Abstract

The authors suggest that writing should be conceived of not only as a verbal activity but also as a visuospatial activity, in which writers process and construct visuospatial mental representations. After briefly describing research on visuospatial cognition, they look at how cognitive researchers have investigated the visuospatial dimension of the mental representations and processes engaged in writing. First, they show how Hayes's research integrated the visuospatial dimension of writing. Second, they describe how the written trace can serve as a visual resource. Third, they focus on the visuospatial processes involved in constructing an overall representation of the text and its physical layout. Finally, they review findings on the visuospatial demands that planning places on working memory. All the data and theories presented in this article support the idea that writing is indeed a visuospatial activity.

Citation

Olive, T. & Passerault, J.M. (2012). The Visuospatial Dimension of Writing. Written Communication, 29(3), 326-344. Retrieved August 12, 2024 from https://www.learntechlib.org/p/87215/.

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Cognitive Processes
• Computer Uses in Education
• Data Analysis
• models
• Reader Text Relationship
• Short Term Memory
• Spatial Ability
• Writing (Composition)
• Writing Processes
• Writing Research