Social-Cognitive Ability and Writing Performance
- 1 July 1985
- journal article
- research article
- Published by SAGE Publications in Written Communication
- Vol. 2 (3) , 293-305
- https://doi.org/10.1177/0741088385002003004
Abstract
This article responds to Burleson and Rowan's (1985) discussion of the relationship between social-cognitive ability and writing skill. A study is reported in which 49 9-year-old children completed a social-cognition task, wrote four compositions (literary/narrative, expressive, referential, and persuasive), and produced oral messages. Correlational analyses showed that social-cognitive ability was most strongly related to the oral task (r = .37), weakly related to the literary/narrative task (r = .25), and very weakly (nonsignificantly) related to performance on the other writing tasks.Keywords
This publication has 7 references indexed in Scilit:
- Response to Burleson and RowanWritten Communication, 1985
- Are Social-Cognitive Ability and Narrative Writing Skill Related?Written Communication, 1985
- Audience Adaptation in Children's Persuasive LettersWritten Communication, 1984
- Writing for Readers: Three Perspectives on AudienceCollege Composition and Communication, 1984
- Social Cognition and Written CommunicationWritten Communication, 1984
- Effect of Mode of Communication on the Informational Adequacy of Children's ExplanationsThe Journal of Genetic Psychology, 1981
- Cognitive Egocentrism and the Problem of Audience Awareness in Written DiscourseResearch in the Teaching of English, 1978