Details
| Original language | English |
|---|---|
| Title of host publication | Writing and Cognition |
| Subtitle of host publication | Research and Applications |
| Editors | Luuk van Waes, David Galbraith, Mark Torrance |
| Publisher | Brill Academic Publishers |
| Pages | 165-179 |
| Number of pages | 15 |
| ISBN (print) | 9780080450940 |
| Publication status | Published - 2007 |
Publication series
| Name | Studies in Writing |
|---|---|
| Volume | 20 |
| ISSN (Print) | 1572-6304 |
Abstract
Language production processes are frequently involved in the diagnosis of knowledge. However, the relation between the knowledge basis and the spoken or written output is seldom addressed. We investigated whether and how language production processes related to speaking and writing systematically influence the results of verbal diagnoses of knowledge. Particularly, the writing superiority effect turned out to be a stable and replicable finding: In adults, writing allows for higher content validity of the indication of knowledge, compared to speaking. A theoretical analysis of the oral-and written-language production processes and the related cognitive load through its particluar subprocesses explains why linguistic output generally does not provide a valid window to cognition. For the diagnosis of knowledge, the advantage of writing as opposed to speaking is experimentally demonstrated. In subsequent experiments, working-memory capacity as well as the correspondence between the verbal modalities of knowledge input and output prove to be determining factors of the writing superiority effect, whereas verbal intelligence as well as stress and arousal seem to exert no influence.
ASJC Scopus subject areas
- Psychology(all)
- Experimental and Cognitive Psychology
- Arts and Humanities(all)
- Language and Linguistics
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Social Sciences(all)
- Linguistics and Language
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Writing and Cognition: Research and Applications. ed. / Luuk van Waes; David Galbraith; Mark Torrance. Brill Academic Publishers, 2007. p. 165-179 (Studies in Writing; Vol. 20).
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - The writing superiority effect in the verbal recall of knowledge
T2 - Sources and determinants
AU - Grabowski, Joachim
N1 - Funding information: Part of the research described in this paper was supported by grants from the University of Mannheim, and from the Senate of the University of Education at Heidelberg, respectively. I am particularly grateful to Manfred Hofer who most generously offered his institutional facilities, and to Michaela Görlinger who was involved in the implementation of many experiments on the writing superiority effect.
PY - 2007
Y1 - 2007
N2 - Language production processes are frequently involved in the diagnosis of knowledge. However, the relation between the knowledge basis and the spoken or written output is seldom addressed. We investigated whether and how language production processes related to speaking and writing systematically influence the results of verbal diagnoses of knowledge. Particularly, the writing superiority effect turned out to be a stable and replicable finding: In adults, writing allows for higher content validity of the indication of knowledge, compared to speaking. A theoretical analysis of the oral-and written-language production processes and the related cognitive load through its particluar subprocesses explains why linguistic output generally does not provide a valid window to cognition. For the diagnosis of knowledge, the advantage of writing as opposed to speaking is experimentally demonstrated. In subsequent experiments, working-memory capacity as well as the correspondence between the verbal modalities of knowledge input and output prove to be determining factors of the writing superiority effect, whereas verbal intelligence as well as stress and arousal seem to exert no influence.
AB - Language production processes are frequently involved in the diagnosis of knowledge. However, the relation between the knowledge basis and the spoken or written output is seldom addressed. We investigated whether and how language production processes related to speaking and writing systematically influence the results of verbal diagnoses of knowledge. Particularly, the writing superiority effect turned out to be a stable and replicable finding: In adults, writing allows for higher content validity of the indication of knowledge, compared to speaking. A theoretical analysis of the oral-and written-language production processes and the related cognitive load through its particluar subprocesses explains why linguistic output generally does not provide a valid window to cognition. For the diagnosis of knowledge, the advantage of writing as opposed to speaking is experimentally demonstrated. In subsequent experiments, working-memory capacity as well as the correspondence between the verbal modalities of knowledge input and output prove to be determining factors of the writing superiority effect, whereas verbal intelligence as well as stress and arousal seem to exert no influence.
UR - http://www.scopus.com/inward/record.url?scp=85051694782&partnerID=8YFLogxK
M3 - Contribution to book/anthology
AN - SCOPUS:85051694782
SN - 9780080450940
T3 - Studies in Writing
SP - 165
EP - 179
BT - Writing and Cognition
A2 - van Waes, Luuk
A2 - Galbraith, David
A2 - Torrance, Mark
PB - Brill Academic Publishers
ER -