Abstract
Cognitive effort and temporal organization of the sub-processes of revision (reading to define problems, searching a solution and transforming the text) were investigated when writers revised either spelling, syntactical or coherence errors. Differences in working memory capacity of participants were also examined and cognitive effort of reading to understand and of reading to define problems was compared. Participants revised a text while being submitted to a secondary auditory probe task and to a directed retrospection task. Results showed that the type of errors did not affect the cognitive effort and temporal organization of the sub-processes of revisions. Efficiency of the revisers depended mainly on the type of errors and partially on their WM capacity. Finally reading to define problems appeared more effortful than reading to understand.
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© 2004 Springer Science+Business Media New York
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Piolat, A., Roussey, JY., Olive, T., Amada, M. (2004). Processing Time and Cognitive Effort in Revision: Effects of Error Type and of Working Memory Capacity. In: Allal, L., Chanquoy, L., Largy, P. (eds) Revision Cognitive and Instructional Processes. Studies in Writing, vol 13. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1048-1_3
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DOI: https://doi.org/10.1007/978-94-007-1048-1_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-3776-1
Online ISBN: 978-94-007-1048-1
eBook Packages: Springer Book Archive