The contributions of executive functioning to handwritten and keyboarded compositions in Year 2 children (Record no. 174872)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02156nam a2200181Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241023125313.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241023s9999 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Valcan, Debora Similieana |
| 245 #4 - TITLE STATEMENT | |
| Title | The contributions of executive functioning to handwritten and keyboarded compositions in Year 2 children |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United States |
| Name of publisher, distributor, etc. | Elsevier |
| Date of publication, distribution, etc. | 2024 |
| 490 ## - Journal | |
| Journal | Contemporary Educational Psychology |
| Volume/sequential designation | 77 |
| 500 ## - GENERAL NOTE | |
| General note | Writing is a multifaceted skill, recruiting varied cognitive processes that involve working memory, attention shifting and inhibition, also known as executive functioning (EF). Despite emerging research examining associations between EF and handwritten composition, the mediating role of transcription skills on the relation between EF and text composition remains underexplored. Even less is understood about the nature of these potential mediation mechanisms in keyboard-based text composing, a writing modality that is becoming pervasive during the first years of schooling. This study investigated whether the automaticity of inscription skills (handwriting and keyboarding) and spelling mediate the relation between children’s EF and text composition across two modes (paper and keyboard-based text composing) on a sample of 544 Year 2 Australian children. Assessments of EF, inscription skills, spelling, and text composition were measured concurrently. Indirect pathways were tested via structural equation modelling. Findings indicated that across text composition modes, handwriting automaticity, keyboarding automaticity and spelling mediated the relationship between children’s EF and writing composition (i.e., compositional fluency and quality). The findings of this study extend current understanding of associations between cognitive processes and text composition in the junior years by examining keyboard-based text composing. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | WritingTranscription skillsText composition |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Malpique, AnabelaPino-Pasternak, DeborahAsil, Mustafa |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.sciencedirect.com/science/article/pii/S0361476X24000171">https://www.sciencedirect.com/science/article/pii/S0361476X24000171</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Article |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|
| 10/23/2024 | 10/23/2024 | Article | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 10/23/2024 |
