WORKING MEMORY IN LEARNING TO WRITE: EFFECTS OF CONTEXT AND DIGITAL TOOLS’ GENERALIZED USAGE
LA MÉMOIRE DE TRAVAIL DANS L’APPRENTISSAGE DE L’ACTIVITÉ RÉDACTIONNELLE. EFFETS DE LA GÉNÉRALISATION DU CONTEXTE ET DES OUTILS NUMÉRIQUES

Summary/Abstract: In this article, we present the main models of written verbal production activity that allowus to analyze and describe the processes implemented during this activity. According to these models,writers activate several types of knowledge: knowledge about the domain of the world evoked by thetext to be produced, knowledge about language and texts, and pragmatic knowledge. The analysis ofthese models makes it possible to account for and describe the knowledge activated during therealization of this text production activity, but also the different processes implemented during thiscomplex cognitive activity. We examine the effects of the development and generalized use of digitaltools on the functioning of working memory and written verbal production.

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