Davies, Simon J. and Bourke, Lorna (2016) Logographic and orthographic writers: Strategies for the retention of coding information at multiple levels of presentation in short-term memory. At the Special Interest Group (EARLI) International Conference, Liverpool Hope University, UK. In: Unspecified.
Full text not available from this repository. (Request a copy)Abstract
The impact of the ability to code unfamiliar visual and orthographic information in working memory when accompanied by an increase in cognitive load (e.g. variation of string length for symbols presented) was examined in the context of the development of young children’s writing skills. Children were classified as either logographic (N = 48) or alphabetic (N = 72) writers from a qualitative analysis of their invented spellings displayed in a story writing task. Tasks to assess general cognitive ability, working memory (short-term and combined storage and processing), reading and spelling as well as the accuracy of orthographic and unfamiliar visual coding skills at string lengths from three-seven items were administered. The findings highlight differences between the two groups which are indicative of a significant strategy change in orthographic processing in comparison to visual processing at six symbols. The level of representation is also significant. The difference detected is not necessarily representative of their ability to code visual information alone in STM but to do with the integration of information from LTM and the ability to process phonological information in STM. Capacity processes for WM and writing at this stage of development are discussed.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Faculty / Department: | Faculty of Human and Digital Sciences > School of Psychology |
| Depositing User: | Simon Davies |
| Date Deposited: | 07 Jun 2017 15:05 |
| Last Modified: | 07 Jun 2017 15:05 |
| URI: | https://hira.hope.ac.uk/id/eprint/2021 |
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