Normal writing processes and peripheral acquired dysgraphias

Ellis, Andrew W.

doi:10.1080/01690968808402084

Cited by 163 publications

(99 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…More recently, writing disorders limited to a single output modality (e.g., defective handwriting but spared oral spelling) have been interpreted in the framework of cognitive models of writing and have been referred to as ''peripheral'' dysgraphias (Ellis, 1988). According to Ellis (1988) several stages are needed for translating abstract graphemes into physical handwriting movements.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Selective Uppercase Dysgraphia with Loss of Visual Imagery of Letter Forms: A Window on the Organization of Graphomotor Patterns

et al. 2000

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

“…According to Ellis (1988) several stages are needed for translating abstract graphemes into physical handwriting movements. The appropriate case (upper or lower) and style (cursive or print) must first be selected for each grapheme.…”

Section: Introductionmentioning

confidence: 99%

Selective Uppercase Dysgraphia with Loss of Visual Imagery of Letter Forms: A Window on the Organization of Graphomotor Patterns

et al. 2000

View full text Add to dashboard Cite

“…Most of the studies that followed this concept have focused on the structure of the writing processes or studied the relationship between writing processes and long-term working memory. In parallel, low-level processes of handwriting were investigated from a psychomotor perspective and detailed models of handwriting have been proposed (i.e., Ellis, 1988;Van Galen, 1991). Because research on the impact of working memory on writing processes has recently increased (Kellogg, 1996), it is now possible to investigate processing demands of highlevel writing processes and of execution processes and their impact on the on-line management of the writing processes.…”

Section: Processing Demands Of the Writing Processes With Suppressionmentioning

confidence: 99%

Suppressing visual feedback in written composition: Effects on processing demands and coordination of the writing processes

Olive

Piolat

2002

Int J Psychol

View full text Add to dashboard Cite

The goal of this experiment was to investigate the role of visual feedback during written composition. Effects of suppression of visual feedback were analyzed both on processing demands and on on-line coordination of low-level execution processes and of high-level conceptual and linguistic processes. Writers composed a text and copied it either with or without visual feedback. Processing demands of the writing processes were evaluated with reaction times to secondary auditory probes, which were analyzed according to whether participants were handwriting (in a composing and a copying task) or engaged in high-level processes (when pausing in a composing task). Suppression of visual feedback increased reaction time interference (secondary reaction time minus baseline reaction time) during handwriting in the copying task and not during pauses in the composing task. This suggests that suppression of visual feedback only affected processing demands of execution processes and not those of high-level conceptual and linguistic processes. This is confirmed by analysis of the quality of the texts produced by participants, which were little, if at all, affected by the suppression of visual feedback. Results also indicate that the increase in processing demands of execution related to suppression of visual feedback affected on-line coordination of the writing processes. Indeed, when visual feedback was suppressed, reaction time interferences associated with handwriting were not reliably different in the copying task or the composing task but were significantly different when visual feedback was not suppressed: They were lower in the copying task than in the composition task. When visual feedback was suppressed, writers activated step-by-step execution processes and high-level writing processes, whereas they concurrently activated these writing processes when composing with visual feedback.Lors de la production d'un texte, l'effet de la suppression du feedback visuel sur le coût et la coordination des processus rédactionnels d'exécution graphique et de haut niveau (planification conceptuelle et linguistique, contrôle) a été étudié. À cette fin, avec ou sans feedback visuel, les participants ont produit un texte puis l'ont copié. Le coût attentionnel des processus rédactionnels a été évalué à l'aide d'une tâche secondaire de temps de réaction (TR). Chaque TR a été catégorisé en fonction de l'activité du rédacteur: transcription (en copie et en production de texte) ou lors des pauses durant la production de texte. Les principaux résultats montrent que, durant la copie, la suppression du feedback visuel s'accompagne d'une augmentation du TR moyen associé à la transcription alors que, pendant la production du texte, le TR moyen associé aux pauses n'augmente pas. Ceci suggère que la suppression du feedback visuel affecte le coût des processus d'exécution et non pas celui des processus rédactionnels de haut niveau. Cette interprétation est confirmée par l'analyse de la qualité des textes produits par les participants qui montre que...

show abstract

“…As representações ortográficas têm especificada a ordem dos grafemas da palavra a qual, supõe-se, seja recuperada da memória a partir da sua forma global, no caso de palavras familiares, ou a partir da junção dos sons em uma forma sonora plausível na língua, no caso de palavras desconhecidas ou de pseudopalavras (Ellis, 1988;Caramazza & Miceli, 1990) 6 . Até este ponto, essas representações consistem em letras abstratas cujo formato (escrita à mão, digitação, soletração em voz alta) apenas será especificado em etapa posterior (a dos processos periféricos), envolvendo assim processos de conversão das representações abstratas do grafema em seus respectivos formatos e nomes que serão expressos na modalidade escrita (conversão grafema-formato) ou oral (conversão grafema-nome).…”

Section: Desempenho Em Escritaunclassified

EFFE-Escreves como falas – falas como escreves?

Gomes

Rodrigues²,

Alves³

2016

RRO

View full text Add to dashboard Cite

This paper introduces the project EFFE that applies and develops a methodology for data collection primarily intended for the study of the correlation between oral and written production in European Portuguese, and that also aims to serve a broad range of studies in different areas. It comprehends (i) a brief review of two scientific contexts occupied with learning to read and write, which are at the basis of the methodological planning of future corpora; (ii) the methodology adopted for the collection of speech and writing material of 48 children of a private school in Lisbon, and a summary of the quantitative data already observed; (iii) some considerations on unconventional forms (UF) observed in written production that reflect the speech of those children.Keywords: spelling development; alphabetic spelling; syllable complexity; written and spoken language IntroduçãoUma professora de alfabetização pediu a seus alunos que escrevessem uma frase com a palavra formiga, um dos temas da aula. Uma criança escreveu A formiga é . A professora, sem entender, disse que se ela não soubesse escrever a palavra, poderia desenhá-la. Surpresa com a dificuldade de compreensão da professora, a criança explicou que a frase dizia: "a formiga é invisível". (Lourenço-Gomes, 1999) Todas as crianças, mesmo ainda muito novas, demonstram um grande interesse pela leitura e a escrita. Querem saber o que está escrito aqui e ali e tentam escrever tudo, mesmo o que ainda não sabem. Aquelas que dizem não gostar de ler ou escrever, em geral, passaram ou passam por uma experiência de insucesso no decorrer do processo de aprendizagem. Elas parecem saber desde muito cedo que essas atividades são parte de suas vidas e demonstram uma vontade intrínseca por seu aprendizado (Lourenço-Gomes, 1999). Suas primeiras produções revelam conhecimentos sobre o material impresso, sobre a sua língua e sobre as relações entre fala e escrita. O interesse dos investigadores acerca de como esses conhecimentos se desenvolvem tem feito do desempenho em leitura e em escrita tópicos de investigação produtivos em diferentes áreas.Para além da imaginação e criatividade das crianças, refletidas na história da formiga, de uma delas, acima, a leitura e a escrita são estudadas sob diferentes ângulos. Esses dois sistemas funcionais da linguagem abarcam processos neuropsicológicos e linguísticos altamente complexos, alguns que são próprios a cada um dos sistemas e outros que demonstram uma estreita relação entre eles. Um desses ângulos refere-se aos erros observados na escrita inicial das crianças, sendo erros aqui interpretados como formas gráficas que não atendem às convenções estabelecidas para a língua mas que, em vez disso, refletem um aprendizado em desenvolvimento. Deste ponto em diante, serão chamados formas não-convencionais (FN-C).A literatura dedicada à classificação e análise de erros ortográficos nos anos iniciais do ensino formal concorda, embora com diferentes designações e interpretações, que entre os tipos de FN-C mais frequentes nesta fase estão aq...

show abstract

Normal writing processes and peripheral acquired dysgraphias

Cited by 163 publications

References 43 publications

Selective Uppercase Dysgraphia with Loss of Visual Imagery of Letter Forms: A Window on the Organization of Graphomotor Patterns

Selective Uppercase Dysgraphia with Loss of Visual Imagery of Letter Forms: A Window on the Organization of Graphomotor Patterns

Suppressing visual feedback in written composition: Effects on processing demands and coordination of the writing processes

EFFE-Escreves como falas – falas como escreves?

Contact Info

Product

Resources

About