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PubMed1982

Training teachers in generalized writing of behavior modification programs for multihandicapped deaf children.

In contrast to previous studies where teachers were instructed how to implement behavior modification programs designed by an experimenter, teachers in the present experiment were taught how to write as well as implement behavior modification programs. The generalized effects of two training conditions on teacher and pupil behaviors were assessed by a multiple baseline design where, following baseline, two teachers of multi-handicapped deaf children were taught to set objectives and measure pupil performance (measurement training), Later, through a training manual, they learned a general problem-solving approach to writing behavior modification programs (programming training). After both training conditions, experimenter feedback was given for teachers' application of training to a target behavior for one pupil and generalization was measured across target behaviors for the same pupil and across pupils. It was found that measurement training had little general effect on either teacher behavior or pupil behavior. However, after programming training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. Along with these effects, there was improvement in pupil behaviors. Possible explanation for generalized effects of teacher training were considered.

Adult↗

PubMed1997

Laterality of writing hand in East German samples.

Analyses of distributions of individuals' writing with the left hand and the correlation with handedness in several East German samples (202 children, 299 pupils, 356 students, and 606 adults) indicated the largest correlation for writing hand and handedness was for children. So the writing hand is measurable in children but not in older groups in East Germany.

Adolescent↗

PubMed1999

Writing Chinese characters and success on Mental Rotation Test.

Our recent study with Chinese and Chinese-American undergraduates indicated that writing Chinese characters was associated with better performance on the Piagetian Water-Level Task for Chinese-American men. The current study investigated whether the same effects would apply to the Vandenberg Mental Rotation Test. Two alternative hypotheses (bilingualism and birth place) were also tested. Participants were two groups of Chinese-American undergraduates: 48 writers of Chinese (21 men, 27 women) and 130 nonwriters of Chinese (58 men, 72 women). Analysis suggested that writing Chinese and birth in the USA contributed significantly to the success on Mental Rotation Test. Students who were born in the USA and able to write Chinese scored the highest on this test. Being bilingual was not associated with performance on the Mental Rotation Test. Men performed significantly better than women.

Analysis of Variance↗

PubMed1992

Development and application of a writing attitude survey for grades 1 to 3.

The purpose of these studies was to develop and use a writing attitude survey for students in Grades 1 to 3 modeled after the survey developed and used with students in Grades 4 to 8 in 1991. A 19-item survey was administered to 394 children in Grades 1, 2, and 3. The instrument was then used in an experiment to assess the effect of instructional treatment, grade, and participation on 112 students' attitudes toward writing. There were no significant main effects for treatment or for time of measurement. There were no significant interactions, but there was a significant main effect for grade. Follow-up of significant main effects using Tukey tests indicated that 52 third graders had significantly more positive attitudes toward writing than 60 fifth graders.

Attitude↗

PubMed1992

Alcohol and creative writing.

A repeated-measures design was used to test for the effects of alcohol on creative writing as measured by use of novel figurative language. 11 male social drinkers participated in a creative writing task under two conditions, alcohol (high dose: 1.1 ml. ethanol/kilogram body weight) and placebo. In the alcohol condition, within-subject comparisons indicated significantly greater quantity of creative writing while intoxicated. These results were interpreted as supporting the belief that alcohol can reduce "writer's block," at least amongst nonalcoholic subjects.

Adult↗

PubMed1999

SCRIPTKELL: a tool for measuring cognitive effort and time processing in writing and other complex cognitive activities.

We present SCRIPTKELL, a computer-assisted experimental tool that makes it possible to measure the time and cognitive effort allocated to the subprocesses of writing and other cognitive activities. SCRIPTKELL was designed to easily use and modulate Kellogg's (1986) triple-task procedure, which consists of a combination of three tasks: a writing task (or another task), a reaction time task (auditory signal detection), and a directed retrospection task (after each signal detection during writing). We demonstrate how this tool can be used to address several novel empirical and theoretical issues. In sum, SCRIPTKELL should facilitate the flexible realization of experimental designs and the investigation of critical issues concerning the functional characteristics of complex cognitive activities.

Cognition↗

PubMedDate not supplied

Writing strategies to demystify publishing.

Lack of knowledge of the publishing process and lack of motivation are major reasons why many nurses do not attempt to write an article for publication. The purpose of this article is to demystify the writing and publishing process. The eight major steps entailed in preparing a manuscript are described. Emphasis is focused on numerous motivational strategies necessary to initiate and complete a writing project.

Humans↗

PubMed2004

Thinking aloud on paper: an experience in journal writing.

Journal writing is one of many strategies that can help promote learning in a process-oriented curriculum. This article explores the experience of implementing journal writing as an expectation of second-year baccalaureate nursing students in a clinical practicum. Faculty had a vital role in facilitating this experience. The journals provided a medium within which students explored in depth significant events that occurred in their practicum. Their analysis of these events included application of theoretical frameworks and concepts that supported and strengthened the arguments made in the journals. Students responded very favorably to their experiences in journal writing. In the evaluation of this experience, students reported increased abilities in critical thinking and self-directed learning. These two important concepts complement each other in the students' learning processes.

Adaptation, Psychological↗

PubMed2004

Evaluating the Writing-to-Learn strategy with undergraduate nursing students.

The writing-to-learn (WTL) instructional strategy has not received sufficient empirical investigation. Using a pretest-posttest, quasi-experimental, non-equivalent, control group design, the WTL strategy was evaluated with 87 undergraduate basic and RN-to-BSN nursing students enrolled in a Nursing Leadership and Management course. Students participating in the course perceived significant benefits of the WTL approach. A significant decrease in writing apprehension was found in the experimental group on two separate measures of writing apprehension. These findings are congruent with the theoretical WTL literature and anecdotal reports of the benefits of using the WTL strategy.

Adult↗

PubMed2005

Reflective writing and nursing education.

Reflective writing is a valued tool for teaching nursing students and for documentation, support, and generation of nursing knowledge among experienced nurses. Expressive or reflective writing is becoming widely accepted in both professional and lay publications as a mechanism for coping with critical incidents. This article explores reflective writing as a tool for nursing education.

Education, Nursing↗

PubMed1991

Promoting object constancy. Writing as a nursing intervention.

1. Object constancy is an important developmental milestone that many psychiatric patients have not achieved. 2. Asking patients to write down thoughts and feelings will assist the nurse in reinforcing a continuous experience of self as a necessary antecedent to self and object constancy. 3. Object constancy allows the patient to be more autonomous in relationships. Writing will help the patient become more independent in managing thoughts and feelings. 4. Using an object relations framework for this commonly prescribed nursing intervention will assist nurses in providing a focus and goal for the use of writing.

Human Development↗

PubMed2001

Using structured writing experiences to promote mental health.

1. Structured writing activities can be used in a therapeutic context for diverse purposes. 2. Selecting a particular writing modality should be based on individual clients' needs and abilities. 3. Therapeutic goals for writing interventions should be defined clearly prior to implementation.

Adaptation, Psychological↗

PubMedDate not supplied

Putting stress into words: the impact of writing on physiological, absentee, and self-reported emotional well-being measures.

BACKGROUND AND PURPOSE: Inhibiting or holding back one's thoughts, feelings, or behaviors is associated with long-term stress and disease. Actively confronting upsetting experiences can reduce the negative effects of inhibition. The present study describes a unique approach to aid individuals in dealing with psychological and emotional issues that they must often face. METHODS: Forty-one of the 81 university employees who were participating in a wellness program agreed to participate in the present study. Subjects were randomly assigned to write about either personal traumatic experiences (n = 23) or non-traumatic topics (n = 18) for 20 minutes once a week for four consecutive weeks. RESULTS: Results indicate that individuals who wrote about upsetting personal experiences evidenced significant drops in selected blood measures compared to those who wrote about non-traumatic topics (e.g., for SGOT: 4.0% drop among traumatic topic group versus 13.1% increase among non-traumatic topic group, ANOVA p = .029; for SGPT: 24.5% drop versus 7.7% increase, p = .001). During the month of writing, traumatic topic group subjects evidenced a 28.6% reduction in absentee rates from work relative to the eight months before the experiment compared with a 48.5% increase in absentee rates among non-traumatic topic subjects (p = .04). Subjects low in emotional inhibition evidenced the greatest reductions in absentee rates following personal disclosure compared to those high in emotional inhibition (p = .011). DISCUSSION: The proposed writing strategy offers a unique tool for health promotion practitioners.(ABSTRACT TRUNCATED AT 250 WORDS)

Absenteeism↗

PubMed1998

The 'write advice' or 'how to get a journal article published'.

This paper was written in response to a perceived increase in nurses' interest in writing for publication in nursing journals. It provides essential information for inexperienced or 'beginning' writers. Who should write for publication, what should be written for publication and how it should be written are discussed. Practical details with respect to writing and rewriting are included.

Humans↗

PubMed2002

Writing about nursing research: a storytelling approach.

In this article Gavin Fairbairn and Alex Carson argue that much of what is written by nurses is needlessly difficult, especially when it concerns research they have carried out. The authors make a positive contribution to the ways in which nurses think about what they write and how they write it, suggesting that one way in which things might become better would be for nurses to view their writing as a form of storytelling.

Attitude of Health Personnel↗

PubMedDate not supplied

Planning and writing academic essays.

To write academic essays to a high standard takes time, practice and skill, but the process can be facilitated by appropriate guidance. This article examines the requirements for planning and writing academic essays. It considers the reasons for writing them, and explains how best to plan and prepare the work for presentation. Some guidelines as to how essays may be assessed by tutors are also provided.

Education, Nursing↗

PubMed1992

Workplace literacy education: writing skills.

Remedial programs must be flexible and planned to meet the needs of the participants. Using both work and creative writing exercises provides a balance and relieves boredom. Educators need to be alert to the varying education and skill level of employees. For example, many management development program planners assume a certain level of literacy and English fluency among the managerial group. As a result, some supervisors may avoid programs or not learn the material because of difficulty in comprehending the material. The basic thread of our program was the integration of humor and content. Few classes ended without laughter. This laughter was not at the expense of an individual's self-esteem. We laughed at humorous examples of unclear writing and mistakes unintentionally made by the instructors. We laughed at some of their own humorous writing. One of the participants wrote a particularly amusing and entertaining story of a disastrous camping trip. Other times members delighted in catching mistakes in hospital communications. It was obvious that they were reading with more alertness. An unexpected result of the program was the increased rapport between the involved supervisors, their managers, our department, and our local community resources. The program opened channels that have led to an on-site GED program and closer ties with the county literacy efforts. Managers in plant services have increased their involvement and support for employees seeking to improve their education. The TMC educational reimbursement system has been made more available for all.

Adult↗

PubMed1998

Practical suggestions in the writing of a research paper.

Writing a scientific article requires proper planning and a methodical approach. This article provides practical tips to organize the materials before writing, and discusses how to approach the writing of different parts of an article; that is, introduction, materials and methods, results, and discussion. It also provides guidelines on authorship, citing references, selecting photographs, tables and legends, and finally on style, grammar and syntax.

Humans↗