Contemporary Perspectives on Cognition and Writing

Contents 16 entries

1. 1
   Chapter 1. The Psychology of Writing Situated within Social Action: An Empirical and Theoretical Program

   Charles Bazerman

   pp. 21-37 DOI: 10.37514/per-b.2017.0032.2.01
2. 2
   Chapter 2. The Evolving Relationship Between Composition and Cognitive Studies: Gaining Some Historical Perspective on our Contemporary Moment

   Ellen C. Carillo

   pp. 39-55 DOI: 10.37514/per-b.2017.0032.2.02
3. 3
   Chapter 3. Attending to Phenomenology: Rethinking Cognition and Reflection in North American Writing Studies

   Dylan B. Dryer; David R. Russell

   pp. 57-76 DOI: 10.37514/per-b.2017.0032.2.03
4. 4
   Chapter 4. Neuroscience of Reading: Developing Expertise in Reading and Writing

   Alice S. Horning

   pp. 79-94 DOI: 10.37514/per-b.2017.0032.2.04
5. 5
   Chapter 5. Language Attachment Theory: The Possibilities of Cross-Language Relationships

   Bonnie Vidrine-Isbell

   pp. 95-114 DOI: 10.37514/per-b.2017.0032.2.05
6. 6
   Chapter 6. Meaningful Practice: Adaptive Learning, Writing Instruction, and Writing Research

   Gwen Gorzelsky; Carol Hayes; Joseph Paszek; Edmund Jones; Dana L. Driscoll

   pp. 115-132 DOI: 10.37514/per-b.2017.0032.2.06
7. 7
   Chapter 7. Neural Implications for Narrative in Multimodal Persuasive Messages

   Dirk Remley

   pp. 135-151 DOI: 10.37514/per-b.2017.0032.2.07
8. 8
   Chapter 8. Pedagogy and the Hermeneutic Dance: Mirroring, Plasticity, and the Situated Writing Subject

   Jen Talbot

   pp. 153-167 DOI: 10.37514/per-b.2017.0032.2.08
9. 9
   Chapter 9. Neuroplasticity, Genre, and Identity: Possibilities and Complications

   Irene Clark

   pp. 169-187 DOI: 10.37514/per-b.2017.0032.2.09
10. 10
    Chapter 10. Teaching Metacognition to Reinforce Agency and Transfer in Course-Linked First-Year Courses

    Dianna Winslow; Phil Shaw

    pp. 191-209 DOI: 10.37514/per-b.2017.0032.2.10
11. 11
    Chapter 11. Metacognition and the Reflective Writing Practitioner: An Integrated Knowledge Approach

    Kara Taczak; Liane Roberston

    pp. 211-229 DOI: 10.37514/per-b.2017.0032.2.11
12. 12
    Chapter 12. Seeing is Believing: Re-presentation, Cognition, and Transfer in Writing Classes

    Marcus Meade

    pp. 231-246 DOI: 10.37514/per-b.2017.0032.2.12
13. 13
    Chapter 13. "Did You Ever Take that Test Yourself?" Failed Knowledge Transfer, Peer-to-Peer Pedagogies, and the Framework Habits of Mind as Two-Way Street

    Steven J. Corbett; Jeremy Kunkel

    pp. 247-267 DOI: 10.37514/per-b.2017.0032.2.13
14. 14
    Chapter 14. Researching Habits-of-Mind Self-Efficacy in First-Year College Writers

    Peter H. Khost

    pp. 271-289 DOI: 10.37514/per-b.2017.0032.2.14
15. 15
    Chapter 15. Defining Dispositions: Mapping Student Attitudes and Strategies in College Composition

    E. Shelley Reid

    pp. 291-312 DOI: 10.37514/per-b.2017.0032.2.15
16. 16
    Chapter 16. Mapping the Prior: A Beginning Typology and Its Impact on Writing

    Kathleen B. Yancey

    pp. 313-330 DOI: 10.37514/per-b.2017.0032.2.16