Writing and Cognition: Implications of the Cognitive Architecture for Learning to Write and Writing to Learn

Authored by: Deborah McCutchen , Paul Teske , Catherine Bankston

Handbook of Research on Writing

Print publication date:  July  2007
Online publication date:  March  2009

Print ISBN: 9780805848694
eBook ISBN: 9781410616470
Adobe ISBN: 9781135251116

10.4324/9781410616470.ch28

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Abstract

Cognitive approaches to the study of writing have earlier roots (see Nystrand, 2006), but in the late 1970s the fields of cognitive psychology and process-oriented rhetoric converged with sustained impact on the campus of Pittsburgh’s Carnegie Mellon University, spurred by work of Richard Young (e.g., Young & Becker, 1965) and spawning the influential cognitive model of writing developed by Dick Hayes and Linda Flower (Hayes & Flower, 1980). Influenced by the cognitive science Zeitgeist, Hayes and Flower’s initial conceptualizations drew heavily on expert-novice and artificial intelligence (AI) traditions and compared composing processes with problem solving (see also Collins & Centner, 1980).

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