Abstract
The review examines ways in which working memory contributes to individual and particularly to developmental differences in writing skill. It begins with a brief definition of working memory and then summarizes current debates regarding working memory and capacity theories in the field of reading. It is argued that a capacity theory of writing can provide a framework within which to consider the development of writing skill, and relevant data are discussed. Effects of capacity limitations are documented in all three component writing processes: planning, translating, and reviewing.
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McCutchen, D. A capacity theory of writing: Working memory in composition. Educ Psychol Rev 8, 299–325 (1996). https://doi.org/10.1007/BF01464076
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DOI: https://doi.org/10.1007/BF01464076