Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation |
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| Authors: | Thierry Olive Monik Favart Caroline Beauvais Lucie Beauvais |
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| Institution: | 1. University Grenoble Alpes, LPNC – CNRS, Grenoble, France;2. University of Bourgogne, LEAD-CNRS, Dijon, France;3. Harvard University, Department of Psychology, Cambridge, MA, USA;4. University of La Laguna, SC Tenerife, Spain;5. Institut Universitaire de France, France;1. Department of Physical Therapy, I-Shou University, Kaohsiung, Taiwan;2. Department of Occupational Therapy, I-Shou University, Kaohsiung, Taiwan;1. INSERM, Imagerie Cérébrale et Handicaps Neurologiques UMRS 825, Toulouse, France;2. Université de Toulouse, UPS, Imagerie Cérébrale et Handicaps Neurologiques UMRS 825, CHU Purpan, Toulouse, France;3. URI Octogone (EA 4156), Université Toulouse II Le Mirail, Toulouse, France;4. Centre Leenaards de la Mémoire, CHUV & Université de Lausanne, Lausanne, Switzerland;1. Department of Industrial Engineering & Information Technology, University of Trieste, Via Valerio, 10 I34100 Trieste, Italy;2. Institute for Maternal and Child Health – IRCCS Burlo Garofolo, Via dell’Istria, 65/1 I34100 Trieste, Italy;1. University of Antwerp, Belgium;2. Research Foundation - Flanders, Belgium;1. Amsterdam Movement Sciences & Institute for Brain and Behaviour Amsterdam, Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands;2. Pediatric Physical Therapy Practice, Saffierstraat 59, 2403 XM Alphen aan den Rijn, the Netherlands;3. Research Centre for Exercise, School and Sport, Windesheim University of Applied Sciences, Campus 2, 8017 CA Zwolle, the Netherlands;4. Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, 1067 SM Amsterdam, the Netherlands |
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| Abstract: | This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing. |
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