Items where Author is "Torrance, M"

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Journal article

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

RODRIGUEZ, C., TORRANCE, M., BETTS, L., CEREZO, R. and GARCÍA, T., 2017. Effects of ADHD on writing composition product and process in school-age students. Journal of Attention Disorders. ISSN 1087-0547

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

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

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

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 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

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.

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.

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

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

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.

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., 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.

Chapter in book

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

FIDALGO, R. and TORRANCE, M., 2015. Developing writing skills through cognitive self-regulation instruction. In: R. FIDALGO, K. HARRIS and M. BRAAKSMA, eds., Design principles for teaching effective writing. Leiden: Brill Editions.

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., 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. 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

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

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., 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.

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., 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.

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.

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. 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., 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.

Edited book

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

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. The cognitive demands of writing: processing capacity and working memory effects in text production. Amsterdam: Amsterdam University Press.

Professional or trade journal contribution

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

Research report for external body

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. Research report for external body. 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. Research report for external body. Stoke-on-Trent: Staffordshire University.

This list was generated on Sun Nov 19 20:17:37 2017 UTC.