Morphological processing in developmental handwriting production
- In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., "Golfer"), a morpheme-congruent visual disruption (e.g., "Golfer"), or had no disruption (e.g., "Golfer"). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable ("f" in "Gol.fer") and the onset of the suffix ("e" in "Golf_er"). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., "-fer") and shorter at the onset of the suffix (i.e., "-er") only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production andIn this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., "Golfer"), a morpheme-congruent visual disruption (e.g., "Golfer"), or had no disruption (e.g., "Golfer"). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable ("f" in "Gol.fer") and the onset of the suffix ("e" in "Golf_er"). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., "-fer") and shorter at the onset of the suffix (i.e., "-er") only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation.…
Download full text files
SHA-512 5910f1ddef9c8518e2b6ac969d7de481da18c308ad88076fb08e7dc02f9eb821dc46326531bfc10ef2c929216be957d0fe890b599b410ac1dda14601d7903c69
Additional Services
| Author details: | Stefan HeßORCiDGND, Petroula MousikouORCiD, Sascha SchroederORCiDGND |
|---|---|
| URN: | urn:nbn:de:kobv:517-opus4-587363 |
| DOI: | https://doi.org/10.25932/publishup-58736 |
| ISSN: | 0922-4777 |
| ISSN: | 1573-0905 |
| Title of parent work (German): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe |
| Subtitle (English): | Evidence from kinematics |
| Publication series (Volume number): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (852) |
| Publication type: | Postprint |
| Language: | English |
| Date of first publication: | 2021/09/13 |
| Publication year: | 2021 |
| Publishing institution: | Universität Potsdam |
| Release date: | 2024/04/24 |
| Tag: | Handwriting production; Kinematics; Morphemes; Spelling; Syllables |
| Issue: | 4 |
| Number of pages: | 21 |
| Source: | Read Writ 35, 899–917 (2022). https://doi.org/10.1007/s11145-021-10204-y |
| Funding institution: | Projekt DEAL |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Grundschulpädagogik |
| DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer review: | Referiert |
| Publishing method: | Open Access / Green Open-Access |
| License (German): |  CC-BY - Namensnennung 4.0 International |
| External remark: | Bibliographieeintrag der Originalveröffentlichung/Quelle |
