L'élaboration du contenu du texte : de la mémoire à long terme à l'environnement de la tâche

Autor: Alamargot, D. ^*, Chanquoy, L., Chuy, M.

Publikováno v: In Psychologie francaise 2005 50(3):287-304

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Mapping Research Questions About Translation to Methods, Measures, and Models

Autor: Berninger, V., Rijlaarsdam, G., Fayol, M.L., Fayol, M., Alamargot, D., Berninger, V.W.

Publikováno v: Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods, Tools, and Applications, 27-68
STARTPAGE=27;ENDPAGE=68;TITLE=Translation of Thought to Written Text While Composing

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b28ca1b8f18f402969ec05ca9b29d11b
https://dare.uva.nl/personal/pure/en/publications/mapping-research-questions-about-translation-to-methods-measures-and-models(601d1c5a-5278-4a56-87cc-17be8bbcf9ec).html

Supporting children in improving their presentation of school reports

Autor: van der Meij, Hans, Torrance, M., Alamargot, D., Castelló, M., Llull, R., Ganier, F., Kruse, O., Mangen, A., Tolchinsky, L., van Waes, L.

Publikováno v: European Research Network on Learning to Write Effectively, 145-148
STARTPAGE=145;ENDPAGE=148;TITLE=European Research Network on Learning to Write Effectively

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=narcis______::7b7f37efdaa7c53de2af55cafb4dba4b
https://research.utwente.nl/en/publications/bb04b134-71d3-4105-be97-17f90394940b

Translation Skills and Trade-Off in Young L2 Learners’ Written Narrations

Autor: Verheyden, L., van den Branden, K., Rijlaarsdam, G., van den Bergh, H., de Maeijer, S., Fayol, M., Alamargot, D., Berninger, V.W.

Publikováno v: Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods, Tools, and Applications, 181-210
STARTPAGE=181;ENDPAGE=210;TITLE=Translation of Thought to Written Text While Composing

In Flemish primary schools, 8-year-old children are expected to produce written texts that meet a gradually increasing number of content-related and formal demands. Teachers are very much aware that writing requires a lot of effort from their young p

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6197ac5f805ef87bb35715b951b949cb
https://doi.org/10.4324/9780203141434-14