Writing has been the subject of scientific research since the start of the 20th century. The resulting body of research is rich and diverse, owing much of its heterogeneity and multiplicity to the different ways in which it has been conceptualized. This special issue continues this tradition by presenting new views on conceptualizing writing, ranging from new cognitive models to ones that combine both social and cognitive viewpoints.
ASJC Scopus subject areas
- Developmental and Educational Psychology