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| 5. |
- Johansson, Roger, et al.
(författare)
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Reading during text production
- 2012
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Ingår i: Learning to write effectively. - : Brill Academic Publishers. ; , s. 359-363
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Bokkapitel (refereegranskat)
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| 9. |
- Johansson, Victoria, 1973-, et al.
(författare)
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Looking on and away from the word currently being typed in expository text writing
- 2015
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Konferensbidrag (refereegranskat)abstract
- Visual feedback from the writer’s own emerging text is generally assumed to be an important component in the process of writing. For instance, in Hayes’ (1996) model it is considered to be critically involved in the subprocesses of monitoring and revision. Despite this, few empirical investigations have actually addressed this issue and in contrast to general expectations contemporary research by Oxborough and Torrance (2012) suggests that visual feedback from the text may in fact not be essential for the production of coherent texts. However, research (e.g. Johansson et al 2010) shows that writers indeed monitor their texts during writing, and that there is a relation between editing behavior and the amount of time spent looking at the text. One question is which role the visual input has for the writer, since it is does not seem to be necessary for text production, in other words: what do the writer do when she look at the text during writing. Visual feedback from an emerging text can roughly be divided into two categories of gaze behavior: fixations concurrent with keyboard typing and fixations during pauses (when no keys are struck). The current study focuses on the former and used a combination of eye-tracking and keystroke logging to collect data for 14 relatively automatized touch typists when they wrote an expository text for 30 minutes. Collapsed over all participants, this rendered 26 349 instances where a keystroke occurred concurrent with a fixation on the emerging text. Of those keystrokes 18 450 belonged to text production and 4188 to text deletions (e.g. backspaces). On average, 87 % of the text production keystrokes were performed with fixations on the word currently being typed and with a mean location of 6 characters to the left of the inscription point. For the deletion keystrokes, corresponding measures were 68 % and 6 characters to the left of the inscription point. This means that the remaining keystrokes (13 % during text production and 32 % during deletions) occurred together with more distant fixations on previous text segments. While it has been argued that fixations on the word currently being typed are related to monitoring and error correction (Torrance & Wengelin, 2010) very little is known about the role of fixations away from the word currently being typed, and even less whether the visual feedback they provide are useful at all. Qualitative explorations of those instances in the present dataset suggest that they are indeed useful and frequently appear to be associated with referential cuing and content generation.
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| 11. |
- Johansson, Victoria, 1973-, et al.
(författare)
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Tala läsa skriva
- 2013
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Ingår i: Språket, människan och världen. - Lund : Studentlitteratur AB. - 9789144083391
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Bokkapitel (populärvet., debatt m.m.)
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| 15. |
- Andrén, Mats, et al.
(författare)
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Att lära sig språk
- 2013
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Ingår i: Språket, människan och världen. - Lund : Studentlitteratur AB. - 9789144083391
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Bokkapitel (populärvet., debatt m.m.)
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| 16. |
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| 17. |
- Grenner, Emily, et al.
(författare)
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Observational learning and narrative writing : improving text quality for children with and without hearing impairment
- 2015
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Konferensbidrag (refereegranskat)abstract
- Emily Grenner & Joost van de Weijer & Lena Asker-Árnason & Victoria Johansson & Viktoria Åkerlund & Birgitta S.M. Sahlén The aim of this intervention study is to investigate if observational learning can improve narrative writing skills in 11-year-olds with and without hearing impairment. Observational learning occurs when people learn new skills from observing others, who act as models (Bandura 1997). Observing peers’ reading and writing is especially important since these processes often are invisible, and children therefore lack models for their own processes. This study was theoretically and methodologically inspired by Rijlaarsdam et al. 2008. Participants consisted of Swedish 5th-graders from two schools (School A, n=33; and School B, n= 26) with normal hearing children (NH), and from 3rd to 8:th-grade children with hearing-impairment (HI), from “hearing classes” (n=18). Prior to the intervention, background data e.g., on working memory and linguistic background was collected. In the research design the two schools with NH children (School A and B) functioned as each other's controls. The HI-school followed the School A order. All participants first wrote a personal narrative on the computer, using keystroke-logging. Then the intervention followed for School A and HI-school, while School B received ordinary lessons (with no writing instructions). After the first intervention period, all participants wrote a new narrative. Thereafter, the intervention was replicated for School B, while School A and the HI-school had ordinary tutoring. After the second intervention period, all participants wrote new narratives. The intervention consisted of 5 thematically different lessons: Lesson themes were: reader perspective, chronological structure, closing elements, revising of a peer’s text and online revision. To evaluate the text quality, all texts (n=231) were holistically rated by three independent, trained evaluators. The results showed an improvement in quality between text 1 and text 2 for School A and the HI-School, while School B had an improvement between text 2 and text 3. This shows that narrative text quality can be improved by a short series of carefully designed intervention lessons using observational learning, which contributes to the discussion about educational methods for teaching writing. Further analyses will address quantitative measures of text length, lexicon, syntactic complexity, pausing and editing, as well as a comparison between the NH and HI group.
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| 19. |
- Johansson, Victoria, 1973-
(författare)
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Att undersöka språk
- 2013
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Ingår i: Språket, människan och världen. - Lund : Studentlitteratur AB. - 9789144083391
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Bokkapitel (populärvet., debatt m.m.)
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| 20. |
- Johansson, Victoria, 1973-
(författare)
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Developmental aspects of text production in writing and speech
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims at describing the developmental patterns of text production in four text types: spoken and written narrative texts, and spoken and written expository texts (n=316), produced by four age groups: 10-year-olds, 13-year-olds, 17-year-olds and university students (n=79). It explores material from an experimental study with a cross-sectional design comprising spoken texts recorded on video and written texts recorded by means of keystroke logging, which makes it possible to investigate the real-time process of written text production.Various measures of text production were compared across age, genre and modality. This revealed almost no differences between 10-year-olds and 13-year-olds concerning the number of words, clauses or T-units. Nor were there any differences between the 17-year-olds and the university students. This indicates that a major developmental step occurs between the ages of 13 and 17. However, other results, including comparisons of MLU, words per T-unit and clauses per T-unit, an analysis of lexical density and diversity in both speech and writing, and an investigation of the use of editing and deletion operations on the keyboard during text writing, all suggest that the developmental trend is more complex. One example is that the 13-year-olds have a higher MLU and more words per T-unit than the 10-year-olds.Further, the investigation of the keystroke-logging data reveals the real-time process behind the texts. Here we find that the 13-year-olds engage in editing operations to a larger degree. The comparatively short and lexically poor texts (especially in the expository genre) of the 13-year-olds can thus be interpreted as the result of their struggling to meet the structural demands of a specific text type. Further findings indicate that although 17-year-olds in many ways can compete with university students in writing, if they are allowed to write for longer time. However, the university students perform better at the expository spoken task, suggesting that the adults are better at drawing from strategies learned from writing as they carry out a cognitively demanding spoken task. Finally, an analysis of the global pause pattern during writing suggests that genre characteristics are important factors that influence the cognitive load during text writing.The interplay between speech and writing is an important factor for developing and maintaining skills in both modalities. While the writing of the youngest age group in this study is influenced by strategies derived from speaking, the adults seem able to benefit from strategies and linguistic structures learned through writing when they are, for example, giving a speech. The thesis ends with a discussion of how constraints affecting working memory influcence performance in both speech and writing. To reduce the cognitive effort of language production, both speakers and writers rely on strategies and knowledge they have previously acquired. This entails an important transfer of knowledge and structures between both modalities and genres.
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| 21. |
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| 22. |
- Johansson, Victoria, 1973-, et al.
(författare)
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Människan och språket
- 2013
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Ingår i: Språket, människan och världen. - Lund : Studentlitteratur AB. - 9789144083391
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Bokkapitel (populärvet., debatt m.m.)
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| 25. |
- Johansson, Victoria, 1973-, et al.
(författare)
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Revising and pausing in relation to syntactic development
- 2015
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to explore revision by recording how editing patterns develop with age and experience. The data consist of 135 expository texts, collected in an experimental setting, using key-logging that records the writing, including editing and pausing behaviour. The participants were divided into five age groups: 10-year-olds (n=20), 13-year-olds (n=20), 15-year-olds (n=20), 17-year-olds (n=20) and adult university students (n=55). A subgroup of the adults (n=16) consisted of ‘experts’ who worked with texts professionally. This investigation focusses on the 7 051 pauses which occurred in connection with editing, here defined as the use of delete, arrow keys or mouse. The ‘editing pauses’ were coded for grammatical context, preceding and following the pause. Findings reveal that several editings often occur together, and that this phenomenon increases with age and expertise. For all groups, editings occur to a great extent between sentences. However, writers from 17-year-olds and upwards, are more mobile, i.e. they are not solely concerned with editing the immediately written text, but the changes are being carried out on a more global text level. In the group of ‘expert adults’, sometimes more than 40 % of the total writing time is devoted to editing the previously written text. The findings in this study show clearly that the editing behaviour develops far into adulthood. Educationally, this has implications for teaching methods on writing in general and on text editing in particular
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| 26. |
- Johansson, Victoria, 1973-, et al.
(författare)
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Språk och hjärna
- 2013
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Ingår i: Språket, människan och världen. - Lund : Studentlitteratur AB. - 9789144083391
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Bokkapitel (populärvet., debatt m.m.)
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| 27. |
- Johansson, Victoria, 1973-
(författare)
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The writer and the reader : advanced writers’ cognitive processes during writing
- 2015
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Konferensbidrag (refereegranskat)abstract
- In their seminal writing model from 1981, Hayes & Flower identify three main components: planning, translation and reviewing. However, it is unclear how aware the writer is about the importance of these processes during writing, and what a writer herself would identify as her most important writing processes. It is also uncertain if different processes are in focus during different stages in the development of writing. Bereiter & Scardamaila’s (1987) model of knowledge tellers and knowledge transformers, in combination with Kellogg’s (2008) addition of knowledge crafters describes a development from a writer who is interested in telling everything from beginning to end, to a writer who modifies and edit her text, to a writer who has focus on the reader’s experience of the text.In this study in-depth interviews were used to find out how advanced writers think about their own writing processes. We were particularly interested in the writer’s shift from the text (knowledge transformer) to the reader’s experience of the text (knowledge crafter).We recruited 16 participants from a university program for creative writing. Most, if not all, aim at becoming professional authors. All participants volunteered to take part in a writing experiment in the beginning of their 2-year-program. However, this study focuses on the second part of the study: interviews about their views and definition of writing. More specifically the open questions dealt with their thoughts on editing, planning, reading and how “present” the reader was during their writing processes. Their answers were contrasted to a group of established authors (n=7) who got the same questions. The findings so far indicate that the students to a much less degree than the established authors planned their writing project on a global level. The students were further more concerned about their own exploration of their writing than what a potential reader may think about the text. A difference in the student group found between those few who had previously worked professionally with writing (e.g. journalists), where the awareness of the future reader were equally present as in the group of established authors.The results give room for different reflection on the students’ views on planning and the reader:1.The students may take their education in creative writing as an opportunity to explore their own writing processes, and thus putting less emphasize on both the global planning of the text and the potential readers’ reactions. In a different context they may be more concerned about the reader.2.The students were in the beginning of their education during these interviews. The program put great effort in letting their students meet and receive reader reactions to their texts. Consequently, a follow-up interview by the end of the program may reveal a different awareness of the reader.This study gives a contribution to the field of life-long learning and development of writ-ing. It will also add important knowledge for the development of teaching methods for adult writers.
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| 28. |
- Johansson, Victoria, 1973-, et al.
(författare)
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Vad gör man när man skriver? : om processen bakom den färdiga texten
- 2012
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Konferensbidrag (refereegranskat)abstract
- Idag är skriftspråk viktigt inom de flesta yrkesområden, och redan tonåringar kommunicerar via skrift inte bara i traditionella genrer, utan även på många sätt via sociala medier. Den som saknar förmåga att uttrycka sig i skrift har svårt att klara såväl arbetsliv som studier. Vi vet dock ganska lite om relationen mellan den färdiga skriftspråksprodukten och processen bakom, trots att sådan kunskap bl a kan vara till hjälp för att utveckla metoder för skrivinlärning. I ett språkvetenskapligt experiment användes tangentbordsloggning för att undersöka processen bakom tillkomsten av 30 utredande uppsatser skrivna på dator, av 30 tonåringar, i åldrarna 13, 15 och 17 år. Alla skrev på sitt förstaspråk (svenska), och ingen hade läs- och skrivsvårigheter. I efterhand gav s.k. linjära filer en överblick av pauser och redigeringar under skrivandet. Alla pauser längre än 2 s (totalt 3080 st.) kodades med avseende på sin grammatiskta/syntaktiskta placering (internt, eller i gränsen mellan ord, fras eller sats).Resultatet visade en sammansatt bild. För det första fanns en stegvis utveckling av antal ord i den färdiga texten. 13-åringarnas texter hade minst antal ord och 17-åringarnas flest. 15-åringarna placerade sig i mitten, men skilde sig inte statistiskt från de andra. Räknades antalet tecken i de färdiga texterna fanns signifikanta åldersskillnader mellan alla grupper. Om vi däremot studerade tecknen i den linjära texten producerade 17-åringarna flest, men det fanns ingen skillnad mellan 13- och 15-åringar. När vi slutligen undersökte hur stor andel av tecknen som suddades ut upptäcktes att 15-åringarna tog bort signifikant färre tecken. Vidare undersökningar av redigeringsmönstren visade att 13-åringarna ägnade sig mycket åt stavningsredigeringar, medan 17-åringarna ändrade ord och fraser. 15-åringarna skrev mer från början till slut och gjorde mycket få ändringar. Vid en jämförelse av i vilka syntaktiska kontexter man lade störst proportion av sin paustid under skrivandet, ägnade 17-åringarna signifikant mer tid åt att pausa i samband med att de skrev fraser. Detta tyder på att de anstränger sig för att hitta rätt ord för sina tankar, och att de har flyttat fokus delvis från vad de själva vill säga till hur läsaren kan tänkas uppfatta texten.Sammanfattningsvis finns ett komplext samband mellan det som syns i den färdiga produkten (t.ex. antal ord och antal tecken i den färdiga texten) och det arbete som skribenten lagt ner för att åstadkomma produkten (t ex antal tecken i den linjära texten, fördelningen av paustid i samband med fraser). Det är svårt att avgöra hur överförbara resultat från produktionen av utredande texter är för skrivandet i andra genrer, men processen bakom den färdigskrivna produkten ger både insikter i hur skrivande i allmänhet går till, och ökad kunskap om hur skrivutveckling kan se ut.
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| 31. |
- Johansson, Victoria, 1973-
(författare)
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Writing – it's like learning a new language!
- 2013
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Ingår i: Language acquisition and use in multilingual contexts. - Lund : Lund University Publications. - 9789174736250 ; , s. 70-79
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Bokkapitel (refereegranskat)
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| 32. |
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| 33. |
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| 34. |
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Språket, människan och världen : människans språk 1-2
- 2013
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Språket, människan och världen är en introduktion till lingvistik,utvecklad för gymnasiekurserna Människans språk 1 och 2 på det humanistiska programmet.I läromedlet lotsas eleverna genom språkvetenskapens olika delar.Här presenteras grunderna i ämnet, liksom den nyaste forskningen. Tanken är att eleverna ska få stifta bekantskap med en bred palett av språklig allmänbildning, snarare än detaljer om enskilda språk.I 15 kapitel behandlas språket som system (ljudsystem,böjningssystem, satsbyggnad, skriftsystem), språkets sociala,psykologiska, historiska och biologiska aspekter, språkinlärning,språkteknologi, psykolingvistik och läs- och skrivforskning samt olika metoder för att undersöka språk.Med många exempel illustreras världens språkliga mångfald och var svenskan placerar sig i denna mångfald.I läromedlets digitala del finns faktafördjupningar, interaktiva övningar m.m. samt en digital version av boken inläst med textföljning.Språket, människan och världen är skriven av ett tjugotal författare, verksamma som lärare, forskare och doktorander i lingvistik och närbesläktade ämnen vid Lunds universitet.
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