Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension

Autores
Arán Filippetti, Vanessa; Richaud, Maria Cristina
Año de publicación
2015
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Several studies have revealed the importance of executive functioning processes for school learning. However, research examining which specific executive functions (EFs) can influ- ence written expression is scarce. This work aimed at i) ana- lyzing 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, ver- bal intelligence (verbal IQ) and reading comprehension. A total of 186 8-to 15-year old children and adolescents were administered 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. Domain-specific associations were found between the exec- utive components and the different writing tasks. Hierarchical regressions analysis indicated that only Working Memory (WM) and spontaneous flexibility (i.e., verbal fluency) signif- icantly 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). The results support the hypothesis that EF contributes to ac- ademic performance in school-age children and highlights the importance of considering EF as a process that con- tributes to written composition.
Fil: Arán Filippetti, Vanessa. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina
Fil: Richaud, Maria Cristina. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina
Materia
Executive Functions
Written Composition
Narrative Text
Expository Text
Child Neuropsychology
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:11336/15034
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading ComprehensionArán Filippetti, VanessaRichaud, Maria CristinaExecutive FunctionsWritten CompositionNarrative TextExpository TextChild Neuropsychologyhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Several studies have revealed the importance of executive functioning processes for school learning. However, research examining which specific executive functions (EFs) can influ- ence written expression is scarce. This work aimed at i) ana- lyzing 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, ver- bal intelligence (verbal IQ) and reading comprehension. A total of 186 8-to 15-year old children and adolescents were administered 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. Domain-specific associations were found between the exec- utive components and the different writing tasks. Hierarchical regressions analysis indicated that only Working Memory (WM) and spontaneous flexibility (i.e., verbal fluency) signif- icantly 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). The results support the hypothesis that EF contributes to ac- ademic performance in school-age children and highlights the importance of considering EF as a process that con- tributes to written composition.Fil: Arán Filippetti, Vanessa. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; ArgentinaFil: Richaud, Maria Cristina. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; ArgentinaPolish Neuropsychological Society2015-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/15034Arán 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; 4-2015; 331-3491730-7503enginfo:eu-repo/semantics/altIdentifier/url/http://www.actaneuropsychologica.com//abstracted.php?level=5&ICID=1187493info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:38:51Zoai:ri.conicet.gov.ar:11336/15034instacron: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:34982025-09-29 10:38:51.491CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension
title Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension
spellingShingle Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension
Arán Filippetti, Vanessa
Executive Functions
Written Composition
Narrative Text
Expository Text
Child Neuropsychology
title_short Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension
title_full Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension
title_fullStr Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension
title_full_unstemmed Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension
title_sort Do Executive Functions Predict Written Composition? Effects beyond Age, Verbal Intelligence and Reading Comprehension
dc.creator.none.fl_str_mv Arán Filippetti, Vanessa
Richaud, Maria Cristina
author Arán Filippetti, Vanessa
author_facet Arán Filippetti, Vanessa
Richaud, Maria Cristina
author_role author
author2 Richaud, Maria Cristina
author2_role author
dc.subject.none.fl_str_mv Executive Functions
Written Composition
Narrative Text
Expository Text
Child Neuropsychology
topic Executive Functions
Written Composition
Narrative Text
Expository Text
Child Neuropsychology
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Several studies have revealed the importance of executive functioning processes for school learning. However, research examining which specific executive functions (EFs) can influ- ence written expression is scarce. This work aimed at i) ana- lyzing 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, ver- bal intelligence (verbal IQ) and reading comprehension. A total of 186 8-to 15-year old children and adolescents were administered 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. Domain-specific associations were found between the exec- utive components and the different writing tasks. Hierarchical regressions analysis indicated that only Working Memory (WM) and spontaneous flexibility (i.e., verbal fluency) signif- icantly 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). The results support the hypothesis that EF contributes to ac- ademic performance in school-age children and highlights the importance of considering EF as a process that con- tributes to written composition.
Fil: Arán Filippetti, Vanessa. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina
Fil: Richaud, Maria Cristina. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicología Matemática y Experimental; Argentina
description Several studies have revealed the importance of executive functioning processes for school learning. However, research examining which specific executive functions (EFs) can influ- ence written expression is scarce. This work aimed at i) ana- lyzing 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, ver- bal intelligence (verbal IQ) and reading comprehension. A total of 186 8-to 15-year old children and adolescents were administered 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. Domain-specific associations were found between the exec- utive components and the different writing tasks. Hierarchical regressions analysis indicated that only Working Memory (WM) and spontaneous flexibility (i.e., verbal fluency) signif- icantly 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). The results support the hypothesis that EF contributes to ac- ademic performance in school-age children and highlights the importance of considering EF as a process that con- tributes to written composition.
publishDate 2015
dc.date.none.fl_str_mv 2015-04
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/15034
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; 4-2015; 331-349
1730-7503
url http://hdl.handle.net/11336/15034
identifier_str_mv 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; 4-2015; 331-349
1730-7503
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://www.actaneuropsychologica.com//abstracted.php?level=5&ICID=1187493
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
dc.publisher.none.fl_str_mv Polish Neuropsychological Society
publisher.none.fl_str_mv Polish Neuropsychological Society
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 13.070432

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