Naslov
Does the triple task affect the text quality in adults with dyslexia?

Autori
Olujić, Marina ; Kuvač Kraljević, Jelena

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
16th international conferemce of the EARLI special interest group on writing: sig writing 2018

Mjesto i datum
Antwerpen, Belgija, 29.08.2018. - 31.08.2018

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
triple task, text quality, adults, dyslexia

Sažetak
The triple task is used to assess (meta)cognitive processes and their dynamics during text composing. Particularly, it is a technique designed to track the timing and cognitive effort of text composing processes (Kellogg, 1987). The focus of the first task is on text composing ; the second task is to react as quickly as possible to a simple audio stimuli by pressing the button that indexes cognitive effort ; and the third task refers to reporting (meta)cognitive process currently in load (Olive, Kellogg & Piolat, 2002). Some previous research showed that there is no interference between the triple task (or secondary and retrospection task alone) and text quality in typically developing population (Piolat et al., 1996 ; Kellogg, 1987). However, individuals with dyslexia are showing difficulties in some tasks that require organisation, automatisation, integration of multiple processes, inhibition and shifting/cognitive flexibility (e. g. Alteirmer, Abbott & Berninger, 2008 ; Berninger et al., 2006). Since the triple task includes three tasks in one, it is important to measure the potential reactivity problem within the triple task technique when applying it to persons with dyslexia. Two groups of adult native speakers of Croatian language were included in this study: (1) 20 adults with developmental dyslexia and (2) 20 adults with typical language skills. Groups were matched by age (range 18-38 years), gender (13 M and 7 F per group), level of education and nonverbal cognitive abilities. All participants were writing one text with and one without the triple task. The texts were compared on different text quality measures including productivity, syntactic complexity, lexical complexity, and accuracy. In order to test whether the triple task had an effect on the text quality within the two groups, mixed ANOVAs were conducted. The obtained results show that there is no significant interaction effect between group and writing condition. The quality of text written with or without the triple task does not differ significantly in adults with dyslexia and adults with typical language skills.

Izvorni jezik
Engleski

Znanstvena područja
Logopedija

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