WORKING MEMORY IN LEARNING TO WRITE: EFFECTS OF CONTEXT AND DIGITAL TOOLS' GENERALIZED USAGE

In this article, we present the main models of written verbal production activity that allow us to analyze and describe the processes implemented during this activity. According to these models, writers activate several types of knowledge: knowledge about the domain of the world evoked by the text to be produced, knowledge about language and texts, and pragmatic knowledge. The analysis of these models makes it possible to account for and describe the knowledge activated during the realization of this text production activity, but also the different processes implemented during this complex cognitive activity. We examine the effects of the development and generalized use of digital tools on the functioning of working memory and written verbal production.