Cognitive phenotypes in patients with relapsing-remitting multiple sclerosis with different disease duration, applying the international classification of cognitive disorders in MS (IC-CoDiMS).

Cognitive impairment is experienced by 40-70% of multiple sclerosis patients, with information processing speed and memory most affected. Until now, cognitive results classified patients as impaired and not impaired. With this dichotomous approach, it is difficult to identify, in a heterogeneous group of patients with cognitive impairment, which cognitive domain(s) are most altered.

Reactivity of the triple task on writing processes and product in adults with dyslexia.

Introduction: The triple task (TT) is a method for assessing the dynamics of writing processes. It involves three tasks in one: writing a text, responding to a sound, and reporting the process. Previous research has mostly shown that the TT does not affect the writing process or the product.

Cognitive impairment in multiple sclerosis phenotypes: Neuropsychological assessment in a portuguese sample.

Background: Cognitive impairment affects 40-65% of MS patients, encompassing all disease stages and types of clinical courses. This estimation is based on different instruments used and population normative data.

Objective: This study aims to assess the cognitive function in a hospital-based cohort of Portuguese MS patients, to allow estimating the prevalence of cognitive impairment in different phenotypes.

Relations among motivation, behaviour, and performance in writing: A multiple-group structural equation modeling study.

Background: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance.

Aims: We aimed to: (1) examine structural relations among two motivational variables (i.

Real-Time Psychophysiological and Writing Correlates of Expressive Writing.

Concealing memories and emotions associated with a traumatic event seems to have negative effects on health. Re-enacting those events through writing is an opportunity to disclose such memories and emotions, and especially for emotion regulation. To study this, 57 university students were randomly assigned to one of two groups.

Attention, inhibitory control and early mathematical skills in preschool students.

Background: Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills.

Method: This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old).

Effects of planning strategies on writing dynamics and final texts.

Expert writing involves the interaction among three cognitively demanding processes: planning, translating, and revising. To manage the cognitive load brought on by these processes, writers frequently use strategies. Here, we examined the effects of planning strategies on writing dynamics and final texts.

Timed written picture naming in 14 European languages.

We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217-236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish).

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training.

Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7-8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum.

Implicit theories of writing and their impact on students' response to a SRSD intervention.

Background: In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention?

Aims: We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy-instruction effectiveness (intervention study).

Sample: In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5-6).

Children's high-level writing skills: development of planning and revising and their contribution to writing quality.

Background: It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising.

Aims: To trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine whether these skills predict writing quality in younger and older students (Grades 4-6 vs.

Execution and pauses in writing narratives: processing time, cognitive effort and typing skill.

At the behavioural level, the activity of a writer can be described as periods of typing separated by pauses. Although some studies have been concerned with the functions of pauses, few have investigated motor execution periods. Precise estimates of the distribution of writing processes, and their cognitive demands, across periods of typing and pauses are lacking.