Writing And Spelling

Question 1

What are the 3 processes of writing?

Answer 1

General - think about how to communicate a message
Immediate - write sentences to construct message
Specific - spell out words

Question 2

What are the 3 stages of writing in Hayes & Flower (1980, 86)’s model?

Answer 2

Planning - info gathering, organise thoughts & materials, work out goals
Sentence generation - produce text
Revision - evaluate & edit writing (different levels e.g. words, sentences, structure)
Can occur in any order

Question 3

What influences the planning stage?

Answer 3

Task environment - who is the recipient
Long-term memory - what do you know and what does recipient know
Stored plans for writing - see things influence how you write

Question 4

What are some examples of writing influences?

Answer 4

Experts are often poor writers (distance from audience)
Strategic knowledge - goals and sub goals (allow plans to change)
Writers block - inflexible plan

Question 5

What did Kaufer, Hayes & Flower (1986) find out about sentence generation?

Answer 5

Protocol analysis was used (verbalise writing method as you write)
Compared novice & experts to find 75% sentence parts accepted and sentences altered almost immediately. Experts longer sentences (11.2 words/ sentence) than novices (7.3 words/ sentence)
Experts use larger building blocks

Question 6

Which cues initiate revision?

Answer 6

Not achieving what you intended
Creating text leads to new ideas
Revising the plan

Question 7

What is the difference between experts and novices in revision?

Answer 7

Experts spend longer revising than novices and revise different aspects
Can be detrimental for novices
Experts revise on a bigger scale

Question 8

What did Hayes, Flower, Schriver, Stratman & Carey (1985) find?

Answer 8

Experts discover more problems and correctly identify the nature
Novices discover fewer problems and have errors in identifying nature
Both re-write sections without identifying nature of problems

Question 9

What are the advantages of Hayes and Flowers theory?

Answer 9

Identification of separate, interacting sub-processes involved in skilled writing
Components noted in model
Indicates areas less skilled writers should concentrate on

Question 10

What are the disadvantages of Hayes and Flowers theory?

Answer 10

Misses key processes
No mention of WM
Methodology is problematic - only allows conscious processes
Use of protocol analysis (subjective)
Can 3 processes really be separated?

Question 11

What are the processes proposed by Chenoweth & Hayes (2003)?

Answer 11

Proposer (planning)
Translator (sentence generation)
Transcriber - covert word strings into written processed text
Evaluator (revision)

Question 12

What are the 2 types of word spellings?

Answer 12

Regular - spelled from sounds
Irregular - spellings have to be memorised

Question 13

What also needs to be kept in mind when spelling?

Answer 13

Prior familiarity - grampehmic output lexicon (store of known words) - input from sound and meaning
Unfamiliar letter strings (new words)

Question 14

What are slips of the pen?

Answer 14

Phonological - sounds right but wrong meaning, need input from semantic system to avoid homophone errors
Semantic slips - too much semantic input, not enough phonological (Next week -> last week)

Question 15

What are the reasons for slips of the pen errors?

Answer 15

Words erroneously retrieved from graphemic output lexical, ranting to input from speech output lexicon
Continuous input from semantic system to prevent homophone errors
Grapheme level - buffer holds graphemes (abstract letter identities) until execution

Question 16

What is Patterson’s (1982) explanation of spelling unknown words?

Answer 16

Skilled spellers assemble plausible spellings of words based on sounds e.g. phonemes converted to graphemes
Phoneme-grapheme connection
Regular words spelled correctly

Question 17

What are some issues with pattersons explanation?

Answer 17

Irregular words spelled incorrectly
Regularisation errors (input from phoneme level)

Question 18

What was Cambells (1983) explanation for spelling unknown words?

Answer 18

Phonological rules - map phonemes to graphemes based on prior knowledge
Structural spelling strategies - relying on similar letter patterns
Apply similar spelling of known words to unknown

Question 19

What are the 2 brackets of acquired dysgraphia?

Answer 19

Central - problems with early spelling
Peripheral - output stage problems

Question 20

What are the different types of central dysgraphia?

Answer 20

Surface - no longer spell irregular words (regularisation errors), L hemisphere damage
Phonological - familiar spelling is good, easy non-words spelling poor
Deep - semantic errors in spelling, poor at non-words

Question 21

What is the case study and damage for surface dysgraphia?

Answer 21

Hatfield & Patterson (1983) - TP (made regularisation errors)
Damage to graphemic output lexicon - produce homophones (issue with semantic input)

Question 22

What is the case study and damage in phonological dysgraphia?

Answer 22

Shallice (1981) - PR
Damage to phoneme-grapheme lexical route
Double dissociation

Question 23

What is the case study & damage in deep dysgraphia?

Answer 23

Bub & Kertesz (1982) - JC
Damage from semantic system to graphemic output lexicon