Abstract
This paper brings together two different psychological traditions in an attempt to understand children’s writing and spelling. The first tradition is information processing: the child is conceived of as a modular system through which information flows, and a theoretical menagerie of short-term stores, articulatory loops, logogens, visual analyzers, etc. provides an account of the production and perception of written material. Morton (1981) and Baddeley and Hitch (1974) exemplify this approach. The second tradition is structural analysis: the pattern of errors in the child’s output is used to infer the types of coding and levels of linguistic knowledge to which children have access in constructing written material. Cromer (1980), Nelson (1980) and Sterling (in press) typify this approach.
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References
Baddeley, A. D. and Hitch, G. J., 1974, Working memory, in: “The Psychology of Learning and Motivation: Advances in Research and Theory, Vol. 8”, G. H. Bower, ed., Academic Press, New York.
Cromer, R. F., 1980, Spontaneous spelling by language-disordered children, in: “Cognitive Processes in Spelling”, U. Frith, ed., Academic Press, London.
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Morton, J., 1981, The status of information processing models of language, Philosophical Transactions of the Royal Society of London, B, 295: 387–396.
Nelson, H., 1980, Analysis of spelling errors in normal and dyslexic children, in: “Cognitive Processes in Spelling”, U. Frith, ed., Academic Press, London.
Sterling, C., in press, Spelling errors in context, Br. J. Psychol.
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© 1983 Plenum Press, New York
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Smith, P.T. (1983). Patterns of Writing Errors in the Framework of an Information-Processing Model of Writing. In: Rogers, D., Sloboda, J.A. (eds) The Acquisition of Symbolic Skills. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-3724-9_19
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DOI: https://doi.org/10.1007/978-1-4613-3724-9_19
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-3726-3
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