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dc.contributor.author
Arán Filippetti, Vanessa
dc.contributor.author
Richaud, Maria Cristina
dc.date.available
2018-04-16T13:09:56Z
dc.date.issued
2015-09
dc.identifier.citation
Arán Filippetti, Vanessa; Richaud, Maria Cristina; Do Executive Functions Predict Written Composition?: Effects beyond Age, Verbal Intelligence and Reading Comprehension; Polish Neuropsychological Society; Acta Neuropsychologica; 13; 4; 9-2015; 331-349
dc.identifier.issn
1730-7503
dc.identifier.uri
http://hdl.handle.net/11336/42084
dc.description.abstract
Background: Several studies have revealed the importance of executive functioning processes for school learning. However, research examining which specific executive functions (EFs) can influence written expression is scarce. This work aimed at i) analyzing the relationship between different EF tasks and different writing tasks (writing a narrative text vs. writing an expository text) and ii) studying which EFs account for unique variance in the composition of written texts, after controlling for age, verbal intelligence (verbal IQ) and reading comprehension.Material/Methods: A total of 186 8-to 15-year old children and adolescents were measures of EF, verbal IQ, reading, and writing abilities (i.e., narrative text and expository text). Pearson´s correlations and hierarchical multiple regression analysis were used.Results: Domain-specific associations were found between the executive components and the different writing tasks. Hierarchical regressions analysis indicated that only Working Memory (WM) and spontaneous flexibility (i.e., verbal fluency) significantly accounted for variance in the production of a narrative text (r2 = .13, p < .001), whereas specific tasks that measure spontaneous flexibility (i.e., verbal and non-verbal fluency), WM and inhibition, explained a percentage of the variance in the composition of an expository text (r2 = .24, p < .001).Conclusions: The results support the hypothesis that EF contributes to academic performance in school-age children and highlights the importance of considering EF as a process that contributes to written composition.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Polish Neuropsychological Society
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
Executive Functions
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Written Composition
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Narrative Text
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Expository Text
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Psicología
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Psicología
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CIENCIAS SOCIALES
dc.title
Do Executive Functions Predict Written Composition?: Effects beyond Age, Verbal Intelligence and Reading Comprehension
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2018-03-26T17:49:30Z
dc.identifier.eissn
2084-4298
dc.journal.volume
13
dc.journal.number
4
dc.journal.pagination
331-349
dc.journal.pais
Polonia
dc.journal.ciudad
Varsovia
dc.description.fil
Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
dc.description.fil
Fil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
dc.journal.title
Acta Neuropsychologica
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://actaneuropsychologica.com/resources/html/article/details?id=120832
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