The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Knowledge, Processing, and Working Memory: Implications for a Theory of Writing
Abstract
This article surveys writing research and attempts to sketch a principled account of how multiple sources of knowledge, stored in long-term memory, are coordinated during writing within the constraints of working memory. The concept of long-term working memory is applied to the development of writing expertise. Based on research reviewed, it is speculated that lack of fluent language generation processes constrains novice writers within short-term working memory capacity, whereas fluent encoding and extensive knowledge allow skilled writers to take advantage of long-term memory resources via long-term working memory.
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Cites
A capacity theory of comprehension: individual differences in working memory
Just, M. A., & Carpenter, P. A. (1992) · Psychological Review · doi:10.1037/0033-295x.99.1.122 · Cited by 4,153
Ericsson, K. A., & Kintsch, W. (1995) · Psychological Review · doi:10.1037/0033-295x.102.2.211 · Cited by 3,498
A capacity theory of writing: Working memory in composition
McCutchen, D. (1996) · Educational Psychology Review · doi:10.1007/bf01464076 · Cited by 654
Self-citationBazerman, C. (1984) · Social Studies of Science · doi:10.1177/030631284014002001 · Cited by 152
De La Paz, S., & Graham, S. (1997) · Journal of Educational Psychology · doi:10.1037//0022-0663.89.2.203 · Cited by 103
Cited by
Training writing skills: a cognitive developmental perspective
Kellogg, R. T. (2008) · Journal of Writing Research · doi:10.17239/jowr-2008.01.01.1 · Cited by 868
Linguistic Features of Writing Quality
McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010) · Written Communication · doi:10.1177/0741088309351547 · Cited by 570
Human-AI collaboration patterns in AI-assisted academic writing
Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024) · Studies in Higher Education · doi:10.1080/03075079.2024.2323593 · Cited by 449
“Moreover, writing processes share the working memory capacity (McCutchen 1996; 2000), and if the cognitive load surpasses this capacity, these processes can be hindered (Sweller 1994).”
BackgroundBeauvais, C., Olive, T., & Passerault, J.-M. (2011) · Journal of Educational Psychology · doi:10.1037/a0022545 · Cited by 159
A qualitative systematic review on AI empowered self-regulated learning in higher education
Lan, M., & Zhou, X. (2025) · npj Science of Learning · doi:10.1038/s41539-025-00319-0 · Cited by 159
Metadata
- Authors
- McCutchen, D.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2000-01-01
- Volume
- 35
- Issue
- 1
- Pages
- 13-23
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2001358220
- Cited by
- 426
- References
- 5
- FWCI
- 21.49
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
