Items where Author is "Torrance, M"

Journal article

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

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

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

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

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

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

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.

Authored book

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

Chapter in book

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

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

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

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.

Conference contribution

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.

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.

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.

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.

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.

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.

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. 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.