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PubMed1991

[Mirror-writing in the aged].

Mirror-writing is script that runs in the direction opposite to normal, with the individual letters also reversed. Although mirror-writing is well recognized as occurring in the presence of central nervous system damage, and is especially seen in association with hemiplegia, its mechanism has not yet been elucidated. The purpose of the present study is to document a high incidence of mirror-writing among patients aged 65 years or more, and to investigate the relationship of mirror-writing with brain damage and the degree of cognitive dysfunction. The subjects analyzed in this study were 112 patients (44 males and 68 females) and their average age was 73.8 years. Hasegawa's Dementia Scale (HDS) was used to evaluate their cognitive function. We could find no cases of mirror-writing with the right hand. A high incidence of mirror-writing was found in patients who could use their left hand. Mirror-writing was seen in 67% of patients with cerebral lesions on CT scan. However, we could not observe any relationship between the incidence of mirror-writing and damage to a given circumscribed area of the brain. More than 90% of demented patients, whose HDS scores were less than 20, showed mirror-writing with their left hand. The mean score on the HDS for those with a high incidence of mirror-writing was significantly lower than the score for those without mirror-writing. These results indicate that a high incidence of mirror-writing among aged patients is related to cerebral damage and cognitive dysfunction.

Aged↗

PubMed2002

The dimensionality of speaking and writing: a multilevel factor analysis of situational, task and school effects.

BACKGROUND: This article addresses the question whether communication apprehension (CA) should be regarded as a unidimensional or alternatively as a multidimensional construct. The answer is not only interesting from a theoretical point of view. There might also be practical implications for the treatment of CA. If CA were to appear to be unidimensional and a student's level of CA were to be the same across situations and tasks, there would be no need to tailor the treatment to particular speaking situations or specific writing problems. If, however, CA appeared to be multi-dimensional and a student might have a variety of different levels and types of CA, one type of treatment might be more effective for one student than for another one. AIM: To examine the effects of situational, task and school effects on speaking and writing apprehension. SAMPLE: Use was made of the dataset of the 1987-1988 National Assessment of Language Performance in the Netherlands. The nationally representative sample consisted of 1448 students from 184 secondary schools; 52% of the students were boys and 48% were girls; the mean age of the students was 15 years 6 months. METHOD: Speaking and writing apprehension were measured by means of self-report measures in grade 9. Multilevel factor analysis (MLFA) was used to determine the dimensionality of the measurement of speaking and writing apprehension. RESULTS AND CONCLUSIONS: First, all seven speaking situations and three out of four writing problems could be distinguished empirically. Speaking and writing apprehension are clearly multidimensional constructs that depend on the speaking situation and the writing task. Second, correlations between speaking and writing apprehension were rather low. Speaking and writing apprehension seem to represent skill-specific constructs, which cannot be considered as equivalent forms of communication apprehension. Third, differences between schools in the level of speaking and writing apprehension were very small compared to measurements of speaking and writing performance.

Adolescent↗

PubMed1996

Writing across the curriculum: putting theory into practice in animal science courses.

Founded on the premise that "learning to write" and "writing to learn" are parallel processes, Writing Across the Curriculum (WAC) programs advocate the use of writing activities to enhance learning in subject matter courses across the university curriculum. Application of WAC theory to creating assignments and evaluating writing in undergraduate animal science courses is the primary focus of this paper. Although a variety of writing-to-learn activities are promoted by WAC programs, this discussion is confined to reader-based, applied or real-world assignments completed by students outside the classroom. Writing assignments of this type are effective learning tools because they guide students toward appropriate information, language, and organization, present writing as communication, not artifact, and allow students to see how classroom study of concepts can be applied to the real world. Additionally, they provide opportunity for feedback during the writing process. Although considerable effort is required to create such writing assignments and to design evaluation and grading strategies that will provide constructive feedback, animal science teachers have a responsibility to provide students with expanded opportunities for improving critical thinking and communication skills. Sharing writing assignments, like the ones included in this paper, is one way to accomplish these objectives while minimizing aggregate faculty effort.

Animal Husbandry↗

PubMed2002

Residents' prescription writing for nonpatients.

CONTEXT: Writing prescriptions is one of the most tangible new responsibilities that residents acquire after graduating from medical school. During their regular duties, house officers' prescription writing is carefully monitored. Little is known, however, about residents' patterns of prescription writing outside of supervision or about residents' knowledge of the ethical and legal guidelines that regulate prescription writing. OBJECTIVE: To study what factors influence residents' decision to write prescriptions for nonpatients. DESIGN, SETTING, AND PARTICIPANTS: Survey distributed in December 1997 to 92 internal medicine and family practice residents at a US community-based teaching hospital. Eighty percent responded. MAIN OUTCOME MEASURES: Self-reported prescribing activities for nonpatients and for individuals in 12 hypothetical vignettes. RESULTS: Eighty-five percent of respondents reported having written prescriptions for nonpatients. Based on their responses to the vignettes, under certain circumstances, up to 95% of residents would write a prescription for an individual who is not their patient (eg, a sibling). Thirteen percent of residents believed that some ethical guidelines on prescription-writing activity existed. Only 4% of residents reported being aware of federal or state laws addressing the appropriateness of physician prescription writing for nonpatients. None of the residents were able to describe the circumstances that make prescription writing for nonpatients illegal or unethical based on legal statutes or ethical guidelines, respectively. CONCLUSIONS: In a sample of community-based internal medicine and family practice residents, unsupervised prescription writing by residents for individuals who are not their patients is a common occurrence. Since residency training is a time when practice habits are established, it is important that all residents learn about the ethical, legal, and liability implications of writing prescriptions for nonpatients.

Data Collection↗

PubMed1999

Changes of somatosensory evoked potentials during writing with the dominant and non-dominant hands.

Since close attention and special effort are necessary to perform difficult unskilled movements, particular brain activities underlying such movements could be expected to take place in the primary sensori-motor cortices (SI and MI). In this study we focused on such activities by analyzing the difference in the somatosensory evoked potential (SEP) in presence to the electrical stimulation of the median nerve during writing using the dominant and non-dominant hands in twelve right-handed and eight left-handed normal subjects. By alternately stimulating the right and left median nerves during the writing with either hand, SEPs were recorded from both hemispheres. During the dominant hand writing, the middle latency SEP components, i.e., parietal P25 and N33 and frontal N30, were significantly attenuated only in the hemisphere contralateral to the writing hand, corresponding to the conventional gating effect. During the non-dominant hand writing, not only those components recorded from the hemisphere contralateral to the writing hand, but also those from the hemisphere ipsilateral to the writing hand were significantly attenuated. In addition, N20 in the hemisphere contralateral to the writing hand was also significantly attenuated. There was no significant difference in the attenuation between the right-handed and left-handed subjects. The results indicated that the specific interaction between the signals after electrical stimulation and the sensory cortical activities related to the writing using the non-dominant hand occurred in both hemispheres, while it was recognized only in the hemisphere contralateral to the writing hand during the dominant hand writing. We speculate that the somatosensory cortex was more activated and thus interacted with the applied stimulation during the unskilled movement of the non-dominant hand compared to the movement of the dominant hand.

Adult↗

PubMed2001

Collaborative writing: the effects of metacognitive prompting and structured peer interaction.

BACKGROUND: The structured system for peer assisted learning in writing named Paired Writing (Topping, 1995) incorporates both metacognitive prompting and scaffolding for the interactive process. AIM: This study sought to evaluate the relative contribution of these two components to student gain in quality of writing and attitudes to writing, while controlling for amount of writing practice and teacher effects. SAMPLE: Participants were 28 ten- and eleven-year-old students forming a problematic mixed ability class. METHODS: All received training in Paired Writing and its inherent metacognitive prompting. Students matched by gender and pre-test writing scores were assigned randomly to Interaction or No Interaction conditions. In the Interaction condition, the more able writers became 'tutors' for the less able. In the No Interaction condition, the more able writers acted as controls for the tutors and the less able as controls for the tutees. Over six weeks, the paired writers produced five pieces of personal writing collaboratively, while children in the No Interaction condition did so alone. RESULTS: On pre- and post-project analyses of the quality of individual writing, all groups showed statistically significant improvements in writing. However, the pre-post gains of the children who wrote interactively were significantly greater than those of the lone writers. There was some evidence that the paired writers also had more positive self-esteem as writers. CONCLUSION: The operation and durability of the Paired Writing system are discussed.

Child↗

PubMed2004

Writing-specific sites in frontal areas: a cortical stimulation study.

OBJECT: The aim of this study was to determine whether cortical areas involved in the writing process are associated with reading or naming areas in patients undergoing surgery for brain tumors in frontal areas. This study was undertaken to spare all language areas found in patients during surgery. METHODS: Fourteen patients (eight women and six men [mean age 47 years] of whom 12 were right handed, two left handed, 12 monolingual, and two bilingual) who harbored brain tumors in the left (11 patients) or right (three patients) frontal gyri or in rolandic areas, were tested by direct stimulation by using the awake surgery technique for direct brain mapping. Mapping of the frontal gyri was performed using naming, reading, and writing under dictation tasks in the appropriate language(s). Considerable individual variability in language organization among patients was observed. Interferences in writing were found during direct stimulation in the frontal gyri, in cortical sites common or not common to interferences in naming or reading. In dominant regions, patterns of writing dysfunctions were variable and included writing arrest, illegible script, letter omissions, and paragraphia. These dysfunctions were nonspecific (stimulation-induced eye movements) in nondominant frontal regions and in rolandic gyri (hand contractions). In the same patient, different writing impairments could sometimes be observed during stimulation of different sites. As is the case for naming or reading interference sites, writing interference sites could be extremely localized (1 cm2 in diameter). In this group of patients, writing interference sites found in Broca areas were associated with other sites of language interference, whereas writing-specific interference sites were found twice in the dominant middle frontal gyrus. CONCLUSIONS: In this series, we found that writing interference sites could be detected by direct cortical stimulation in dominant inferior and middle frontal gyri regardless of whether they were associated with naming or reading interference sites. Writing disorders elicited by direct stimulation in the frontal lobes are varied and probably depend on the functional status of the stimulated cortical area.

Adolescent↗

PubMed2005

Cross-cultural effect on the brain revisited: universal structures plus writing system variation.

Recognizing printed words requires the mapping of graphic forms, which vary with writing systems, to linguistic forms, which vary with languages. Using a newly developed meta-analytic approach, aggregated Gaussian-estimated sources (AGES; Chein et al. [2002]: Psychol Behav 77:635-639), we examined the neuroimaging results for word reading within and across writing systems and languages. To find commonalities, we compiled 25 studies in English and other Western European languages that use an alphabetic writing system, 9 studies of native Chinese reading, 5 studies of Japanese Kana (syllabic) reading, and 4 studies of Kanji (morpho-syllabic) reading. Using the AGES approach, we created meta-images within each writing system, isolated reliable foci of activation, and compared findings across writing systems and languages. The results suggest that these writing systems utilize a common network of regions in word processing. Writing systems engage largely the same systems in terms of gross cortical regions, but localization within those regions suggests differences across writing systems. In particular, the region known as the visual word form area (VWFA) shows strikingly consistent localization across tasks and across writing systems. This region in the left mid-fusiform gyrus is critical to word recognition across writing systems and languages.

Brain↗

PubMed2002

The academic writing experiences of a group of student nurses: a phenomenological study.

AIMS: To investigate the academic writing experiences of a group of preregistration nursing students. To explore issues surrounding how academic writing skills were developed, integrated and received into the student's educational programme and how these skills impacted on various aspects of their educational and clinical experience. BACKGROUND: The development of an academic writing style is seen to be an integral skill that the student must be willing to learn and undertake within higher education settings. Academic styles of writing have been imported into nursing education as a consequence of its integration into higher education. I wanted to investigate the experiences of learning an academic style of writing for students early on in their nursing career. There is little, if any, research that seeks to investigate or measure these experiences of nursing students. METHODS: A phenomenological approach to investigate the academic writing experiences of a group of preregistration students. FINDINGS: There is an expectation that preregistration students will quickly acquire academic writing skills when most will have had little or no prior experience. There appeared to have been little emphasis placed on facilitating the development of these skills in the educational programme. The lack of emphasis and support proved to be problematical for these nursing students. The emergence of a theory-practice divide also figured strongly. Students were, however, able to appreciate the need and place for academic writing skills and most were able to identify the structural processes that were integral to acquiring such skills. CONCLUSION: A plethora of anecdotal evidence, supported by the findings in this study, suggests that most nursing students' struggle with the demands placed upon them when writing academic assignments. The need for greater emphasis and support throughout the whole period of training are highlighted in the findings of this study. It is known that nursing loses large numbers of its students to the academic rigors of its educational programmes. Where this is the case, the findings of this study support the need for nurse educationalists and curriculum planners to revise and reform the way that they approach and deliver the demands of an academic style of writing with their students.

Education, Nursing↗

PubMed2000

Cerebral activation pattern in primary writing tremor.

OBJECTIVE: To compare the cerebral activation pattern during writing of patients with writing tremor with healthy controls using functional MRI METHODS: Three patients with writing tremor and 10 healthy controls were examined using a 1.5 Tesla scanner. All subjects performed a paradigm of alternating 30 second periods of rest or writing. For functional imaging 60 EPI multislice data sets were acquired. All images were analyzed using SPM96 software. Data were analyzed for the group of patients with writing tremor and compared with those of the control group. RESULTS: Both patients with writing tremor and controls showed a significant activation of the contralateral primary sensorimotor cortex, SMA, and area 44. By contrast, motor cortex activation in writing tremor also included the contralateral premotor area (area 6) and ipsilateral prefrontal area (inferior frontal gyrus; areas 10, 44, and 47). Only patients with writing tremor showed a bilateral activation of the parietal lobule (area 40) with a more pronounced activation on the contralateral side. Furthermore, there was a bilateral activation of the cerebellum with a more pronounced area of activation on the ipsilateral side. CONCLUSIONS: Brain areas activated in writing tremor included activation patterns otherwise typical for both essential tremor and writer's cramp. Therefore a distinct category for writing tremor integrating hallmarks of essential tremor and writer's cramp is proposed.

Adult↗

PubMed2003

The efficacy of a Pennebaker-like writing intervention for poor sleepers.

Patients with insomnia commonly complain that they are unable to get to sleep because of unwanted thoughts and worries. One account given of this excess cognitive activity is that it results from the incomplete processing of daytime stressors and hassles. Previous research has demonstrated the benefits of writing about emotional experiences as a method to facilitate emotional processing. This pilot study tested the hypothesis that writing about worries and concerns, with an emphasis on the expression and processing of emotion, will reduce sleep onset latency among an analogue sample of poor sleepers. Forty-two poor sleepers were randomly allocated to 1 of 3 groups for 3 nights; the instructions for the "problems" writing group emphasized the expression and processing of worries and concerns, the instructions for the "hobbies" writing group emphasized distraction from worries and concerns by writing about hobbies and interests, the "no writing" group were not given a writing task. The "problems" writing group reported shorter sleep onset latency compared to the "no writing" group. The results of this pilot study highlight the potential of research exploring the utility of a Pennebaker-style writing intervention for improving sleep.

Adult↗

PubMed1996

The effect of writing after reading on college nursing students' factual knowledge and synthesis of knowledge.

The purpose of this experimental study was to investigate the effect of writing after reading on factual knowledge and synthesis of knowledge. College sophomore nursing students (N = 118) were randomly assigned to one of three groups: a control group which read, reviewed, but did no writing; a notetaking group; or an essay writing group. A 10-item multiple-choice test of factual knowledge was given to all subjects immediately after completing each reading and writing task and again 7 days later. At the later time, each student also wrote an essay to demonstrate synthesis of knowledge. Seven days later, students repeated the same reading and writing activities with a second text. Results of ANOVA showed that notetaking was significantly better than essay writing or no writing for recall of facts. Essay writing, on the other hand, helped students synthesize better than notetaking. However, there was no difference between essay writing and no writing on synthesis of knowledge.

Analysis of Variance↗

PubMed2003

A physician peer support writing group.

BACKGROUND AND OBJECTIVES: Barriers to publication can be overcome through a peer support writing group in an academic department of family practice. This study describes the experience and outcomes of a writing group in a family practice department. METHODS: A writing group was established to provide collaboration in identifying potential research and/or writing projects, to assist individual faculty to complete unfinished work for submission, to match journals appropriate to the individual group member's work, and to provide peer support for faculty members through attention to group process. Resource materials included instructions for authors for various journals and writing support literature. Minutes were taken at each meeting, and the manuscripts presented were tracked. Individual publication records in CVs and citations in Index Medicus were used to generate pre-group and post-group publication records for group participants and nonparticipants. RESULTS: The writing group met 23 times in 36 months. Attendance ranged from 3 to 10 participants. Fifty writing projects were discussed, and 12 of the discussed manuscripts were published in indexed journals. The seven most frequent attendees increased their publications as first author from one publication over the 3 years prior to the writing group to 10 publications over the first 3 years of the writing group. Comparison of the attendees' publication records with nonparticipant members of the department demonstrated an increase in publication success for participants. CONCLUSIONS: A peer support writing group, emphasizing group process and respectful collaboration, has increased the publication frequency of faculty in a Canadian department of family practice.

British Columbia↗

PubMed1997

Mirror writing in right-handers and in left-handers: a study using Chinese characters.

The mechanism of mirror writing was investigated using legal Chinese characters and illegal pseudocharacters. It was found from the results of right-handers in experiment 1 that the performance of normal writing and mirror writing for legal characters was better than that of normal writing and mirror writing for pseudocharacters. A reasonable explanation for this character-superiority effect is that normal engrams and mirror engrams exist only for legal characters but not for pseudocharacters. Further analysis revealed that the character-superiority effect took place in normal writing only when the right hand was used and the same effect was observed in mirror writing only when the left hand was used. It seemed that the normal engrams used in normal writing were stored in the left hemisphere while the mirror engrams used in mirror writing were stored in the right hemisphere. The results in experiment 2 from the left-handers showed the similar pattern as that of the right-handers. The mirror-engram hypothesis seems to be the best mechanism to account for the performance difference of right hand and left hand in mirror writing.

Adult↗

PubMed1999

Different neural substrates for Kanji and Kana writing: a PET study.

To investigate the neural substrate underlying the mechanisms of Kanji and Kana writing, we conducted a PET activation study during mental writing task in eight right-handed normal Japanese subjects. During scans subjects were required to mentally write a Kanji or three Kana letters with their right hand, for each stimulant word presented auditorily. The direct comparisons between Kanji writing and Kana writing revealed that the left posterior inferior temporal gyrus was activated in Kanji writing while the left angular gyrus was activated in Kana writing. In addition, more extensive areas were activated in Kanji writing compared with Kana writing. These results suggest that different respective neural substrates are involved in Kanji and Kana writing respectively.

Adolescent↗

PubMed1976

Writing in aphasia rehabilitation: cursive vs manuscript.

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 words responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient's own preference and best performance.

Adult↗

PubMed2005

Oscillatory coupling in writing and writer's cramp.

Writing is a highly skilled and overlearned movement. In patients suffering from writer's cramp, a focal task-induced dystonia, writing is impaired or even impossible due to involuntary muscle contractions and abnormal posture, which occur as soon as the person picks up a pen or within writing a few words. The underlying pathophysiological mechanisms of this movement disorder are not fully understood up to now. The aim of the present study was to unravel the oscillatory network underlying physiological writing in healthy subjects and dystonic writing in writer's cramp patients. Using whole-head magnetoencephalography (MEG) and the analysis tool dynamic imaging of coherent sources (DICS) we studied oscillatory neural coupling during writing in eleven healthy subjects and eight patients suffering from writer's cramp. Simultaneous recording of brain activity with MEG and activity of forearm and hand muscles with surface electromyography (EMG) was performed while subjects were writing for five minutes with their dominant right hand. Applying DICS sources of strongest cerebro-muscular coherence and cerebro-cerebral coherence during writing were identified, which consistently included six brain areas in both, the control subjects and the patients: contralateral and ipsilateral sensorimotor cortex, ipsilateral cerebellum, contralateral thalamus, contralateral premotor and posterior parietal cortex. Coherence between cortical sources and muscles appeared primarily in the frequency of writing movements (3-7 Hz) while coherence between cerebral sources occurred primarily around 10 Hz (8-13 Hz). Interestingly, consistent coupling between both sensorimotor cortices was observed in patients only, whereas coupling between ipsilateral cerebellum and the contralateral posterior parietal cortex was found in control subjects only. These results are consistent with the often described bilateral pathophysiology and impaired sensorimotor integration in writer's cramp patients.

Adult↗

PubMed2001

Construction of meaning in the authentic science writing of deaf students.

This study examines how students construct meaning through writing during authentic science activities. To determine how well students understood science concepts, we analyzed 228 writing samples from deaf students in grades 6 through 11 as well as the explanatory and reflective comments of their teachers. The analyses indicate that certain process writing strategies were differentially useful in helping deaf students to construct meaning and in allowing teachers to evaluate the constructed meaning. Three instructional conditions and two teacher variables were found to play roles in determining the accuracy and adequacy of the writing: (1) the writing prompts the teachers used, (2) the focus for the writing, (3) follow-up to the initial writing activity, (4) the teacher's content knowledge, and (5) the teacher's ability to interpret student writing. The authors recommend future applications of writing-to-learn strategies and suggest directions for further research and changes in teacher education.

Journal Article↗