Cargando…

Cognitive Writing Process Characteristics in Alzheimer’s Disease

In this article, we explore if the observation of writing behavior can assist in the screening and follow-up of mild cognitive impairment (MCI) and mild dementia due to Alzheimer’s disease (AD). To this end, we examined the extent to which overall writing process measures and pausing behavior during...

Descripción completa

Detalles Bibliográficos
Autores principales:	Meulemans, Catherine, Leijten, Mariëlle, Van Waes, Luuk, Engelborghs, Sebastiaan, De Maeyer, Sven
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9311409/ https://www.ncbi.nlm.nih.gov/pubmed/35899013 http://dx.doi.org/10.3389/fpsyg.2022.872280

Ejemplares similares

Envisioning multilingualism in source-based writing in L1, L2, and L3: The relation between source use and text quality
por: Chau, Luan Tuyen, et al.
Publicado: (2022)

Flow experience in foreign language writing: Its effect on students’ writing process and writing performance
por: Liu, Ping, et al.
Publicado: (2022)

The Role of Working Memory on Writing Processes
por: De Vita, Francesca, et al.
Publicado: (2021)

Brief cognitive screening instruments for early detection of Alzheimer’s disease: a systematic review
por: De Roeck, Ellen Elisa, et al.
Publicado: (2019)

Cerebrospinal Fluid Biomarkers for Early and Differential Alzheimer’s Disease Diagnosis
por: Bjerke, Maria, et al.
Publicado: (2018)

Callosal circularity as an early marker for Alzheimer's disease
por: Van Schependom, Jeroen, et al.
Publicado: (2018)

Melatonin levels in the Alzheimer’s disease continuum: a systematic review
por: Nous, Amber, et al.
Publicado: (2021)

It's not just a phase: Investigating text simplification in a second language from a process and product perspective
por: Rossetti, Alessandra, et al.
Publicado: (2022)

Reactivity of the triple task on writing processes and product in adults with dyslexia
por: Olujić Tomazin, Marina, et al.
Publicado: (2023)

The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
por: Li, Yan
Publicado: (2023)

The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance
por: De Smedt, Fien, et al.
Publicado: (2023)

Efficacy for writing self-regulation, attitude toward writing, and quality of second grade students’ writing
por: Skar, Gustaf B., et al.
Publicado: (2023)

Medial-Vowel Writing Difficulty in Korean Syllabic Writing: A Characteristic Sign of Alzheimer's Disease
por: Yoon, Ji Hye, et al.
Publicado: (2018)

Reasons to Write in Grade 6 and Their Association With Writing Quality
por: Rocha, Renata S., et al.
Publicado: (2019)

Alzheimer’s disease CSF biomarkers: clinical indications and rational use
por: Niemantsverdriet, Ellis, et al.
Publicado: (2017)

Analysis of pre-service teachers’ argumentation-based academic writing process
por: Direkci, Bekir, et al.
Publicado: (2022)

The contribution of blog-based writing instruction to enhancing writing performance and writing motivation of Chinese EFL learners
por: Han, Shujun
Publicado: (2023)

An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students
por: Arias-Gundín, Olga, et al.
Publicado: (2023)

Write and Let Go: An Online Writing Program for University Students
por: Batista, João, et al.
Publicado: (2022)

Exploring and modeling the reading-writing connection in EFL integrated writing
por: Ye, Wei, et al.
Publicado: (2023)

The impact of a changed writing environment on students' motivation to write
por: Myhill, Debra, et al.
Publicado: (2023)

Serum Daytime Melatonin Levels Reflect Cerebrospinal Fluid Melatonin Levels in Alzheimer’s Disease but Are Not Correlated with Cognitive Decline
por: Nous, Amber, et al.
Publicado: (2021)

The Influence of Reading Texts on L2 Reading-to-Write Argumentative Writing
por: Qin, Jingjing, et al.
Publicado: (2021)

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills
por: Wischgoll, Anke
Publicado: (2016)

Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement
por: Chen, Wenxue, et al.
Publicado: (2023)

Effects of cognitive task complexity and online planning on second language learners’ argumentative writing
por: Xu, Ting Sophia, et al.
Publicado: (2023)

Impact of hearing loss and vestibular decline on cognition in Alzheimer’s disease: a prospective longitudinal study protocol (Gehoor, Evenwicht en Cognitie, GECkO)
por: Bosmans, Joyce, et al.
Publicado: (2020)

The Cerebrospinal Fluid Neurogranin/BACE1 Ratio is a Potential Correlate of Cognitive Decline in Alzheimer’s Disease
por: De Vos, Ann, et al.
Publicado: (2016)

Editorial: World Alzheimer's month: cognitive frailty, Alzheimer's disease and dementia: how do they relate? The role of cognitive reserve
por: Lorenzo-López, Laura, et al.
Publicado: (2023)

Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement
por: Yilmaz Soylu, Meryem, et al.
Publicado: (2017)

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners
por: Dai, Jianchun, et al.
Publicado: (2023)

Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator
por: Zhou, Jie, et al.
Publicado: (2022)

Cerebrospinal fluid inflammatory biomarkers for disease progression in Alzheimer’s disease and multiple sclerosis: a systematic review
por: Temmerman, Joke, et al.
Publicado: (2023)

Neuroplasticity-Based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students
por: Rogowsky, Beth A., et al.
Publicado: (2013)

Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing
por: Hong, Jon-Chao, et al.
Publicado: (2022)

Scholarly reading (and writing) and the power of impact factors: a study of distributed cognition and intellectual habits
por: Hillesund, Terje
Publicado: (2023)

The “Writing Spiral”: A Practical Tool for Teaching Undergraduates to Write Publication-Quality Manuscripts
por: Giuliano, Traci A.
Publicado: (2019)

Writing motivation and ability profiles and transition during a technology-based writing intervention
por: Cruz Cordero, Tania, et al.
Publicado: (2023)

Further evidence for the interaction of central and peripheral processes: the impact of double letters in writing English words
por: Kandel, Sonia, et al.
Publicado: (2013)

Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic
por: Martí-González, Mariacarla, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_04jgq2e889dupppoq6vi7cpbvg