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Cognitive processes in revision

Authors:
John Richard Hayes at Carnegie Mellon University
John Richard Hayes
Linda Flower at Carnegie Mellon University
Linda Flower
Karen Schriver at KSA Communication Design & Research
Karen Schriver
  • KSA Communication Design & Research
J. F. Stratman
J. F. Stratman
J. F. Stratman
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Cognitive processes in revision (1987)
John R. Hayes, Linda Flower, Karen A. Schriver, James F. Stratman, and Linda Carey
In S. Rosenberg (Ed.) Reading, Writing, and language processes (pp.176-240)
Cambridge, England: Cambridge University Press
... Writing is a social actwriters write to communicate ideas to others (Graham, 2018). However, in contrast to expert writers, beginning writers are not used to reread their text from the perspective of the reader, and to evaluate any potential mismatches between the intended meaning and actual meaning (Fitzgerald, 1987;Hayes, Flower, Schriver, Stratman, & Carey, 1987;Hayes & Flower, 1980). Instead, they write what they think, with hardly any substantial revisions once the first draft of the text is finished (Bereiter & Scardamalia, 1987;Kellogg, 2008). ...
... Firstly, the approach of writing, talking, and rewriting supports developing writers to take the reader's perspective in their own and others' texts (e.g., audience awareness), which seems to be crucial in promoting the revision process. Novice writers often lack audience awareness, primarily focusing on conveying their own thoughts without considering how their message is perceived by the reader (Bereiter & Scardamalia, 1987;Hayes et al., 1987). Also, when providing peer feedback comments they are mainly focused on surface-level aspects, rather than on the meaning of the text (MacArthur, 2016). ...
... This study suggests that through increased audience awareness, students rewrite more effectively. This explanation aligns with previous studies (Fitzgerald, 1987;Hayes et al., 1987;Hayes & Flower, 1980) that emphasize the need for students to learn how to evaluate the alignment between their intended meaning and the actual interpretation of their text by readers, and to revise accordingly. This alignment is critical for effective written communication. ...
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... The process of revision involves several steps, starting with problem detection. This is the process by which the author identifies differences between the produced text and the intended one (Hayes et al., 1987). Detecting problems is a prerequisite for making revisions and improving the document (Patchan and Schunn, 2015). ...
... Inexperienced writers often struggle with problem detection, diagnosis, and strategy selection, making their revisions less effective. Higher-ability authors detect more problems, particularly those related to global meaning (Fitzgerald, 1987;Hayes et al., 1987). However, detecting and diagnosing problems is challenging, as writers often fail to perceive errors in their own work. ...
User-Centered Course Reengineering: An Analytical Approach to Enhancing Reading Comprehension in Educational Content
Preprint
Full-text available
  • Dec 2024
Delivering high-quality content is crucial for effective reading comprehension and successful learning. Ensuring educational materials are interpreted as intended by their authors is a persistent challenge, especially with the added complexity of multimedia and interactivity in the digital age. Authors must continuously revise their materials to meet learners' evolving needs. Detecting comprehension barriers and identifying actionable improvements within documents is complex, particularly in education where reading is fundamental. This study presents an analytical framework to help course designers enhance educational content to better support learning outcomes. Grounded in a robust theoretical foundation integrating learning analytics, reading comprehension, and content revision, our approach introduces usage-based document reengineering. This methodology adapts document content and structure based on insights from analyzing digital reading traces-interactions between readers and content. We define reading sessions to capture these interactions and develop indicators to detect comprehension challenges. Our framework enables authors to receive tailored content revision recommendations through an interactive dashboard, presenting actionable insights from reading activity. The proposed approach was implemented and evaluated using data from a European e-learning platform. Evaluations validate the framework's effectiveness, demonstrating its capacity to empower authors with data-driven insights for targeted revisions. The findings highlight the framework's ability to enhance educational content quality, making it more responsive to learners' needs. This research significantly contributes to learning analytics and content optimization, offering practical tools to improve educational outcomes and inform future developments in e-learning.
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... Translators use self-correction or revision to solve problems in the translated text. Revision or self-correction is part of a translator's cognitive ability, which includes checking and reviewing translation results by rereading, evaluating, correcting, and looking for internal and external reading sources to get the right message or information in the source text (Arthern, 1987;Breedveld, 2002;Hayes et al., 1987;Helene & Dam, 2016;Mossop, 2007;Robert, 2008). During the translation process, revision is related to pauses. ...
... According to Allman (2008), three things are needed when revising, one of which is their knowledge or experience in translating. Revision relates to translators changing the text and looking for internal and external reading sources to get the right solution in translating the text (Breedveld, 2002;Hayes et al., 1987). ...
Revision as Part of Translation Process: A Case Study of Mandarin-Indonesian Translation by Chinese Language Students at Universitas Sumatera Utara, Indonesia
Article
  • Nov 2024
The translation attempts to re-express messages from one language into another by prioritizing the equivalence of meaning, primarily determined by the translator's ability to understand the source text and the target text. Translators use revision to solve problems in the text to be translated. Revision is part of a translator's cognitive ability, which includes re-examining the translation results and looking for internal and external reading sources to get the right message or information in the source text. This study aims to explain the revisions made by the translator to the source text, namely Mandarin into Indonesian as the target text, and the reading sources they used in translating the text. This qualitative descriptive study employs a triangulation strategy: interviews, observations, and field notes with two students in the 7th semester of the Mandarin Language study program, Universitas Sumatera Utara, as participants. The findings show that student translators perform several revisions, such as Word substitution, Meaning Correction, Word addition, Grammar Correction, Deletion, and Spelling Correction. During the revision, they used online reading sources to find the terms used in the target text, such as Google Translate, KBBI, and Wikipedia. In translation, the revision of the source text aims to make the information in the target text easy for readers to understand.
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... However, limited working memory capacity can constrain the use and regulation of strategies (e.g., Roussey & Piolat, 1991). Furthermore, students are not always familiar with the most appropriate strategies for writing texts and do not know when, why, and how to use them (Englert et al., 1988;Saddler & Graham, 2007), meaning that they use planning and revision processes less frequently than expert writers do (Bai, 2018;Hayes et al., 1987;Lim et al., 2021). Therefore, novice writers tend to transpose their thoughts and ideas into writing as a stream of consciousness, make few modifications, and do not take the writing objectives and readers into account (Bereiter & Scardamalia, 1987;Raković et al., 2021). ...
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Article
Full-text available
  • Aug 2024
Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD’s beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying cognitive and metacognitive mechanisms, and identify the factors that potentially moderate SRSD’s effectiveness, we compared fourth- and fifth-graders who either received regular writing instruction or underwent an SRSD intervention in a quasi-experimental setting. Students’ abilities to plan, write quality texts, and self-evaluate were measured. Factors that have been demonstrated to be related to writing abilities were assessed to study whether they might facilitate or hinder acquisition of strategies taught in the SRSD intervention. The results indicated that compared with students who received regular writing instruction, students who underwent the SRSD intervention produced higher-quality texts and evaluated their texts’ quality more accurately, despite persistent overestimation. Mediation analyses indicated that progress in producing high-quality texts was explained by improvements in students’ planning skills, enabling them to write stories that were better-structured and contained more ideas. However, the results also indicated that some students under the SRSD condition struggled to implement the planning strategies they were taught, particularly students with poor working memory. Recommendations for optimizing the SRSD intervention’s effectiveness in developing all students’ writing skills are discussed.
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... Par exemple, des systèmes de questionnement informatisés ou des systèmes simulant l'auto-questionnement et l'auto-évaluation ont été proposés (voir Crinon & Legros, 2002). Le but de ces systèmes est d'orienter l'attention de l'apprenti-scripteur sur le contrôle du niveau sémantique et non plus seulement sur le niveau de la surface textuelle (Hayes, Flower, Schriver, Stratman, & Carey 1987 ;Piolat & Roussey 1991). Selon Crinon et Legros (2002), les apprenants disposent de peu de connaissances sur le domaine et Zammuner (1995) émet l'hypothèse selon laquelle la difficulté de l'écrit est liée à l'absence de feed-back et d'interactions verbales avec un interlocuteur. ...
sakrane
Article
Full-text available
  • Jan 2012
The apprentices-writers of explanatory texts in L2 find great difficulties to activate the necessary linguistic and thematic knowledge and to put it in text. research in cognitive psychology showed that help and systems of help allow writers within the framework of the collaborative work to improve their editorial activities and to produce explanatory texts of better quality in terms of the relevance of their semantic contents (Duvelson, Bounouara and Legros, on 2011). The purpose of this research is to study the effect of the verbal interactions between apprentices writers working in binomial on the planning, the stake in text and the quality of the production. More exactly, we study the role of the knowledge on the domain evoked by the text to be produced and linguistic knowledge in the interactions of the co-writers, and the effect of these interactions on the activity of stake in words of the activated knowledge at the moment of production. Effet du travail en binôme sur l'activation des processus de planification lors de la production d'un texte explicatif en L2 en contexte plurilingue Résumé : Les apprenti-rédacteurs de textes explicatifs en L2 éprouvent de grandes difficultés à activer les connaissances linguistiques et thématiques nécessaires et à les mettre en texte. Des travaux de psychologie cognitive ont montré que des aides et des systèmes d'aide permettent aux scripteurs dans le cadre du travail collaboratif d'améliorer leurs activités rédactionnelles et de produire des textes explicatifs de meilleure qualité du point de vue de la pertinence de leur contenu sémantique (Duvelson, Bounouara et Legros, 2011). Le but de cette recherche est d'étudier l'effet des interactions verbales entre des apprentis scripteurs travaillant en binôme sur la planification, la mise en texte et la qualité de la production. Plus précisément, nous étudions le rôle des connaissances sur le domaine évoqué par le texte à produire et des connaissances linguistiques dans les interactions des (co)rédacteurs, et l'effet de ces interactions sur l'activité de mise en mots des connaissances activées lors de la tâche de production. Mots-clés : Processus de mise en mots-texte explicatif-contexte plurilingue-connaissances linguistiques et thématiques. 200
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Elementary School Children Exchange Information About Environment: Reading, Writing and Knowledge Organization
Conference Paper
Full-text available
  • Oct 2024
In the most common school practice students (and teachers) are seen as consumers (and transmitters) of culture. A factor of dis-equilibrium in such a system is introduced when students (and teachers) become involved in the production, accumulation, and circulation of ideas that can be eventually appropriated or critically rejected by other members of the community, as it is the case in the scientific community. An external audience constitutes a powerful "constraint" to the class practice: a) it questions the social value of the outcomes of the activities, to select what to make public, b) it requires argumentation, c) it creates awareness of alternative ways of pursuing the same goals, d) it demands confrontation with other standards of validity and of quality, and e) it makes one more responsible and proud of one's own achievements since they become shared resources. Based on these assumptions, we designed an educational context where the software Our World is a component. Educational research is making significant progress in the comprehension of the principles which can guide the teachers in the organization and management of communities of learners (Brown & Campione, 1996; Lamon Secules, Hackett, Bransford, Goldman, 1996; Ligorio & Caravita, 1994; Scardamalia, Bereiter, & Lamon, 1994; Salomon, 1993). Consistently with the socio-constructivist theories, these studies have confirmed that action strategies, thinking strategies and communication strategies depend on one another for their development and growth, and require a social context. Recursive elaboration is motivated by the circulation of products in a community where expertise is distributed and where products must be integrated in order to achieve a higher level of complexity.
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Evaluating the quality of student-generated content in learnersourcing: A large language model based approach
Article
Full-text available
  • Jul 2024
  • Educ Inform Tech
In learnersoucing, automatic evaluation of student-generated content (SGC) is significant as it streamlines the evaluation process, provides timely feedback, and enhances the objectivity of grading, ultimately supporting more effective and efficient learning outcomes. However, the methods of aggregating students’ evaluations of SGC face the problems of inefficiency and cold start. The methods of combining feature engineering and deep learning suffer from the problems of insufficient accuracy and low scalability. This study introduced an automated SGC quality evaluation method based on a large language model (LLM). The method made a comprehensive evaluation by allowing LLM to simulate the cognitive process of human evaluation through the Reason-Act-Evaluate (RAE) prompt and integrating an assisted model to analyze the external features of SGCs. The study utilized the SGCs in a learnersourcing platform to experiment with the feasibility of the method. The results showed that LLM is able to achieve high agreement with experts on the quality evaluation of SGC through RAE prompt, and better results can be achieved with the help of assisted models.
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The Psychology of Creative Performance and Expertise
Book
Full-text available
  • Aug 2024
This much-needed book introduces readers to the related fields of expertise, creativity, and performance, exploring our understanding of the factors contributing to greatness in creative domains. Bringing together research from the fields of creativity and expertise, it provides fresh insights for newcomers and seasoned scholars alike with its approachable guide to the multidimensional complexities of expertise development. It transcends traditionally studied fields such as chess, sports, and music, instead exploring the intersection of expertise with creativity and the performing arts. Dedicated applied chapters cover eight fields, including mind-games, music, dance, creative writing, acting, art, and STEM. The book also examines the facilitators of creative performance, including aesthetic sensitivity, creativity, and mental imagery as well as the obstacles to performance such as burnout, procrastination, and gender-related challenges. The book concludes by engaging with pressing issues facing expertise, including the impact of AI. Student-friendly pedagogy is featured throughout, including 'Spotlight on...', 'Check it out...', and 'Consider this...' boxes to position material within context and engage students' learning. Whether revealing how an actor brings their part to life, how writers conjure up their storylines and vibrant characters, or what lies behind scientific invention, The Psychology of Creative Performance and Expertise offers a fascinating insight into the multifaceted journey towards achieving creative excellence. This is a valuable resource for final-year undergraduates, postgraduate students, and scholars across a range of disciplines, including expertise or skill acquisition, the psychology of performance, and creativity.
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