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

Abstract: 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 processe...

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Detalles Bibliográficos
Autores principales: Moreno, Cecilia Beatriz, Tabullo, Ángel Javier
Formato: Parte de libro
Lenguaje:Inglés
Publicado: IntechOpen 2023
Materias:
ESCOLARIDAD
MEMORIA DE TRABAJO
ESCRITURA
HABILIDADES COGNITIVAS
TEXTOS NARRATIVOS
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/16472
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139-123456789-16472
record_format dspace
spelling I33-R139-123456789-164722023-06-27T22:34:13Z The fundamental role of memory systems in children’s writing skills Moreno, Cecilia Beatriz Tabullo, Ángel Javier ESCOLARIDAD MEMORIA DE TRABAJO ESCRITURA HABILIDADES COGNITIVAS TEXTOS NARRATIVOS Abstract: 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. 2023-06-05T18:56:03Z 2023-06-05T18:56:03Z 2023 Parte de libro Moreno, C. B., Tabullo, Á. J. The fundamental role of memory systems in children’s writing skills [en línea]. En: Burman, D. Hippocampus : more than just memory. Londres : IntechOpen, 2023. doi: 10.5772/intechopen.110470. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/16472 https://repositorio.uca.edu.ar/handle/123456789/16472 10.5772/intechopen.110470 eng Producción de textos y funcionamiento ejecutivo en niños y niñas de edad escolar Acceso abierto http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf IntechOpen Burman, D. Hippocampus : more than just memory. Londres : IntechOpen, 2023
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic ESCOLARIDAD
MEMORIA DE TRABAJO
ESCRITURA
HABILIDADES COGNITIVAS
TEXTOS NARRATIVOS
spellingShingle ESCOLARIDAD
MEMORIA DE TRABAJO
ESCRITURA
HABILIDADES COGNITIVAS
TEXTOS NARRATIVOS
Moreno, Cecilia Beatriz
Tabullo, Ángel Javier
The fundamental role of memory systems in children’s writing skills
topic_facet ESCOLARIDAD
MEMORIA DE TRABAJO
ESCRITURA
HABILIDADES COGNITIVAS
TEXTOS NARRATIVOS
description Abstract: 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.
format Parte de libro
author Moreno, Cecilia Beatriz
Tabullo, Ángel Javier
author_facet Moreno, Cecilia Beatriz
Tabullo, Ángel Javier
author_sort Moreno, Cecilia Beatriz
title The fundamental role of memory systems in children’s writing skills
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 fundamental role of memory systems in children’s writing skills
publisher IntechOpen
publishDate 2023
url https://repositorio.uca.edu.ar/handle/123456789/16472
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