Cognitive Mapping and Word Processing

Abstract

A recursive model of composition changes the role of revision from the lexical level in the linear models to a more central notion as the process in which writing is grounded. It leads to a view of revision in which one of the goals is to see the structure of the argument more clearly. Cognitive mapping has been demonstrated to help students see the relationships in a conceptual structure. The purpose of this study was to determine whether cognitive mapping would lead to greater improvement in stories written using a word processor than the more traditional methods (brainstorming and outlining). Brainstorming and outlining were taught in the traditional manner. Cognitive mapping was taught according to the TCU Knowledge Mapping System. Two drafts of a story (before and after instruction in brainstorming, outlining, or mapping) were collected as the dependent measures. To determine the effects of organization method on story organization, ratings of the two stories were combined in an analysis of variance with repeated measures across drafts. Significant differences were found between the mapping group and the other two groups, with the organization of the mapping group stories rated higher than either the brainstorming or outlining groups.