Research Paper on Learning through Writing Rises A study of epistemic writing using mental chronometry and computational modeling to examine long-term memory consolidation

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Title: Learning through Writing Rises A study of epistemic writing using mental chronometry and computational modeling to examine long-term memory consolidation

Abstract: This article provides evidence in the form of a mental chronometry measurement (reaction time, RT), “as well as a mathematical model, in support of the hypothesis that writing helps improve the consolidation of information in one’s long-term memory. The findings of this study lend credence to the hypothesis that the act of writing extends the period for which information is stored in long-term memory (LTM). After listening to a few lines being read out loud by 25 different individuals, the participants were then required to either write or verbally summarize what they had just read, and finally, they were given an episodic word recognition exam to complete. When the participants were given the option to respond to the recognition test in writing rather than orally, they could complete it in a much shorter time. We fitted fifteen different drift-diffusion models to the accuracy and reaction time data to assess whether certain aspects of the memory retrieval process are responsible for the learning impact of the writing. The methods of model selection showed that this influence is due to the nondecision parameter, which demonstrates that the early stages of learning by writing are connected to an effective recall of episodic memory. In order to improve one’s writing skills and talents, our organization suggests using the approach now being applied here as a teaching tool to investigate and assess several different writing models. Furthermore, we demonstrate how incorporating mental chronometry, evidence-accumulation models of behavioural data, and dynamic causal models of functional magnetic resonance imaging may all contribute to the overarching goal of understanding how writing affects the learning process. This approach provides a plausible experimental relationship between the field of writing to learn and the cognitive neurosciences when seen from a more holistic perspective.”

Keywords: This type of writing is also referred to as epistemic writing, writing to learn, writing throughout the curriculum, writing across the disciplines, the drift-diffusion model, and writing research. These are only a few of the terms that are used to characterize this type of writing.”

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

Writer Experience: 20+ Years

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