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International Journal of Psychology Volume 45, 2010 - Issue 1
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Original Articles

Speaking, writing, and memory span in children: Output modality affects cognitive performanceFootnote

Joachim Grabowski University of Education, Heidelberg, GermanyCorrespondence[email protected]
Pages 28-39 | Received 01 Dec 2007, Accepted 01 Feb 2009, Published online: 12 Nov 2009

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Alexandra Tallas & Andrew Cole. (2023) Does participating in a daily handwriting without tears curriculum for 4-weeks improve a first-grade student’s spelling abilities: Single-subject ABA design. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-10.
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Ruth Glynn, Karen Salmon & Paul Jose. (2016) The influence of reporting mode on children's cued personal memories. Memory 24:9, pages 1224-1230.
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Elena Dukhovny & YanYan Zhou. (2016) Effects of icon size and location on speed and accuracy of SGD access. Augmentative and Alternative Communication 32:4, pages 241-248.
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Ingrid McPhee, Helen M. Paterson & Richard I. Kemp. (2014) The Power of the Spoken Word: Can Spoken-Recall Enhance Eyewitness Evidence?. Psychiatry, Psychology and Law 21:4, pages 551-566.
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Markus Janczyk & Joachim Grabowski. (2011) The focus of attention in working memory: Evidence from a word updating task. Memory 19:2, pages 211-225.
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Catherine Akca & Gencer Elkilic. (2011) The effects of age and production mode on the bilingual performance of Turkish learners of English in a serial recall task. International Journal of Psychology 46:1, pages 9-17.
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Jiafei Yang, Qi Zhang, Jiangping Li, Suzhen Guan, Kai Wang, Haiming Xu & Zhihong Liu. (2022) Effect of parental absence during infancy and early childhood on cognition and depression in later life: A national household longitudinal study. Journal of Affective Disorders 319, pages 562-569.
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Olivia Afonso, Marina Carbajo, Cristina Martínez-García & Paz Suárez-Coalla. (2022) Characteristics of the written compositions of Spanish children with dyslexia and their relationship with spelling difficulties. Reading and Writing 35:10, pages 2473-2496.
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Yael Fogel & Sara Rosenblum. (2022) Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions. Children 9:11, pages 1628.
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Yael Fogel, Sara Rosenblum & Anna L. Barnett. (2022) Handwriting legibility across different writing tasks in school-aged children. Hong Kong Journal of Occupational Therapy 35:1, pages 44-51.
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Leonie Jacob, Andreas Lachner & Katharina Scheiter. (2022) Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations?. Computers & Education 182, pages 104469.
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Ina Lehmkuhle & Josefin Lindgren. (2022) Anaphoric Reference in Written Narratives by German-Speaking 10-Year-Olds and Adults: The Influence of Referential Function and Character Type. Discours:29.
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Erin M. Madison & Erika K. Fulton. (2021) The influence of summary modality on metacomprehension accuracy. Metacognition and Learning 17:1, pages 117-138.
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Tao Gong, Mo Zhang & Chen Li. (2022) Association of keyboarding fluency and writing performance in online-delivered assessment. Assessing Writing 51, pages 100575.
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Sirine Bouriga & Thierry Olive. (2021) Is typewriting more resources-demanding than handwriting in undergraduate students?. Reading and Writing 34:9, pages 2227-2255.
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Zhihui Li, Wenjuan Qin & Vikram Patel. (2021) Associations of parental depression during adolescence with cognitive development in later life in China: A population-based cohort study. PLOS Medicine 18:1, pages e1003464.
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Janire Zalbidea & Cristina Sanz. (2020) Does learner cognition count on modality? Working memory and L2 morphosyntactic achievement across oral and written tasks. Applied Psycholinguistics 41:5, pages 1171-1196.
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Jason R. Parkin, Craig L. Frisby & Ze Wang. (2019) Operationalizing the Simple View of Writing with the Wechsler Individual Achievement Test, 3rd Edition. Contemporary School Psychology 24:1, pages 68-79.
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Sophia Czapka, Annegret Klassert & Julia Festman. (2019) Executive Functions and Language: Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School. Frontiers in Psychology 10.
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Markus Janczyk, Martin Aßmann & Joachim Grabowski. (2018) Oral Versus Written Recall of Long-Term Memory Items: Replicating and Extending the Writing Superiority Effect Across Knowledge Domains. The American Journal of Psychology 131:3, pages 263-272.
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Remie Celine, Jimmy Nagau, Jean Vaillant, Alin Dorville & Rejean Plamondon. (2018) Multimodal Acquisition and Analysis of Children Handwriting for the Study of the Efficiency of Their Handwriting Movements: The @MaGma Challenge. Multimodal Acquisition and Analysis of Children Handwriting for the Study of the Efficiency of Their Handwriting Movements: The @MaGma Challenge.
Sibylle Hurschler Lichtsteiner, Werner Wicki & Péter Falmann. (2018) Impact of handwriting training on fluency, spelling and text quality among third graders. Reading and Writing 31:6, pages 1295-1318.
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Zhihui Li, Lincoln Chen, Mingqiang Li & Jessica Cohen. (2018) Prenatal exposure to sand and dust storms and children's cognitive function in China: a quasi-experimental study. The Lancet Planetary Health 2:5, pages e214-e222.
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MINYOUNG CHO. (2018) Task Complexity and Modality: Exploring Learners’ Experience From the Perspective of Flow. The Modern Language Journal 102:1, pages 162-180.
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Minyoung Cho. (2018) Task complexity, modality, and working memory in L2 task performance. System 72, pages 85-98.
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Sangeun Shin, Young Tae Kim & Eun Hye Park. (2017) A Study on the Verification of AAC Graphic Symbols Focusing on Nouns, Adverbs, and Verbs. Communication Sciences & Disorders 22:3, pages 597-607.
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Sangeun Shin. (2017) Effect of Fixed Array AAC Graphic Symbols on Sentence Construction. Communication Sciences & Disorders 22:2, pages 341-351.
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Hye Yeong Kim. (2017) Effect of modality and task type on interlanguage variation. ReCALL 29:2, pages 219-236.
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Sabrina Gerth, Thomas Dolk, Annegret Klassert, Michael Fliesser, Martin H. Fischer, Guido Nottbusch & Julia Festman. (2016) Adapting to the surface: A comparison of handwriting measures when writing on a tablet computer and on paper. Human Movement Science 48, pages 62-73.
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Adriana de Souza Batista KIDA, Gabriela Juliane BUENO, Vânia Lúcia Costa de Carvalho LIMA, Suelen Graton ROSSI, Pablo Felicio NEPOMUCENO, Mariana de Moraes Maldonado MARTIN & Clara Regina Brandão de ÁVILA. (2015) Influência da modalidade de reconto na avaliação do desempenho de escolares em compreensão leitora. Estudos de Psicologia (Campinas) 32:4, pages 605-615.
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Elena Dukhovny & Susanne Gahl. (2014) Manual motor-plan similarity affects lexical recall on a speech-generating device: Implications for AAC users. Journal of Communication Disorders 48, pages 52-60.
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Werner Wicki, Sibylle Hurschler Lichtsteiner, Andrea Saxer Geiger & Marianne Müller. (2014) Handwriting Fluency in Children. Swiss Journal of Psychology 73:2, pages 87-96.
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Chris Evans & Luis Palacios. (2010) Using audio to enhance learner feedback. Using audio to enhance learner feedback.
Joachim Grabowski, Christian Weinzierl & Markus Schmitt. (2010) Second and fourth graders' copying ability: from graphical to linguistic processing. Journal of Research in Reading 33:1, pages 39-53.
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