Cecile A. Perret

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The relationship between working memory capacity and writing ability was examined via a linguistic analysis of student essays. Undergraduate students (n = 108) wrote timed, prompt-based essays and completed a battery of cognitive assessments. The surface-and discourse-level linguistic features of students' essays were then analyzed using natural language(More)
In this study, we investigated the degree to which the cognitive processes in which students engage during reading comprehension could be examined through dynamical analyses of their natural language responses to texts. High school students (n = 142) generated typed self-explanations while reading a science text. They then completed a comprehension test(More)
Writing researchers have suggested that students who are perceived as strong writers (i.e., those who generate texts that are rated as high quality) demonstrate flexibility in their writing style. While anecdotally this has been a commonly held belief among researchers, scientists, and educators, there is little empirical research to support this claim.(More)
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