Abstracts - Earli

etween ideas within the lists produced before and after writing. This enabled us to calculate ameasure of conceptual coherence and to assess the effect of different forms of writing on it. Theresults for new ideas replicated those of previous research, with low self-monitors producing agreater number of new ideas after writing rough drafts than high self monitors, but a similarnumber of new ideas after writing planned essays. Despite the similar number of new ideasproduced in the planned essay condition, however, the ideas produced by low self-monitors weresignificantly more coherent than those produced by high self-monitors. Furthermore, there werehighly significant negative correlations between number of new ideas and conceptual coherencefor both the low and high self-monitor’s planned essays. We will argue that these results (i)support the claim of the dual process model that dispositionally guided text production leads tomore conceptually coherent ideas than rhetorical planning, and (ii) suggest that immediate changesin conceptual coherence as a consequence of writing are restricted by the limited capacity ofworking memory.Increasing the effects of writing-to-learn: Adapting a writing course to students’ writing strategiesMarleen Kieft, University of Amsterdam, NetherlandsGert Rijlaarsdam, University of Amsterdam, NetherlandsHuub van den Bergh, University of Amsterdam, NetherlandsIn this presentation, we propose to link the study of writing-to-learn to the theory of Aptitude-Treatment Interaction (ATI). In an experimental study we examined the effects of a course‘Writing-to-learn about literary stories’ consisting of writing tasks adapted to either a planningstrategy, or a revising writing strategy. We hypothesized that the effects of writing-to-learn tasksdepend on the interaction between students’ preferred writing strategy and the type of writinginstruction, matching or mismatching students writing strategy. Our ATI-hypotheses were mainlyconfirmed: Results indicate that adapting writing tasks to students’ writing strategies increasestheir learning in the field of literature.Writing hypertexts versus linear texts: Learning and transfer effectsMartine Braaksma, University of Amsterdam, NetherlandsGert Rijlaarsdam, University of Amsterdam, NetherlandsTanja Janssen, University of Amsterdam, NetherlandsIntroducing hypertext writing at school might have beneficial effects on learning outcomes in tworespects: (a) acquisition of writing skills and (b) acquisition of content knowledge. To study theseassumptions, we set up an experiment in which 200 participants (tenth grade) followed anextensive lesson series in argumentative writing in which they wrote an essay in hypertext form(experimental group) or in linear form (control group). Pre-tests (aptitude, computer skills, contentknowledge, knowledge about writing, and self-efficacy for writing) and post-tests (contentknowledge, knowledge about writing, self-efficacy for writing, and quality of a linear text) wereadministered. During the lesson series, measurements of self-efficacy for writing were performedas well. We will focus on the effects from hypertext writing on writing (text quality of the lineartext, knowledge about writing, writing processes) and content knowledge. Furthermore, we willcompare the development of self-efficacy for writing (pre-test, implementation measurements, andpost test) in the two conditions. Results indicate that the hypertext condition affected the writingprocess of some typical writing styles, and the domain knowledge.– 284 –