Neuropsychological factors and cognitive processes in children with writing difficulties and without writing difficulties

Bibliographic Data

ID5720999
AuthorsRicardo Canales (National University of San Marcos), Esther Velarde (0000-0001-8954-3527, National University of San Marcos), Carmen Meléndez (National University of San Marcos), Susana K Lingán-Huamán (0000-0003-4587-7853, National University of San Marcos), Susana Lingán
Year2013
Volume1
Issue2
Pages11-29
Publication date2013-01-01
Open AccessYes
TypeARTICLE
VenuePropósitos y Representaciones (JOURNAL)
Journal identifiersISSN: 2307-7999 • E-ISSN: 2310-4635
PublisherUniversidad San Ignacio de Loyola S.R.L (PUBLISHER)
DOI10.20511/pyr2013.v1n2.22
OpenAlexW1554715211
LanguageEN
Citations received1

This research sought to contribute to the knowledge of the differences in the level of development of neuropsychological factors and cognitive processes in children with and without writing difficulties. Similarly, we wanted to see if there was an association between neuropsychological factors and processes involved in writing. Descriptive design was causal comparative, examining 80 children in third through sixth grade, studying in state schools of Callao using EPRE Test (Velarde, Canales, Melendez & Lingán, 2014), Child Neuropsychological Diagnostic Test Luria-DNI Test and Wechsler intelligence: WISC-IV. The results showed significant differences in all neuropsychological factors favoring the group without writing difficulties. Also, no relationship between most neuropsychological factors and psychological processes involved in writing. The instruments demonstrated their validity and usefulness

Cognition · Developmental psychology · Intelligence quotient · Neuropsychological assessment · Neuropsychological test · Neuropsychology · Psychiatry · Wechsler Adult Intelligence Scale · Wechsler Intelligence Scale for Children · Clinical Psychology · Developmental and Educational Neuropsychology · Psychology

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