Items where Author is "Torrance, M"

TORRANCE, M. and CONIJN, R., 2023. Methods for studying the writing time-course. Reading and Writing. ISSN 2079-8245

SPILLING, E.F., RØNNEBERG, V., ROGNE, W.M., ROESER, J. and TORRANCE, M., 2023. Writing by hand or digitally in first grade: effects on rate of learning to compose text. Computers and Education, 198: 104755. ISSN 0360-1315

OLIVARES, F., FIDALGO, R. and TORRANCE, M., 2023. Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria. Revista Española de Pedagogía, 81 (285), pp. 271-290. ISSN 0034-9461

ARRIMADA, M., FIDALGO, R. and TORRANCE, M., 2022. ¿Cómo prevenir las dificultades de aprendizaje en escritura? La respuesta a la intervención como marco de referencia. Madrid: Pirámide. ISBN 9788436847185

FITJAR, C.L., RØNNEBERG, V. and TORRANCE, M., 2022. Assessing handwriting: a method for detailed analysis of letter-formation accuracy and fluency. Reading and Writing. ISSN 0922-4777

RØNNEBERG, V., TORRANCE, M., UPPSTAD, P.H. and JOHANSSON, C., 2022. The process-disruption hypothesis: how spelling and typing skill affects written composition process and product. Psychological Research. ISSN 0340-0727

ARRIMADA, M., TORRANCE, M. and FIDALGO, R., 2021. Response to Intervention in first-grade writing instruction: a large-scale feasibility study. Reading and Writing. ISSN 0922-4777

SPILLING, E.F., RØNNEBERG, V., ROGNE, W.M., ROESER, J. and TORRANCE, M., 2021. Handwriting versus keyboarding: does writing modality affect quality of narratives written by beginning writers? Reading and Writing. ISSN 2079-8245

FITJAR, C.L., RØNNEBERG, V., NOTTBUSCH, G. and TORRANCE, M., 2021. Learning handwriting: factors affecting pen-movement fluency in beginning writers. Frontiers in Psychology, 12: 663829. ISSN 1664-1078

LÓPEZ, P., TORRANCE, M., RIJLAARSDAM, G. and FIDALGO, R., 2021. Evaluating effects of different forms of revision instruction in upper-primary students. Reading and Writing. ISSN 0922-4777

TORRANCE, M., ARRIMADA, M. and GARDNER, S., 2020. Child‐level factors affecting rate of learning to write in first grade. British Journal of Educational Psychology: e12390. ISSN 0007-0998

RODRIGUEZ, C., TORRANCE, M., BETTS, L., CEREZO, R. and GARCÍA, T., 2020. Effects of ADHD on writing composition product and process in school-age students. Journal of Attention Disorders, 24 (12), pp. 1735-1745. ISSN 1087-0547

ROESER, J., TORRANCE, M., ANDREWS, M. and BAGULEY, T., 2020. No scope for planning – language pre-planning as mixture process. In: AMLaP 2020 Conference, Online via Zoom and Gather, 3-5 September 2020.

ROESER, J., TORRANCE, M., ANDREWS, M. and GITTOES, R., 2020. Sentence-recall involves de- and encoding of syntax. In: CUNY Conference on Human Sentence Processing, University of Massachusetts, Amherst, MA, USA, 19-21 March 2020.

ARRIMADA, M., TORRANCE, M. and FIDALGO, R., 2020. El modelo de respuesta a la intervención en escritura: revisión de medidas de evaluación y prácticas instruccionales. Papeles del Psicólogo, 41 (1): 54. ISSN 0214-7823

ARRIMADA, M., TORRANCE, M. and FIDALGO, R., 2019. Effects of teaching planning strategies to first-grade writers. British Journal of Educational Psychology, 89 (4), pp. 670-688. ISSN 0007-0998

ROESER, J., TORRANCE, M. and BAGULEY, T., 2019. Advance planning in written and spoken sentence production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45 (11), pp. 1983-2009. ISSN 0278-7393

LÓPEZ, P., TORRANCE, M. and FIDALGO, R., 2019. The online management of writing processes and their contribution to text quality in upper-primary students. Psicothema: Revista de Psicologia, 31 (3), pp. 311-318. ISSN 0214-9915

CHUKHAREV-HUDILAINEN, E., SARICAOGLU, A., TORRANCE, M. and FENG, H.-H., 2019. Combined deployable keystroke logging and eyetracking for investigating L2 writing fluency. Studies in Second Language Acquisition, 41 (3), pp. 583-604. ISSN 0272-2631

ROESER, J., ANDREWS, M., TORRANCE, M. and BAGULEY, T., 2019. No scope for planning: latent mixture modelling of sentence onsets. In: 32nd Annual CUNY Conference on Human Sentence Processing, University of Colorado Boulder, Boulder, Colorado, United States, 29-31 March 2019.

LÓPEZ, P., RIJLAARSDAM, G., TORRANCE, M. and FIDALGO, R., 2018. How to report writing interventions? A case study of the analytic description of two effective revision interventions. Journal of Writing Research, 10 (2), pp. 299-349. ISSN 2030-1006

ROESER, J., TORRANCE, M. and BAGULEY, T., 2018. Language planning in writing resembles planning in speech. In: Architectures and Mechanisms for Language Processing (AMLaP) 2018, Berlin, Germany, 6-8 September 2018.

ARRIMADA, M., TORRANCE, M. and FIDALGO, R., 2018. Supporting first-grade writers who fail to learn: multiple single-case evaluation of a response to intervention approach. Reading and Writing. ISSN 0922-4777

RØNNEBERG, V., JOHANSSON, C., MOSSIGE, M., TORRANCE, M. and UPPSTAD, P.H., 2018. Why bother with writers? Towards "good enough" technologies for supporting individuals with dyslexia. In: B. MILLER, P. MCCARDLE and V. CONNELLY, eds., Writing development in struggling learners: understanding the needs of writers across the lifecourse. Studies in writing, 35 . Leiden: Brill, pp. 120-140. ISBN 9789004345812

ROESER, J., TORRANCE, M. and BAGULEY, T., 2017. Conceptual ambiguity facilitates non-linear phrase planning. In: Architectures and Mechanisms for Language Processing (AMLaP) 2017, Lancaster University, Lancaster, 7-9 September 2017.

JONES, G., ROESER, J., SMITH, H., STACEY, P. and TORRANCE, M., 2017. Effects of associative (sequential) learning across speech perception, speech production, reading, and typing. In: Architectures and Mechanisms for Language Processing (AMLaP) 2017, Lancaster University, Lancaster, 7-9 September 2017.

LÓPEZ, P., TORRANCE, M., RIJLAARSDAM, G. and FIDALGO, R., 2017. Effects of direct instruction and strategy modelling on upper-primary students' writing development. Frontiers in Psychology, 8 (June), pp. 1-10. ISSN 1664-1078

RØNNEBERG, V. and TORRANCE, M., 2017. Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children. Reading and Writing. ISSN 0922-4777

TORRANCE, M., NOTTBUSCH, G., ALVES, R.A., ARFÉ, B., CHANQUOY, L., CHUKHAREV-HUDILAINEN, E., DIMAKOS, I., FIDALGO, R., HYÖNÄ, J., JÓHANNESSON, Ó.I., MADJAROV, G., PAULY, D.N., UPPSTAD, P.H., VAN WAES, L., VERNON, M. and WENGELIN, Å., 2017. Timed written picture naming in 14 European languages. Behavior Research Methods. ISSN 1554-351X

FIDALGO, R., TORRANCE, M. and LÓPEZ-CAMPELO, B., 2017. CSRI program on planning and drafting strategies: sessions and supportive instructional materials. In: R. FIDALGO, K.R. HARRIS and M. BRAAKSMA, eds., Design principles for teaching effective writing. Studies in writing (34). Leiden: Brill. ISBN 9789004270473

FIDALGO, R. and TORRANCE, M., 2017. Developing writing skills through cognitive self-regulation instruction. In: R. FIDALGO, K. HARRIS and M. BRAAKSMA, eds., Design principles for teaching effective writing. Studies in writing (34). Leiden: Brill, pp. 89-118. ISBN 9789004270473

WENGELIN, Å., BENGTSSON, L. and TORRANCE, M., 2017. Tvättbjörn, skunk, grävling eller mårdbjörn? Normering av en internationell bilddatabas för forskning om skriftlig ordproduktion på svenska. In: E. SKÖLDBERG, M. ANDRÉASSON, H. ADAMSSON ERYD, F. LINDAHL, J. PRENTICE and M. SANDBERG, eds., Svenskans Beskrivning 35. Förhandlingar vid Trettiofemte sammankomsten för svenskans beskrivning. Göteborg 11–13 maj 2016. Göteborg: Göteborgs Universitet, pp. 283-296. ISBN 9789187850646

SCALTRITTI, M., ARFÉ, B., TORRANCE, M. and PERESSOTTI, F., 2016. Typing pictures: linguistic processing cascades into finger movements. Cognition, 156, pp. 16-29. ISSN 0010-0277

TORRANCE, M., JOHANSSON, R., JOHANSSON, V. and WENGELIN, Å., 2016. Reading during the composition of multi-sentence texts: an eye-movement study. Psychological Research, 80 (5), pp. 729-743. ISSN 0340-0727

ROESER, J., TORRANCE, M. and BAGULEY, T., 2016. The semantic scope affects the minimal planning unit in sentence production. In: Architectures and Mechanisms for Language Processing (AMLaP) 2016, BCBL - Basque Center on Cognition, Brain and Language, Bilbao, Spain, 1-3 September 2016.

ROESER, J., TORRANCE, M. and BAGULEY, T., 2016. Syntactic planning and lexical access in written and spoken sentence production. In: 7th Scandinavian Workshop on Applied Eye Tracking (SWAET 2016), Turku, Finland, 19-21 June, 2016.

TORRANCE, M., RØNNEBERG, V., JOHANSSON, C. and UPPSTAD, P.H., 2016. Adolescent weak decoders writing in a shallow orthography: process and product. Scientific Studies of Reading, 20 (5), pp. 375-388. ISSN 1088-8438

LÓPEZ, P., FIDALGO, R. and TORRANCE, M., 2016. La adquisición de la autorregulación en composición escrita. In: J.L. CASTEJÓN COSTA, ed., Psicología y educación: presente y futuro. Alicante: Asociación Científica de Psicología y Educación (ACIPE), pp. 1554-1563. ISBN 9788460887140

ROESER, J., TORRANCE, M. and BAGULEY, T., 2015. Syntactic planning and lexical access in sentence production. In: Architectures and Mechanisms for Language Processing (AMLaP) 2015, University of Malta, Valletta, Malta, 4-6 September 2015.

FIDALGO, R., TORRANCE, M., RIJLAARSDAM, G., VAN DEN BERGH, H. and LOURDES ÁLVAREZ, M., 2015. Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, pp. 37-50. ISSN 0361-476X

TORRANCE, M., FIDALGO, R. and ROBLEDO, P., 2015. Do sixth-grade writers need process strategies? British Journal of Educational Psychology, 85 (1), pp. 91-112. ISSN 2044-8279

OLIVARES, F., FIDALGO, R. and TORRANCE, M., 2015. Diferencias en la Auto-eficacia Lectora entre Cursos en la Escolaridad y en Función del Género / Differences in the reading self-efficacy between grades and according to gender. Revista de Psicodidáctica. ISSN 1136-1034

GARCÍA, T., RODRÍGUEZ, C., GONZÁLEZ-CASTRO, P., GONZÁLEZ-PIENDA, J.A. and TORRANCE, M., 2015. Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks. Metacognition and Learning. ISSN 1556-1631

TORRANCE, M., 2015. Understanding planning in text production. In: C.A. MACARTHUR, S. GRAHAM and J. FITZGERALD, eds., Handbook of writing research. New York: Guilford Press.

FIDALGO, R., TORRANCE, M., ARIAS-GUNDÍN, O. and MARTÍNEZ-COCÓ, B., 2014. Comparison of reading-writing patterns and performance of students with and without reading difficulties. Psicothema: Revista de Psicologia, 26 (4), pp. 442-448. ISSN 0214-9915

FIDALGO, R., TORRANCE, M., ROBLEDO, P. and GARCÍA, J.-N., 2012. Evaluating cognitive self-regulation instruction for developing students’ writing competence. In: M. TORRANCE, D. ALAMARGOT, M. CASTELLÓ, F. GANIER, O. KRUSE, A. MANGEN, L. TOLCHINSKY and L. VAN WAES, eds., Learning to write effectively: current trends in European research. Bingley: Emerald. ISBN 9781780529288

TORRANCE, M., 2012. EyeWrite - a tool for recording writers' eye movements. In: M. TORRANCE, D. ALAMARGOT, M. CASTELLÓ, F. GANIER, O. KRUSE, A. MANGEN, L. TOLCHINSKY and L. VAN WAES, eds., Learning to write effectively: current trends in European research. Bingley: Emerald. ISBN 9781780529288

TORRANCE, M., ALAMARGOT, D., CASTELLÓ, M., GANIER, F., KRUSE, O., MANGEN, A., TOLCHINSKY, L. and VAN WAES, L., 2012. Learning to write effectively: current trends in European research. Bingley: Emerald. ISBN 9781780529288

TORRANCE, M. and FIDALGO, R., 2012. Writing achievement. In: J. HATTIE and E.M. ANDERMAN, eds., International guide to student achievement. New York: Routledge, pp. 338-341. ISBN 9780415878982

TORRANCE, M. and NOTTBUSCH, G., 2012. Written production of single words and simple sentences. In: V.W. BERNINGER, ed., Past, present, and future contributions of cognitive writing research to cognitive psychology. New York: Psychology Press. ISBN 9781848729636

FIDALGO REDONDO, R., TORRANCE, M. and RAMÓN, P.R., 2011. Comparación de dos programas de instrucción estratégica y autorregulada para la mejora de la competencia escrita. Psicothema: Revista de Psicologia, 23 (4), pp. 672-680. ISSN 0214-9915

TORRANCE, M. and FIDALGO, R., 2011. Learning writing strategies. , pp. 18-19. ISSN 2041-9236

FARRINGTON-FLINT, L., BETTS, L.R., LARKIN, R., STILLER, J., TORRANCE, M., WILLIAMS, G. and STILLER, J., 2010. Development during the school years. In: P. BANYARD, M.N.O. DAVIES, C. NORMAN and B. WINDER, eds., Essential psychology: a concise introduction. Sage, pp. 275-295. ISBN 9781847875389

GARCÍA, J.-N., DE, C.F., FIDALGO-REDONDO, R., ARIAS-GUNDÍN, O. and TORRANCE, M., 2010. Spanish research on writing instruction for students with and without learning disabilities. In: C. BAZERMAN, R. KRUT, K. LUNSFORD, S. MCLEOD, S. NULL, P. ROGERS and A. STANSELL, eds., Traditions of writing research. New York: Routledge. ISBN 9780415993371

WENGELIN, A., TORRANCE, M., HOLMQVIST, K., SIMPSON, S., GALBRAITH, D. and JOHANSSON, V., 2009. Combined eye-tracking and keystroke-logging methods for studying cognitive processes in text production. Behavior Research Methods, 41 (2), pp. 337-351.

FIDALGO, R., TORRANCE, M., ROBLEDO, P. and GARCÍA, J.N., 2009. Dos enfoques metacognitivos de intervención: auto-conocimiento del producto textual frente a auto-regulación del proceso de escritura. [Two approaches to metacognitive intervention: metalinguistic knowledge of the written product compared to self-regulation of the writing process]. Revista de Psicología INFAD, International Journal of Developmental and Educational Psychology, 1 (1), pp. 303-312.

TORRANCE, M. and WENGELIN, A., 2009. Writers' eye movements. In: C. BAZERMAN, R. KRUT, K. LUNSFORD, S. MCLEOD, S. NULL, P. ROGERS and A. STANSELL, eds., Traditions of writing research: traditions, trends, and trajectories. New York: Routledge.

FIDALGO, R., TORRANCE, M. and GARCÍA, J.N., 2009. The long-term effects of strategy-focussed writing instruction for grade six students. Contemporary Educational Psychology, 33, pp. 672-693.

FIDALGO, R., GARCÍA, J.N., ROBLEDO, P. and TORRANCE, M., 2008. La instrucción en la composición escrita: focalizada en el proceso estratégico auto-regulado planificación y revisión textual vs. producto textual. In: J.A. GONZALEZ-PIENDA and J.C. NÚÑEZ, eds., Psicología y educación: un lugar de encuentro. Oviedo: Servicio de publicaciones Universidad de Oviedo, pp. 196-202.

HUGHES, A., TORRANCE, M. and GALBRAITH, D., 2007. Evaluation of the Pacific Institutes 'Go for it!' intervention for motivational development in students at Key Stage 4. Stoke-on-Trent: Staffordshire University.

HUGHES, A., TORRANCE, M. and GALBRAITH, D., 2007. Evaluation of the Pacific Institutes 'It's up to me!' intervention for motivational development in students at Key Stage 2. Stoke-on-Trent: Staffordshire University.

GALBRAITH, D., VAN, W. and TORRANCE, M., 2007. Introduction to writing and cognition. In: M. TORRANCE, W. VAN and D. GALBRAITH, eds., Writing and cognition: research and applications. Amsterdam: Elsevier, pp. 1-10.

TORRANCE, M., VAN, W. and GALBRAITH, D., 2007. Writing and cognition: research and applications. Amsterdam: Elsevier.

TORRANCE, M., FIDALGO, R. and GARCÍA, J.N., 2007. The teachability and effectiveness of cognitive self-regulation in sixth grade writers. Learning and Instruction, 17 (3), pp. 265-285.

RICHARDSON, M., JONES, G., TORRANCE, M. and BAGULEY, T., 2006. Identifying the task variables that predict object assembly difficulty. Human Factors, 48 (3), pp. 511-525. ISSN 0018-7208

TORRANCE, M., 2006. Writing and cognition. In: K. BROWN, ed., Encyclopedia of language and linguistics. Oxford: Elsevier, pp. 679-682.

TORRANCE, M. and GALBRAITH, D., 2006. The processing demands of writing. In: C. MACARTHUR, S. GRAHAM and J. FITZGERALD, eds., Handbook of writing research. New York: Guilford Press, pp. 67-82.

RICHARDSON, M., JONES, G. and TORRANCE, M., 2004. Identifying the task variables that influence perceived object assembly complexity. Ergonomics, 47 (9), pp. 945-964. ISSN 1366-5847

GALBRAITH, D. and TORRANCE, M., 2004. Revision in the context of different drafting strategies. In: L. ALLAL, L. CHANQUOY and P. LARGY, eds., Revision of written language: cognitive and instructional processes. Dortrecht: Kluver, pp. 63-86.

RICHARDSON, M., JONES, G., TORRANCE, M. and THORNE, G., 2003. Identifying the task variables that influence assembly complexity. In: P. MCCABE, ed., Contemporary ergonomics (2003). London: Taylor & Francis, pp. 513-518. ISBN 415309948

TORRANCE, M. and BOUAYAD-AGHA, N., 2001. Rhetorical structure analysis as a method for understanding writing processes. In: L. DEGAND, Y. BESTGEN, W. SPOOREN and W. VAN, eds., Multidisciplinary approaches to discourse. Amsterdam: Amsterdam & Nodus Publications.

WILLOTT, S.A., GRIFFIN, C.E. and TORRANCE, M., 2001. Snakes and ladders: professional men talk about economic crime. Criminology, 39, pp. 441-466.

TORRANCE, M., THOMAS, G.V. and ROBINSON, E.J., 2000. Individual differences in undergraduate essay-writing strategies: a longitudinal study. Higher Education, 39 (2), pp. 181-200.

WILLOTT, S.A. and TORRANCE, M., 2000. Review of S.P. Schact and D.W. Ewing, eds, 'Feminism and men: reconstructing gender relations'. Feminism and Psychology, 10, pp. 297-300.

GALBRAITH, D. and TORRANCE, M., 1999. Conceptual processes in writing: from problem solving to text production. In: M. TORRANCE and D. GALBRAITH, eds., Knowing what to write: conceptual processes in text production. Amsterdam: Amsterdam University, pp. 1-12.

TORRANCE, M., THOMAS, G.V. and ROBINSON, E.J., 1999. Individual differences in the writing behaviour of undergraduate students. British Journal of Educational Psychology, 69, pp. 189-199.

TORRANCE, M. and GALBRAITH, D., 1999. Knowing what to write: conceptual processes in text production. Amsterdam: Amsterdam University Press.

TORRANCE, M. and JEFFERY, G.C., 1999. Writing processes and cognitive demands. In: M. TORRANCE and G.C. JEFFERY, eds., The cognitive demands of writing: processing capacity and working memory effects in text production. Amsterdam: Amsterdam University Press, pp. 1-14.

TORRANCE, M. and JEFFERY, G.C., 1999. The cognitive demands of writing: processing capacity and working memory effects in text production. Amsterdam: Amsterdam University Press.

TORRANCE, M., THOMAS, G.V. and ROBINSON, E.J., 1996. Finding something to write about: strategic and automatic processes in idea generation. In: M. LEVY and S. RANSDELL, eds., The science of writing. Mahwah: Erlbaum.

TORRANCE, M., 1996. Is writing expertise like other kinds of expertise. In: G. RIJLAARSDAM, D. VAN and M. COUZIJN, eds., Theories, models and methodology in writing research. Amsterdam: Amsterdam University Press, pp. 3-9.

TORRANCE, M., 1996. Strategies for familiar writing tasks: case studies of undergraduates writing essays. In: G. RIJLAARSDAM, D. VAN and M. COUZIJN, eds., Theories, models and methodology in writing research. Amsterdam: Amsterdam University Press, pp. 283-298.

TORRANCE, M. and THOMAS, G.V., 1994. The development of writing skills in doctoral research students. In: R.G. BURGESS, ed., Postgraduate education and training in the social sciences: processes and products. London: Jessica Kingsley, pp. 105-123.

TORRANCE, M., THOMAS, G.V. and ROBINSON, E.J., 1994. The writing strategies of graduate research students in the social sciences. Higher Education, 27 (3), pp. 379-392.

TORRANCE, M., THOMAS, G.V. and ROBINSON, E.J., 1993. Training in thesis writing - an evaluation of three conceptual orientations. British Journal of Educational Psychology, 63, pp. 170-184.

TORRANCE, M., THOMAS, G.V. and ROBINSON, E.J., 1992. The writing experiences of social science research students. Studies in Higher Education, 17 (2), pp. 155-167.

TORRANCE, M., THOMAS, G.V. and ROBINSON, E.J., 1991. Strategies for answering examination essay questions: is it helpful to write a plan? British Journal of Educational Psychology, 61, pp. 46-54.