The fundamental role of memory systems in children’s writing skills

Autores
Moreno, Cecilia Beatriz; Tabullo, Angel Javier
Año de publicación
2023
Idioma
inglés
Tipo de recurso
parte de libro
Estado
versión publicada
Descripción
Academic skill learning involves different memory systems. Procedural memory needs repetition, while episodic memories are formed from single events and concepts are stored as associative networks within semantic memory. During writing, various cognitive, phonological and motor processes are executed through working memory; whereas long-term memory provides the knowledge that will be recovered during textual production. Proper functioning of these memory systems -and neural substrates such as hippocampus and temporal cortical areas- are related to effectiveness of composing a text. Recovery of stored knowledge is involved in the course of expressive fluency, allowing the integration of the semantic components. Children who can divide attention and control processes through working memory, are more effective in writing text. During writing, working memory manipulates and keeps linguistic symbols online; the phonological loop admits and retains verbal information and performs a review that allows preserving the representations by commanding the lexical, syntactic and semantic processes. In this chapter, we will refer to the theoretical contribution of long-term and working memory systems to children’s writing skills, we will examine the neural substrates and cognitive development of these systems and we will present empirical evidence of their role in high and low-level components of the writing process.
Fil: Moreno, Cecilia Beatriz. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; Argentina
Fil: Tabullo, Angel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Materia
Writing
Hippocampus
Long term memory
Working memory
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/275600
Acceder
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spelling The fundamental role of memory systems in children’s writing skillsMoreno, Cecilia BeatrizTabullo, Angel JavierWritingHippocampusLong term memoryWorking memoryhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Academic skill learning involves different memory systems. Procedural memory needs repetition, while episodic memories are formed from single events and concepts are stored as associative networks within semantic memory. During writing, various cognitive, phonological and motor processes are executed through working memory; whereas long-term memory provides the knowledge that will be recovered during textual production. Proper functioning of these memory systems -and neural substrates such as hippocampus and temporal cortical areas- are related to effectiveness of composing a text. Recovery of stored knowledge is involved in the course of expressive fluency, allowing the integration of the semantic components. Children who can divide attention and control processes through working memory, are more effective in writing text. During writing, working memory manipulates and keeps linguistic symbols online; the phonological loop admits and retains verbal information and performs a review that allows preserving the representations by commanding the lexical, syntactic and semantic processes. In this chapter, we will refer to the theoretical contribution of long-term and working memory systems to children’s writing skills, we will examine the neural substrates and cognitive development of these systems and we will present empirical evidence of their role in high and low-level components of the writing process.Fil: Moreno, Cecilia Beatriz. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; ArgentinaFil: Tabullo, Angel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; ArgentinaIntechOpenBurman, Douglas D.2023info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bookParthttp://purl.org/coar/resource_type/c_3248info:ar-repo/semantics/parteDeLibroapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/275600Moreno, Cecilia Beatriz; Tabullo, Angel Javier; The fundamental role of memory systems in children’s writing skills; IntechOpen; 2023; 1-17978-1-83768-713-8CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.intechopen.com/chapters/86466info:eu-repo/semantics/altIdentifier/doi/10.5772/intechopen.110470info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-12-03T08:55:57Zoai:ri.conicet.gov.ar:11336/275600instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-12-03 08:55:57.518CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The fundamental role of memory systems in children’s writing skills
title The fundamental role of memory systems in children’s writing skills
spellingShingle The fundamental role of memory systems in children’s writing skills
Moreno, Cecilia Beatriz
Writing
Hippocampus
Long term memory
Working memory
title_short The fundamental role of memory systems in children’s writing skills
title_full The fundamental role of memory systems in children’s writing skills
title_fullStr The fundamental role of memory systems in children’s writing skills
title_full_unstemmed The fundamental role of memory systems in children’s writing skills
title_sort The fundamental role of memory systems in children’s writing skills
dc.creator.none.fl_str_mv Moreno, Cecilia Beatriz
Tabullo, Angel Javier
author Moreno, Cecilia Beatriz
author_facet Moreno, Cecilia Beatriz
Tabullo, Angel Javier
author_role author
author2 Tabullo, Angel Javier
author2_role author
dc.contributor.none.fl_str_mv Burman, Douglas D.
dc.subject.none.fl_str_mv Writing
Hippocampus
Long term memory
Working memory
topic Writing
Hippocampus
Long term memory
Working memory
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Academic skill learning involves different memory systems. Procedural memory needs repetition, while episodic memories are formed from single events and concepts are stored as associative networks within semantic memory. During writing, various cognitive, phonological and motor processes are executed through working memory; whereas long-term memory provides the knowledge that will be recovered during textual production. Proper functioning of these memory systems -and neural substrates such as hippocampus and temporal cortical areas- are related to effectiveness of composing a text. Recovery of stored knowledge is involved in the course of expressive fluency, allowing the integration of the semantic components. Children who can divide attention and control processes through working memory, are more effective in writing text. During writing, working memory manipulates and keeps linguistic symbols online; the phonological loop admits and retains verbal information and performs a review that allows preserving the representations by commanding the lexical, syntactic and semantic processes. In this chapter, we will refer to the theoretical contribution of long-term and working memory systems to children’s writing skills, we will examine the neural substrates and cognitive development of these systems and we will present empirical evidence of their role in high and low-level components of the writing process.
Fil: Moreno, Cecilia Beatriz. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; Argentina
Fil: Tabullo, Angel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
description Academic skill learning involves different memory systems. Procedural memory needs repetition, while episodic memories are formed from single events and concepts are stored as associative networks within semantic memory. During writing, various cognitive, phonological and motor processes are executed through working memory; whereas long-term memory provides the knowledge that will be recovered during textual production. Proper functioning of these memory systems -and neural substrates such as hippocampus and temporal cortical areas- are related to effectiveness of composing a text. Recovery of stored knowledge is involved in the course of expressive fluency, allowing the integration of the semantic components. Children who can divide attention and control processes through working memory, are more effective in writing text. During writing, working memory manipulates and keeps linguistic symbols online; the phonological loop admits and retains verbal information and performs a review that allows preserving the representations by commanding the lexical, syntactic and semantic processes. In this chapter, we will refer to the theoretical contribution of long-term and working memory systems to children’s writing skills, we will examine the neural substrates and cognitive development of these systems and we will present empirical evidence of their role in high and low-level components of the writing process.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/bookPart
http://purl.org/coar/resource_type/c_3248
info:ar-repo/semantics/parteDeLibro
status_str publishedVersion
format bookPart
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/275600
Moreno, Cecilia Beatriz; Tabullo, Angel Javier; The fundamental role of memory systems in children’s writing skills; IntechOpen; 2023; 1-17
978-1-83768-713-8
CONICET Digital
CONICET
url http://hdl.handle.net/11336/275600
identifier_str_mv Moreno, Cecilia Beatriz; Tabullo, Angel Javier; The fundamental role of memory systems in children’s writing skills; IntechOpen; 2023; 1-17
978-1-83768-713-8
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.intechopen.com/chapters/86466
info:eu-repo/semantics/altIdentifier/doi/10.5772/intechopen.110470
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv IntechOpen
publisher.none.fl_str_mv IntechOpen
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.214268

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