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Abstract

Among 106 college students scores on a spontaneous 20-min. essay were regressed on referents of verbal and visual spatial ability. 26% of the variability in writing articulation among males was accounted for by the regression of graded writing scores against logical relations and embedded figures tests. 82% of the variability in writing ability among females was accounted for by the regression of graded writing scores on visual closure, reading comprehension, spatial visualization, and embedded figures tests. The use of verbal and visual spatial referents as predictors of the degree of articulation in spontaneous writing samples consistent with sex-specific models of cerebral lateralization was described.

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Cognitive Predictors of Articulation in Writing

Abstract

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