Luuk Van Waes | University of Antwerp (original) (raw)
Papers by Luuk Van Waes
Behavior research methods, Jan 24, 2017
We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and tim... more We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217-236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish). We measured the time to initiate a response (RT) and interkeypress intervals, and calculated measures of name and spelling agreement. There was a tendency across all languages for quicker RTs to pictures with higher familiarity, image agreement, and name frequency, and with higher name agreement. Effects of spelling agreement and effects on output rates after writing onset were present in some, but not all, lan...
Elsevier, May 17, 2006
Abstract: Digital media has become an increasingly powerful force in modern society. This volume ... more Abstract: Digital media has become an increasingly powerful force in modern society. This volume brings together outstanding European, American and Australian research in" writing and digital media" and explores its cognitive, social and cultural implications. In addition to presenting programs of original research by internationally known scholars from a variety of disciplines, each chapter provides a comprehensive review of the current state-of-the-art in the field and suggests directions for future research. This wide-ranging international ...
ABSTRACT Een van de grote voordelen van online leeromgevingen is dat hun architectuur ons in staa... more ABSTRACT Een van de grote voordelen van online leeromgevingen is dat hun architectuur ons in staat stelt om optimaal ondersteuning te geven aan studenten met verschillende leerstijlen. In traditionele leeromgevingen is dat niet altijd eenvoudig. Dit artikel beschrijft een studie waarin we nagaan of studenten met gedifferentieerde leerstijlen ook daadwerkelijk gebruikmaken van de geboden flexibiliteit in digitale leeromgevingen. Twintig studenten voerden een schrijfopdracht uit waarbij ze werken in een leermodule van Calliope, een online schrijfcentrum. De taak betrof het schrijven van een slechtnieuwsbrief op basis van een casebeschrijving. Hun schrijfactiviteit werd geregistreerd via Inputlog, een toetsregistratieprogramma; hun leesactiviteit in Calliope werd geregistreerd via Statcounter. Daarnaast beoordeelden we de kwaliteit van het eindproduct, hun brieven. Het onderzoek toont aan dat het leer- en schrijfproces inderdaad deels gestuurd wordt door de geprefereerde leerstijl van de student en dat de verschillen in aanpak aansluiten bij de kernkenmerken van die leerstijl. We vonden geen effect van de leerstijl op de kwaliteit.
Page 1. The impact of text structure and linguistic markers on the text comprehension of elderly ... more Page 1. The impact of text structure and linguistic markers on the text comprehension of elderly people Mariëlle Leijten & Luuk Van Waes Department of Language and Communication, Belgium University of Antwerp Page 2. Introduction Research questions Hypotheses Method Results Discussion Further research University of Antwerp Page 3. intro | res.questions | hypotheses | method | results | discussion | further research Introduction Linguistic markers connectives and text comprehension ➢ controversial topic + average length & difficulty ...
Behavior research methods, Jan 24, 2017
We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and tim... more We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217-236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish). We measured the time to initiate a response (RT) and interkeypress intervals, and calculated measures of name and spelling agreement. There was a tendency across all languages for quicker RTs to pictures with higher familiarity, image agreement, and name frequency, and with higher name agreement. Effects of spelling agreement and effects on output rates after writing onset were present in some, but not all, lan...
Elsevier, May 17, 2006
Abstract: Digital media has become an increasingly powerful force in modern society. This volume ... more Abstract: Digital media has become an increasingly powerful force in modern society. This volume brings together outstanding European, American and Australian research in" writing and digital media" and explores its cognitive, social and cultural implications. In addition to presenting programs of original research by internationally known scholars from a variety of disciplines, each chapter provides a comprehensive review of the current state-of-the-art in the field and suggests directions for future research. This wide-ranging international ...
ABSTRACT Een van de grote voordelen van online leeromgevingen is dat hun architectuur ons in staa... more ABSTRACT Een van de grote voordelen van online leeromgevingen is dat hun architectuur ons in staat stelt om optimaal ondersteuning te geven aan studenten met verschillende leerstijlen. In traditionele leeromgevingen is dat niet altijd eenvoudig. Dit artikel beschrijft een studie waarin we nagaan of studenten met gedifferentieerde leerstijlen ook daadwerkelijk gebruikmaken van de geboden flexibiliteit in digitale leeromgevingen. Twintig studenten voerden een schrijfopdracht uit waarbij ze werken in een leermodule van Calliope, een online schrijfcentrum. De taak betrof het schrijven van een slechtnieuwsbrief op basis van een casebeschrijving. Hun schrijfactiviteit werd geregistreerd via Inputlog, een toetsregistratieprogramma; hun leesactiviteit in Calliope werd geregistreerd via Statcounter. Daarnaast beoordeelden we de kwaliteit van het eindproduct, hun brieven. Het onderzoek toont aan dat het leer- en schrijfproces inderdaad deels gestuurd wordt door de geprefereerde leerstijl van de student en dat de verschillen in aanpak aansluiten bij de kernkenmerken van die leerstijl. We vonden geen effect van de leerstijl op de kwaliteit.
Page 1. The impact of text structure and linguistic markers on the text comprehension of elderly ... more Page 1. The impact of text structure and linguistic markers on the text comprehension of elderly people Mariëlle Leijten & Luuk Van Waes Department of Language and Communication, Belgium University of Antwerp Page 2. Introduction Research questions Hypotheses Method Results Discussion Further research University of Antwerp Page 3. intro | res.questions | hypotheses | method | results | discussion | further research Introduction Linguistic markers connectives and text comprehension ➢ controversial topic + average length & difficulty ...
Over the past decade writing has become an everyday activity for most people around the globe. In... more Over the past decade writing has become an everyday activity for most people around the globe. Indeed, there seems to be a movement away from reading as the main literacy activity, mass reading, into what Brandt (2001) has described as an era of mass writing. The affordances of digital media for writing are enormous, and the impact of writing for communication, presentation, and forming identities has increased rapidly over the past few years. Young people, in particular, communicate, often simultaneously, through various media, such as smart phones, computers, and tablets, in a combination of writing, reading, browsing, searching, and increasingly also speaking and listening. Much of the reading that is undertaken on digital media is not done for the pleasure of reading but in order to support writing.
Since the first studies on writing processes in the 1980's, not only have we changed our ways of text production considerably, but also the technical possibilities for studying writing have improved substantially. Thanks to technological evolution, keystroke logging, handwriting registration, and eye -tracking have become instrumental in identifying writing strategies and understanding cognitive processes. Moreover, techniques such aslike functional magnetic resonance imaging (fMRI), galvanic skin response (GSR), and electroencephalography (EEG) have been used to gain full understanding of the processes involved in writing. In this chapter, we specifically focus on keystroke logging as a means to explore and analyze writing processes as they evolve in real time.
One of the main advantages of keystroke logging is that it is an unobtrusive research technique that hardly interferes with the natural writing process. In addition, it is also possible to combine it with complementary observation techniques, such aslike thinking aloud or eye -tracking. Moreover, keystroke logging enables researchers to collect fine-grained pause and revision data, opening possibilities to analyze writing processes from a wide range of perspectives. In writing research, Scriptlog and Inputlog are the most widely used programs. For more information, we refer to the programs' websites: www.scriptlog.net and www.inputlog.net. On www.writingpro.eu a matrix is presented to compare the characteristics of a wide range of keystroke logging programs.
In this chapter, we present a brief overview of studies in which keystroke logging has been used. It is our aim to illustrate how this research technique is used to better understand both lower- and higher- r level cognitive processes, as well as to illustrate and explore how these processes are intertwined with social contexts in education and at the workplace. Each section is based on a general research question.
Q1. What do pauses tell us about cognitive writing processes?
Q2. How does the writing process develop across ages, and how can awareness about the process be used to promote writing development?
Q3. What are the challenges of writing for struggling writers, and what strategies do they use to meet those challenges?
Q4. What kind of writing strategies characterize professional writing?
Keystroke logging is a relatively new research technique that allows for large-scale data collection. Recent developments have opened a wide range of new research perspectives. However, the underlying framework is not yet fully articulated and needs more theoretical grounding. Therefore, in the last section of this chapter we outline some of the challenges and opportunities that are on our research agendas to further illustrate how keystroke logging can contribute theoretically and methodologically to a better understanding of writing processes, and where we could be heading next.
"This tutorial will introduce participants to writing process research with keystroke logging. In... more "This tutorial will introduce participants to writing process research with keystroke logging. In the opening lecture we will briefly explain the main characteristics of this research technique, and we will review its strengths and weaknesses. We will also provide empirical examples from recent studies . During the tutorial, you will learn how to use the keystroke logging program Inputlog in professional writing process research.
www.inputlog.net
Inputlog is a keystroke logging tool developed at the University of Antwerp since 2003. The program is used by more than 300 researchers worldwide. The program architecture has recently been rebuilt and new functionalities have been added. To date Inputlog consists of five modules:
(1) a data collection module that registers the fine grain of digital writing processes;
(2) a pre-processing module that allows filtering and grouping data;
(3) a data analysis module that offers basic and more advanced statistical analyses (e.g. text and pause analysis);
(4) a post-processing module that converts data and merges data files from previous logging sessions and other observation tools, and
(5) a play module that replays the recorded writing session.
Inputlog is used for various types of writing process research: professional writing, developmental writing, L1-L2 writing, translation studies, etc.
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