Keywords
writing
revision cognitive processes
narrative texts
How to Cite
Abstract
The following research stands within the framework of cognitive development psychology. Its purpose is to identify how the revision process works in the re-writings done by ten-year-old children, and the incidence this has on establishing coherence in narrative texts. The qualitative and statistical analysis of three written productions and two conversations held with 30 ten-year-old children enables to identify the different types of incidence that revision has over coherence, as well as the paths followed by children to attain transformations at both structural and discursive levels. Analysis of children’s changes in their written productions allows noticing transformations in coherence and it also helps identify the advances, retreats, oscillations, and permanence in the performances. Finally, mental functionings decisive for coherence are identified; the article ends up pointing out the importance of having educational proposals that focus on revision.
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