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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
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Psicothema, 2007. Vol. Vol. 19 (nº 2). 198-205




Influencia del intervalo de registro y del organizador gráfico en el proceso-producto de la escritura y en otras variables psicológicas

Jesús Nicasio García Sánchez y Celestino Rodríguez Pérez

Universidad de León

Se presenta un estudio experimental sobre la influencia del intervalo de registro y la utilización de un organizador gráfico en los procesos implicados en la composición escrita y su producto final. Con una muestra de 326 alumnos, comprendidos entre los 10 y los 16 años de edad y mediante un diseño anidado, se comparan dos grupos, uno ayudado en el proceso de composición escrita de un organizador gráfico y el otro sin ninguna ayuda, cada uno de ellos se divide en otros dos grupos, uno con una media de intervalo de registro de 45 segundos y el otro de 90 en un diario de escritura (writing log). Los resultados mostraron que los grupos ayudados del organizador gráfico obtuvieron mejores resultados en procesos y productividad y que los grupos evaluados con una media de intervalo de 45 segundos presentan peores resultados. Se discuten las implicaciones en la práctica educativa, se comentan las limitaciones y las perspectivas futuras.

Influence of the recording interval and a graphic organizer on the writing process/product and on other psychological variables. An experimental study of the influence of the recording interval and a graphic organizer on the processes of writing composition and on the final product is presented. We studied 326 participants, age 10 to 16 years old, by means of a nested design. Two groups were compared: one group was aided in the writing process with a graphic organizer and the other was not. Each group was subdivided into two further groups: one with a mean recording interval of 45 seconds and the other with approximately 90 seconds recording interval in a writing log. The results showed that the group aided by a graphic organizer obtained better results both in processes and writing product, and that the groups assessed with an average interval of 45 seconds obtained worse results. Implications for educational practice are discussed, and limitations and future perspectives are commented on.

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