Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “WRITING”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed1994

[What are the differences between average readings with writing difficulties and children with reading and writing difficulties? Follow-up, kind of writing errors and learning prerequisites].

As part of the Viennese longitudinal study on the development of reading and writing skills, children with spelling problems were differentiated from children with combined reading and spelling problems. It could be shown that children with spelling problems only are a rather inhomogeneous group with regard to their further development. At the end of the eighth grade some children still have circumscribed spelling problems, whereas others have overcome their early problems, and still others have also fallen behind in their reading skills. These groups of children can be differentiated early on by the type of spelling errors they make, by their cognitive abilities and by social factors. Children with combined reading and spelling problems are characterized especially by a lack of phonemic awareness.

Adolescent↗
PubMed1982

[Slow brain potentials in writing: the correlation between writing hand and speech dominance in right-handed humans].

1. Slow cerebral potential shifts were recorded from the scalp over both cerebral hemispheres by retrograde summation while 23 right-handers were writing. Averaging included writing errors, but eliminated eye movements and other artifacts. Repeated writing of the same word or sentence was compared to writing different dictated words, to drawings, and to other control experiments. 2. Surface negative readiness potentials (Bereitschaftspotential) appeared about 1 s before writing, which was similar to those preceding other voluntary movements. 3. During writing, the writing potentials in different cortical regions began with a negative increase of the Bereitschaftspotential, usually followed by a plateau or positive waves. One or several biphasic potentials persisted for another 2 s after writing had ceased. 4. The writing potentials had rather constant forms in the same individual, but showed large interindividual variations of form and polarity. The largest initial negativity (with both ear lobes serving as reference) occurred at the vertex and the left motor region contralateral to the writing hand. 5. The left hemispheric preponderance of writing potentials, maximal at the precentral region contralateral to the writing hand, was less marked when writing with the left hand. An interaction of the writing hand and language dominance is assumed. 6. Writing the same word or short sentence repeatedly caused potentials of larger amplitude than the preceding readiness potentials. Writing dictated words or drawing figures after verbal stimuli that require language processing caused larger potentials in the left hemisphere than did repeated word writing. 7. The fact that negative potentials with larger left hemispheric amplitudes appear after verbal stimuli may indicate that language information is processed in the speech-dominant hemisphere before and during writing or drawing. 8. By variously combining bipolar leads, the lateral differences of the potential fields can be more clearly distinguished than by using only unipolar leads with ear reference.

Adult↗
PubMed1988

Writing about psychoanalysis: II. Analysts who write, patients who read.

When we make a decision to lecture, or to write for publication, we have begun an activity that will affect every one of our patients. If they attend our lectures, or read our published works, they cannot help being influenced. Even if they do not, they will have some reaction to the focusing of our interest on particular phases of the analysis. This will be true whether or not we intend to present clinical material. These considerations inevitably affect the analyst himself, sometimes inhibiting his writing altogether, sometimes constricting its scope, or worst of all, degrading its quality. The analyst's writing is also almost certain to influence whether and with what success his patient may choose to write. Lest these considerations suggest that we avoid writing altogether, I emphasize that such a sacrifice is by no means desirable or necessary. Problems of discretion will arise, and may in some cases be virtually insoluble; but there are ways of writing that can overcome most such objections. The analyst's interest in writing should be recognized and its effects, if any, brought into the analysis; so long as the writing itself is done with due regard to the conduct of the analysis and the welfare of the patient, it need have no adverse effects on either.

Female↗
PubMed1991

The effectiveness of dialogue journal writing in improving the writing skills of young deaf writers.

Various claims have been made for the usefulness of dialogue journal writing for improving the writing of less proficient users of English such as deaf writers of English or speakers of English as a second language. However, the bulk of the research has focussed on either student attitudes towards writing or very limited samples of student writing. In a one year project involving the exchange of dialogue journals between 204 pairs of deaf and hearing students in 10 public school districts, the authors sought to evaluate the utility of dialogue journals for improving the writing skills of the deaf writers. The age of the correspondents ranged from 10 to 18 years old in grades 4 through 12. Among the deaf writers, the average hearing loss was 89 dB in the better ear with a range of from 45 dB to 120 dB. The journal entries of 153 of the deaf students were evaluated for both changes in content and syntactic complexity. When the pair of writers maintained a relationship over time, there was an improvement in the quality of the writing of the deaf student and a change in the nature of the contents of the deaf student's entries. Results suggest that for some young deaf writers an exchange of dialogue journals with hearing peers can both improve the writing skills of the deaf writer and develop a relationship between the correspondents. Suggestions for implementing such a program are included.

Adolescent↗
PubMed1995

Encouraging faculty to use writing as a tool to foster learning in the disciplines through writing across the curriculum.

Writing Across the Curriculum (WAC), the national movement to infuse writing activities into the academic disciplines, promises eventually to enhance student writing competence, although its immediate goal is to foster mastery of course learning objectives. Those faculty who use WAC solely to improve writing skills assume the role of an English instructor and obligate themselves to take on an enormous amount of additional work perhaps without advancing their primary instructional missions. A limited return on this investment of effort will have the likely effect of prompting a faculty member to discard WAC. Over the long run, doing so will diminish opportunities for students to engage in productive writing experiences. Presented in this article are five strategies used in a faculty- development seminar that are designed to encourage the use of writing as an instructional tool. Individual teachers may use these strategies as justification for initiating WAC; just as important, program supervisors may use them to sustain a WAC program once it has begun.

Curriculum↗
PubMed2000

Dissociation of writing processes: functional magnetic resonance imaging during writing of Japanese ideographic characters.

Dissociation between copying letters and writing to dictation has been reported in the clinical neuropsychological literature. Functional magnetic resonance imaging (fMRI) was conducted in normal volunteers to detect the neurofunctional differences between 'copying Kanji', the Japanese ideographic characters, and 'writing Kanji corresponding to phonological information'. Four tasks were conducted: the copying-Kanji task, the writing-Kanji-corresponding-to-phonogram task, the Kanji-grapheme-puzzle task, and the control task. The right superior parietal lobule was extensively activated during the copying-Kanji task (a model of the copying letters process) and the Kanji-grapheme-puzzle task. These observations suggested that this area was involved in referring the visual stimuli closely related to the ongoing handwriting movements. On the other hand, Broca's area, which is crucial for language production, was extensively activated during the writing-Kanji-corresponding-to-phonogram task (a model of the writing-to-dictation process). The Kanji-grapheme-puzzle task activated the bilateral border portions between the inferior parietal lobule and the occipital lobe, the left premotor area, and the bilateral supplementary motor area (SMA). Since the Kanji-grapheme-puzzle task involved manipulospatial characteristics, these results suggested cooperation between visuospatial and motor executive functions, which may be extensively utilized in demanding visual language processing. The neurofunctional difference between 'copying Kanji' and 'writing Kanji corresponding to phonogram' was efficiently demonstrated by this fMRI experiment.

Adult↗
PubMedDate not supplied

Do the write thing: writing the clinically focused article.

Writing is both passion and pain. However, the pain can be easily modified with a better understanding of the writing process. With structure, a little know-how, and a lot of desire, eager nurse practitioners can soon write their first manuscript. The purpose of this article is to encourage pediatric nurse practitioners to write articles that pertain to their areas of clinical expertise. Examples are used to detail the writing process from idea formation to publication.

Clinical Nursing Research↗
PubMedDate not supplied

Writing with voice: an investigation of the use of a voice recognition system as a writing aid for a man with aphasia.

BACKGROUND: People with aphasia may experience difficulties that prevent them from demonstrating in writing what they know and can produce orally. Voice recognition systems that allow the user to speak into a microphone and see their words appear on a computer screen have the potential to assist written communication. AIM: This study investigated whether a man with fluent aphasia could learn to use Dragon NaturallySpeaking to write. METHODS & PROCEDURES: A single case study of a man with acquired writing difficulties is reported. A detailed account is provided of the stages involved in teaching him to use the software. The therapy tasks carried out to develop his functional use of the system are then described. Outcomes included the percentage of words accurately recognized by the system over time, the quantitative and qualitative changes in written texts produced with and without the use of the speech-recognition system, and the functional benefits the man described. OUTCOMES & RESULTS: The treatment programme was successful and resulted in a marked improvement in the subject's written work. It also had effects in the functional life domain as the subject could use writing for communication purposes. CONCLUSIONS: The results suggest that the technology might benefit others with acquired writing difficulties.

Aphasia↗
PubMed1988

Types of medical writing and teaching of writing in U.S. medical schools.

U.S. medical schools were surveyed to determine which types of medical writing are most important for physicians, house officers, and medical students to learn and whether such types are formally taught. According to the responding schools, the five most important types were: write-up of the patient history and physical examination, progress note and discharge summary (tied), peer-reviewed published paper (of either clinical or laboratory research), and grant proposal. Certain types, however, were considered more important for some categories of physicians and trainees than others. Although these major types of writing represent complex and diverse writing tasks, they are not taught extensively in medical schools or thoroughly explained in the literature on medical writing.

Schools, Medical↗
PubMed1993

Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities.

Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and fifth-grade (7 males and 4 females) normally achieving students, were administered an interview designed to assess their knowledge of writing and the composing process, attitude toward writing, and self-efficacy as a writer. Students with learning disabilities were found to have less mature conceptualizations of writing than their normally achieving counterparts. Furthermore, while students with learning disabilities were generally positive about writing, they viewed it less favorably than their regular classmates. Finally, there were no differences between the two groups of students in their evaluations of their competence in either writing or carrying out the processes underlying effective composing.

Adolescent↗
PubMed1989

Writing to learn: a reconceptualization of thinking and writing in the nursing curriculum.

The connection between writing and thinking has been radically reconceptualized in recent years. Whereas the previous view saw writing as recording thought, the new perspective sees writing as developing thinking. The change in views about writing is discussed and implications of the "Writing to Learn" paradigm for instructional and curricular issues in nursing are explored.

Curriculum↗
PubMed1995

Writing partnerships: a CNS and staff nurses write for publication.

Writing for publication with staff nurses can provide CNSs with flexible and creative approaches to the challenges facing nurses in the restructuring health care environment. CNSs experience many rewards and satisfactions from writing and measurable outcomes for practice evaluation. Staff nurses gain clinical knowledge, professional and career development, and the excitement that accompanies completion of a scholarly endeavor. Being in the clinical arena gives the CNS unique opportunities to work with and mentor staff nurses and observe their special capabilities, including those of a potential writing partner. How one CNS selected writing partners and supported these staff nurse colleagues through the writing-for-publication process is described in this article.

Humans↗
PubMed1989

Assessing the value of student case write-ups and write-up evaluations.

To investigate the attitudes of medical students concerning the educational value of case write-ups and write-up evaluations and the usefulness of write-up evaluations in assessing clinical skills, the author surveyed 140 students at McGill University after they had completed a 10-week clinical course in internal medicine. He also surveyed internal medicine course directors at the 16 Canadian medical schools to determine their assessments of write-up evaluation practices in their departments. There was broad agreement among the students and directors that case write-ups and their evaluations are useful for learning, but there were major concerns about the variability of the criteria and standards for evaluation. Recommendations are presented.

Attitude of Health Personnel↗
PubMed1967

Sounder thinking through clearer writing. A graduate course on scientific writing can, if appropriately designed, strengthen scientific thinking.

Bad scientific writing involves more than stylistic inelegance: it is often the outward and visible form of an inward confusion of thought. The scientific literature at its present standard distorts rather than forms the graduate student's view of scientific knowledge and thought, and corrupts his ability to write, to read, and to think. Strong educational measures are needed to effect reform. I advocate a course on scientific writing as an essential feature in every scientist's training. Such a course delves deep into the philosophy and method of science if it deals with logic, precision, and clarity; on how these qualities can be achieved in writing; and on how such achievement strengthens the corresponding faculties in thinking.

Education↗
PubMed1979

Cerebral specialization, writing posture, and motor control of writing in left-handers.

It has been suggested that the inverted hand position of left-handers during writing indicates the left hemisphere of their brain is linguistically specialized and that the writing of these left-handers may be controlled via ipsilateral pathways. Electroencephalograph alpha asymmetry measures at central and parietal leads, as well as dichotic tests, differentiated right-handers from left-handers, but not inverters from noninverters. Electroencephalograph differences between hand posture groups did appear, but only at occipital leads during reading and writing tasks. Regardless of hand posture or speech lateralization, the right central region of the brain is significantly involved in the control of left-handed writing.

Auditory Perception↗