The quality of French minority students' fictional texts: a study of the influence of a preferential cognitive style and writing strategy scaffolding
| Autor: | Martine Cavanagh, René Langevin |
|---|---|
| Rok vydání: | 2010 |
| Předmět: |
Linguistics and Language
media_common.quotation_subject Exploratory research Cognition Affect (psychology) Object (philosophy) Language and Linguistics Education Test (assessment) Developmental psychology Quality (business) Psychology Control (linguistics) Social psychology Cognitive style media_common |
| Zdroj: | Language, Culture and Curriculum. 23:71-87 |
| ISSN: | 1747-7573 0790-8318 |
| DOI: | 10.1080/07908311003623906 |
| Popis: | The object of this exploratory study was to test two hypotheses. The first was that a student's preferential cognitive style, sequential or simultaneous, can negatively affect the imaginative fiction texts that he or she produces. The second hypothesis was that students possessing a sequential or simultaneous preferential cognitive style would produce better texts if they were exposed to the teaching of nine explicit writing strategies (Cavanagh, M. (2007). Strategies pour ecrire un recit imaginaire. Montreal, Canada: Cheneliere Education). To test these hypotheses, we determined the preferential (sequential/simultaneous) cognitive style of 45 Franco-Albertan subjects, 33 boys and 12 girls, 9 and 10 years old, by means of the Verbal Cognitive Aptitudes Test (Flessas, J., & Lussier, F. (2003). L’epreuve verbale d'aptitudes cognitives (EVAC). Paris: ECPA). In a pretest, the subjects were divided into two groups (experimental and control), both of which were asked to write fictional texts. Then, over a perio... |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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