engleski

Cognitive effort during text composing in adults with dyslexia

The cognitive effort in text composing is defined as the amount of working memory (WM) resources and attention that are devoted to the writing task at the moment (Kellogg, 1996 ; McCutchen, 2000). Individuals with language- based dyslexia show significant deficits in WM, and particularly in verbal WM (Alloway, Wootan & Deane, 2014 ; Ramus & Szenkovits, 2008 ; Wagner & Torgesen, 1987). The aim of this study was to compare the cognitive effort in text composing in adults with dyslexia and adults with typical language skills (TLS). The study included 40 adult native speakers of Croatian language (age range 18-38), 20 with TLS and 20 with diagnosed dyslexia. Two samples are matched according to age, gender, education level and nonverbal cognitive abilities. The dynamics of cognitive processes during text composing was measured by the triple task (Kellogg, 1987). Planning is approximately equally demanding for adults with TLS and adults with dyslexia ; while translating and reviewing are significantly more demanding for adults with dyslexia than for adults with TLS.

cognitive effort, text composing, dyslexia, adults

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