Abstract

RIOS-CHECA, Américo  and  VARELA BARRAZA, Julio. Do reading and hearing affect the writing of university students?. RMIE [online]. 2018, vol.23, n.79, pp.1149-1169. ISSN 1405-6666.

This article presents a study that evaluated the effect of reading or hearing information on a topic before writing about it. The study participants were 32 undergraduate psychology students (22 women and 10 men) between ages 18 and 20. The students heard or read the instructions for a board game (“Construction”) and then wrote about the form of play. The results did not replicate the effect of visual primacy found in previous studies, in which participants showed better performance in relation to visual cues. One implication is that in relation to a task of written composition, not only is the type of cue a determining factor, but also the writer’s history of interaction with each type of cue.

Keywords : linguistic skills; evaluation; writing; reading; hearing.

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