamental processes. Eur J Psychol Educ 6, 101–119 (1991). https://doi.org/10.1007/BF03191929
Received:
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03191929