Writing is a multifaceted skill, recruiting varied cognitive processes that involve working memory, attention shifting and inhibition, also known as executive functioning (EF). Despite emerging research examining associations between EF and handwritten composition, the mediating role of transcription skills on the relation between EF and text composition remains underexplored. Even less is understood about the nature of these potential mediation mechanisms in keyboard-based text composing, a writing modality that is becoming pervasive during the first years of schooling. This study investigated whether the automaticity of inscription skills (handwriting and keyboarding) and spelling mediate the relation between children’s EF and text composition across two modes (paper and keyboard-based text composing) on a sample of 544 Year 2 Australian children. Assessments of EF, inscription skills, spelling, and text composition were measured concurrently. Indirect pathways were tested via structural equation modelling. Findings indicated that across text composition modes, handwriting automaticity, keyboarding automaticity and spelling mediated the relationship between children’s EF and writing composition (i.e., compositional fluency and quality). The findings of this study extend current understanding of associations between cognitive processes and text composition in the junior years by examining keyboard-based text composing.

中文翻译：

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执行功能对二年级儿童手写和键盘创作的贡献

写作是一项多方面的技能，需要调动各种认知过程，包括工作记忆、注意力转移和抑制，也称为执行功能（EF）。尽管新兴研究正在检验 EF 和手写写作之间的关联，但转录技能对 EF 和文本写作之间关系的中介作用仍未得到充分探索。对于基于键盘的文本写作中这些潜在中介机制的性质了解得更少，这种写作方式在学校教育的第一年变得普遍。本研究以 544 名澳大利亚二年级儿童为样本，调查了题字技能（手写和键盘输入）和拼写的自动化是否在两种模式（纸质和基于键盘的文本写作）中介导儿童 EF 和文本写作之间的关系。EF、铭文技能、拼写和文本写作的评估同时进行。通过结构方程模型测试间接途径。研究结果表明，在不同的文本写作模式中，手写自动化、键盘自动化和拼写调节了儿童的 EF 和写作（即写作流畅性和质量）之间的关系。这项研究的结果通过检查基于键盘的文本写作，扩展了目前对三年级认知过程和文本写作之间关联的理解。