Executive Control Processes in Reading

By Bruce K. Britton; Shawn M. Glynn | Go to book overview

2
READING AND WRITING FOR ELECTRONIC JOURNALS

Patricia Wright Medical Research Council Applied Psychology Unit


INTRODUCTION: WILL THE NEW MEDIA CHANGE READING AND WRITING ACTIVITIES?

There is a real sense in which the new technologies provide a testbed for evaluating our understanding of reading and writing processes. For exampie, the first draft of this chapter was written on a lap portable Computer having only an 8-line screen. Consideration of such an activity seems to challenge our knowledge of the various executive control processes of writing. Do we yet have theories of reading and writing which will predict how the constraints imposed by this machine will influence either the content or style of what gets written?

The impact on cognitive processes of some of the constraints appear obvious. The smaller screen may well increase the memory load for material that has just been written. Does this affect the cohesion of the text or do authors have their writing goals so adequately nested that visual support is a minimal requirement? The adequacy of this goal structure seems unlikely if Wason is correct in suggesting that, in some important senses, authors may not know what they are intending to say until it has been written ( Wason, 1970, 1980). To a casual eye, paragraph length seemed shorter for the draft text generated via the 8-line screen than it usually is with a 24-line CRT display. Without further research it is not possible to say whether such shrinkage reflects a reduction of substantive content within the paragraphs, corresponding to an attenuation of the way ideas are elaborated, or whether this is primarily a stylistic change in expression with the smaller screen promoting tighter writing.

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Executive Control Processes in Reading
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Contributors ix
  • Introduction xi
  • Acknowledgements xviii
  • Reference xviii
  • 1 - Executive Control in Reading Comprehension 1
  • Acknowledgments 19
  • References 21
  • 2 - Reading and Writing for Electronic Journals 23
  • Acknowledgments 51
  • References 53
  • 3 - Typography and Executive Control Processes in Reading 57
  • Acknowledgments 76
  • References 77
  • 4 - Typography and Reading Strategy 81
  • References 105
  • 5 - Executive Control in Studying 107
  • References 142
  • 6 - The Activation and Use of Scripted Knowledge in Reading About Routine Activities 145
  • Appendix 172
  • References 175
  • 7 - Knowledge Acquisition for Application: Cognitive Flexibility and Transfer in Complex Content Domains 177
  • Acknowledgments 197
  • References 198
  • 8 - Instructional Variables That Influence Cognitive Processes During Reading 201
  • References 215
  • 9 - How Is Reading Time Influenced by Knowledge-Based Inferences and World Knowledge? 217
  • Acknowledgments 249
  • References 250
  • 10 - Remembering Reading Operations with and Without Awareness 253
  • Acknowledgments 274
  • References 275
  • 11 - Characterizing the Processing Units of Reading Effects of Intra- and Interword Spaces in A Letter Detection Task 279
  • Acknowledgments 294
  • References 295
  • Author Index 297
  • Subject Index 305
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