{"title":"The relationship between executive functions and writing in children: a systematic review.","authors":"Costanza Ruffini, Fatbardha Osmani, Chiara Martini, Winnie-Karen Giera, Chiara Pecini","doi":"10.1080/09297049.2023.2170998","DOIUrl":null,"url":null,"abstract":"<p><p>Writing is a complex task that is acquired in the early primary school years and continues to develop through adolescence and beyond. Studying the cognitive processes that support writing skills during the acquisition phase may be crucial to support this complex skill especially in less-skilled writers. Executive Functions (EF) could have an important role as they are high cognitive control processes that allow individuals to control and plan thoughts and actions in order to achieve a goal. Given that EF have a crucial development during childhood, when the basic writing skills are acquired, this systematic review aims to investigate the contribution of the main EF components to the writing process in children. Search string focused on three main concepts: executive functions, writing, and children. Twenty-six studies were included following the guidelines of the PRISMA Statement. From the analyzed studies, working memory, in comparison to inhibition, cognitive flexibility, and planning, emerged as the most studied and the most related to writing skills. Nevertheless, the results also support the involvement of all EF basic components in writing, with a role that could vary depending on the considered writing process.0.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Neuropsychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/09297049.2023.2170998","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/2/7 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Writing is a complex task that is acquired in the early primary school years and continues to develop through adolescence and beyond. Studying the cognitive processes that support writing skills during the acquisition phase may be crucial to support this complex skill especially in less-skilled writers. Executive Functions (EF) could have an important role as they are high cognitive control processes that allow individuals to control and plan thoughts and actions in order to achieve a goal. Given that EF have a crucial development during childhood, when the basic writing skills are acquired, this systematic review aims to investigate the contribution of the main EF components to the writing process in children. Search string focused on three main concepts: executive functions, writing, and children. Twenty-six studies were included following the guidelines of the PRISMA Statement. From the analyzed studies, working memory, in comparison to inhibition, cognitive flexibility, and planning, emerged as the most studied and the most related to writing skills. Nevertheless, the results also support the involvement of all EF basic components in writing, with a role that could vary depending on the considered writing process.0.
期刊介绍:
The purposes of Child Neuropsychology are to:
publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents,
publish research on the neuropsychological dimensions of development in childhood and adolescence and
promote the integration of theory, method and research findings in child/developmental neuropsychology.
The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged.
Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.