Veys, Emilie
[UCL]
Hupet, Michel
[UCL]
Native French speakers (N = 24; M age = 20.1 yr.) were orally presented with sentences they were asked to write on a digitizing tablet, either with full visual feedback or with no visual feedback. The study assessed the extent to which the visual feedback contributed to supervising of verbal agreement processes, either postgraphically (detecting and revising any error that has been produced) or pregraphically (checking the graphemic plan before it is transcribed). The proportion of erroneous agreements was smaller with visual feedback (7%) than without (14%). The proportion of erroneous agreements that were spontaneously corrected was much higher with visual feedback (34%) than without (0%). There were significantly more pauses right before or within the transcription of the verbal inflection with visual feedback (8%) than without (3%). © Perceptual and Motor Skills 2011.
- Alamargot Denis, Chanquoy Lucile, Through the Models of Writing, ISBN:9780792371595, 10.1007/978-94-010-0804-4
- Alamargot D., Paper presented at the 11th International Conference of the European Association for Research on Learning and Instruction, 2008 (2008)
- Bastien M., Capturé! Version 2 (2002)
- BOCK K, Regulating mental energy: Performance units in language production*1, 10.1016/0749-596x(92)90007-k
- Bock Kathryn, Miller Carol A, Broken agreement, 10.1016/0010-0285(91)90003-7
- Butterfield Earl C., Hacker Douglas J., Albertson Luann R., Environmental, cognitive, and metacognitive influences on text revision: Assessing the evidence, 10.1007/bf01464075
- Chartrel Estelle, Vinter Annie, Rôle des informations visuelles dans la production de lettres cursives chez l’enfant et l’adulte, 10.4074/s0003503306001047
- Chenoweth N. Ann, Hayes John R., The Inner Voice in Writing, 10.1177/0741088303253572
- Fayol Michel, Got Constance, Automatisme et contrôle dans la production écrite : les erreurs d'accord sujet verbe chez l'enfant et l'adulte, 10.3406/psy.1991.29453
- Fayol M., Reading and Writing, 5, 24 (1999)
- Fayol Michel, Largy Pierre, Lemaire Patrick, Cognitive overload and orthographic errors: When cognitive overload enhances subject–verb agreement errors. A study in French written language, 10.1080/14640749408401119
- Goldman-Eisler F., Psycholinguistics: Experiments on spontaneous speech (1968)
- Hacker D. J., Handbook of metacognition in education, 154 (2009)
- Hayes J. R., The science of writing: Theories, methods, individual differences, and applications, 1 (1996)
- Hull Glynda A., Smith William L., Interrupting Visual Feedback in Writing, 10.2466/pms.1983.57.3.963
- Hupet Michel, Fayol Michel, Schelstraete Marie-Anne, Effects of semantic variables on the subject-verb agreement processes in writing, 10.1111/j.2044-8295.1998.tb02673.x
- Kellogg R. T., The science of writing: Theories, methods, individual differences, and applications, 57 (1996)
- Lebrun Y., Studies of neurolinguisitics, 1 (1976)
- Levelt W. J. M., Speaking: From intention to articulation (1989)
- Monsell S., Unsolved mysteries of the mind, 93 (1996)
- Olive Thierry, Piolat Annie, Suppressing visual feedback in written composition: Effects on processing demands and coordination of the writing processes, 10.1080/00207590244000089
- Quirk R., A comprehensive grammar of the English language (1985)
- Smyth Mary M., Silvers Gil, Functions of vision in the control of handwriting, 10.1016/0001-6918(87)90046-1
- Vigliocco Gabriella, Nicol Janet, Separating hierarchical relations and word order in language production: is proximity concord syntactic or linear?, 10.1016/s0010-0277(98)00041-9
- Zozor N., Proceedings of the 1998 European Writing Conference, 397 (1999)
Bibliographic reference |
Veys, Emilie ; Hupet, Michel. The role of visual feedback in supervision of grammatical spelling. In: Perceptual and Motor Skills, Vol. 112, no. 3, p. 680-690 (2011) |
Permanent URL |
http://hdl.handle.net/2078.1/163357 |