articles (since 2000)

Kellogg, R. T., & Whiteford, A. P. (in press). Training advanced writing skills: The case for deliberate practice. Educational Psychologist.

Kellogg, R. T., Mertz, H. K., & Morgan, M. (in press). Do gains in working memory capacity explain the written self-disclosure effect? Cognition and Emotion.

Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1, 1-26.

Olive, T., Kellogg, R. T., & Piolat, A. (2008). Verbal, visual and spatial working memory demands during text composition. Applied Psycholinguistics, 29 (4), 669-687.

Kellogg, R. T., & Raulerson, B. A. III. (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review, 14, 237-242.

Kellogg, R. T. (2007). Are written and spoken recall of text equivalent? American Journal of Psychology, 120, 415-428.

Kellogg, R. T., Olive, T., & Piolat, A. (2007). Verbal, visual, and spatial working memory in written language production. Acta Psychologica, 124, 382-397.

Kellogg, R. T. (2004). Working memory components in written sentence generation. American Journal of Psychology, 117, 341-361.

Piolat, A., Olive, T., & Kellogg, R. T. (2004). Cognitive effort in note taking. Applied Cognitive Psychology, 18, 1-22.

Olive, T., & Kellogg, R.T. (2002). Concurrent activation of high-and low-level production processes in written composition. Memory & Cognition, 30, 594-600.

Ransdell, S., Levy, C.M., & Kellogg, R.T. (2002). The structure of writing processes as revealed by secondary task demands. L1-Educational Studies in Language and Literature 2, 141-163.

Kellogg, R. T. (2001). Presentation modality and mode of recall in verbal false memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 913-919.

Kellogg, R.T. (2001). Competition for working memory among writing processes. American Journal of Psychology, 114, 175-191.

Kellogg, R. T. (2001). Long-term working memory in text production. Memory & Cognition, 29, 43-52.

Piolat, A., Kellogg, R.T., & Farioli, F. (2001). The triple task technique for studying writing processes: On which task is attention focused? Current Psychology Letters: Behaviour, Brain & Cognition, 4, 67-83.