An Investigation of the Importance of Domain-Specific Knowledge for Writing Proficiency
Bibliographic Data
| ID | 13667809 |
|---|---|
| Authors | Karen Evans (0000-0003-0630-1560, University of Utah, corresponding author), Karen M Evans (University of Utah), William M Bart (0000-0003-2075-040X, University of Minnesota) |
| Year | 1995 |
| Volume | 76 |
| Issue | 2 |
| Pages | 355-365 |
| Publication date | 1995-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1995.76.2.355 |
| OpenAlex | W1965502114 |
| Language | EN |
| References cited | 18 |
This study examined the relationship between domain-specific knowledge and the development of writing skills. 70 undergraduate and postgraduate subjects enrolled in an introductory educational psychology course were assessed for content knowledge and also produced a writing sample evaluating an article in the discipline. For the entire sample, content knowledge and writing proficiency were not significantly correlated. Using the scores of one rater, the 10 most knowledgeable subjects had significantly greater writing competency scores than the 10 least knowledgeable subjects. Using the scores of the other rater, this difference did not occur. Explanations of these results are provided
Mathematics education · Medical education · Sample (material · Clinical Psychology · Educational and Psychological Assessments · Educational Strategies and Epistemologies · Medicine · Psychology · Science Education and Pedagogy
The semi-professions and their organization
Expert and Novice Performance in Solving Physics Problems
The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
Categorization and Representation of Physics Problems by Experts and Novices
What is Memory Development the Development of
Changing Conception of Sources of Memory Development
First Discussant’s Comments
Children's Recall of Familiar and Unfamiliar Text
Examining Background Knowledge and Text Comprehension
Are Cognitive Skills Context-Bound
Education and thinking
Critical Thinking and Education
Critical Thinking and Subject Specificity
| Citation velocity | historical |
|---|---|
| Highly cited | No |