Investigating IELTS academic writing task 2 : relationships between cognitive writing processes, text quality and working memory.
(IELTS research reports : online series ; 2017/3)
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Révész, Andrea
Michel, Marije
Lee, Minjin | 2017 |
Add to Folder
Title: Investigating IELTS academic writing task 2 : relationships between cognitive writing processes, text quality and working memory.
Series: (IELTS research reports : online series ; 2017/3)
Author(s): Lee, Minjin | Michel, Marije | Révész, Andrea | International English Language Testing System (IELTS) | Lancaster University | University College London. Institute of Education
Published: Melbourne : International English Language Testing System (IELTS) : 2017
ISSN: 2201-2982
Abstract: This project examined the cognitive processes and online behaviours of second language writers while performing IELTS Academic Writing Test Task 2, and the ways in which the online behaviours of test-takers relate to the quality of the text produced. An additional aim was to assess whether writing behaviours and text quality are influenced by individual differences in phonological short-term memory and executive control functions. Thirty participants, Mandarin users of L2 English from a UK university, performed a version of Task 2 of the IELTS Academic Writing Test. The online writing processes of the participants were captured by recordings of participants' eye-movements and logs of their keystrokes. After a short break, a subset of the participants took part in a stimulated recall session, as part of which participants were requested to describe their thought processes during task performance, prompted by the playback of the recordings of their keystrokes. Participants were administered an extensive battery of working memory tests (Chinese Digit Span, Chinese Non-word Span, Colour Shape Task, Corsi Block Forward-Backward, Stop Signal Task, and Operation Span). The essays produced were scored in terms of IELTS rating criteria, and analysed for linguistic complexity (lexical, syntactic and discourse complexity) and accuracy relying on computer-based and expert analyses. The results demonstrated that the IELTS Academic Writing Task 2 elicits a wide range of cognitive processes and writing behaviours, which are well aligned with the intended aim of the IELTS Academic Writing test. A number of links were also observed between the measures of writing behaviours and text quality, some of which included the IELTS total score and subscores. However, working memory was found to be related to only a few measures of writing behaviours and text quality indices. [Abstract]
URL (open access) : https://www.ielts.org/-/media/research-reports/ielts_online_rr_2017-3.ashx
URL (archived) : https://web.archive.org/web/20170711012134/https://www.ielts.org/-/media/research-reports/ielts_online_rr_2017-3.ashx
Call Number : Online Resource
Record No: 364734 from Cunningham Library Catalogue
|
Executive function in preschool age children : integration, measurement, neurodevelopment and translational research.
CALL NUMBER: 155.423 GRI More info
| Griffin, James A
McCardle, Peggy
Freund, Lisa | 2015 |
Add to Folder
Title: Executive function in preschool age children : integration, measurement, neurodevelopment and translational research.
Author(s): Freund, Lisa | Griffin, James A | McCardle, Peggy | American Psychological Association
Published: Washington DC : American Psychological Association : 2015
ISBN: 9781433818264 (hbk)
Abstract: A primary aim of the neuropsychological revolution has been the mapping of what has come to be known as executive function (EF). This term encompasses a range of mental processes such as working memory, inhibitory control, and cognitive flexibility that, together, regulate our social behavior, and our emotional and cognitive well-being.In this book, top scientists from a variety of fields investigate executive function as it develops in early childhood. Because researchers differ in their conceptualizations of basic processes and even in how they define EF itself, contributors begin by discussing comparability and replicability, key issues which are of primary importance to those seeking to move the field to a new level of rigor. Next, they tackle the nuts-and-bolts of the development of EF in preschoolers, including the neurobiological mechanisms and circuitry that underlie EF development as well as the role of EF in assessing risk — and its counterpart, resilience. Finally, they highlight exciting new clinical applications of EF research, including the use of EF in contextualizing and assessing family risk, the impact of socioeconomic status on neurological development, and the promotion of EF development through early education programs. [Publisher summary]
Call Number : 155.423 GRI
Record No: 364452 from Cunningham Library Catalogue
|