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Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations
Peer reviewed
Direct linkBurkhart, Christian; Lachner, Andreas; Nückles, Matthias – Journal of Educational Psychology, 2021
Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students' writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that…
Descriptors: Visual Aids, Feedback (Response), Writing (Composition), Concept Mapping
Field, John – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2008
There is considerable evidence from psycholinguistics that first language listeners handle function words differently from content words. This makes intuitive sense because content words require the listener to access a lexical meaning representation whereas function words do not. A separate channel of processing for functors would enable them to…
Descriptors: Psycholinguistics, Second Language Learning, Linguistic Input, Language Processing
