Kellogg R T
Department of Psychology, University of Missouri-Rolla, Rolla, MO 65409-1270, USA.
Am J Psychol. 2001 Summer;114(2):175-91.
Narrative, descriptive, and persuasive texts were written by college students in longhand or on a word processor. Participants concurrently detected auditory probes cuing them to retrospect about whether they were planning ideas, translating ideas into sentences, or reviewing ideas or text at the moment the probes occurred. Narrative planning and longhand motor execution presumably were heavily practiced, freeing capacity for rapid probe detection. Spare capacity was distributed equally among all 3 processes, judging from probe reaction times, when planning demands were low in the narrative condition. When motor execution demands were low in the longhand condition, however, reviewing benefited more than planning. The results indicate that planning, translating, and reviewing processes in writing compete for a common, general-purpose resource of working memory.
大学生用手写或文字处理器撰写记叙文、描述文和议论文。参与者同时检测听觉探针，这些探针提示他们回顾在探针出现时自己是在构思想法、将想法转化为句子，还是在回顾想法或文本。记叙文构思和手写动作执行大概经过大量练习，从而腾出能力用于快速检测探针。从探针反应时间判断，在记叙文条件下构思需求较低时，剩余能力在所有三个过程中平均分配。然而，在手写条件下动作执行需求较低时，回顾比构思受益更多。结果表明，写作中的构思、转化和回顾过程竞争工作记忆这一通用的常见资源。
