The assessment of the writing task based on neuroscientifically oriented principles
DOI:
https://doi.org/10.7346/sird-022024-p103Keywords:
writing; learning; embodied cognition; lateralization; evaluative framework.Abstract
Neuroscientific findings over the past 20 years acknowledge the close interconnection and simultaneity of the functioning of cognitive processes and body control systems. In this view, the body is not only a passive vehicle for cognitive functions, but an actor that has shaped complex cognitive abilities such as language and writing and, as a result, should be attentively addressed by pedagogical and evaluative practice with reference to the teaching-learning mechanisms of writing processes. The text also explores, as well, some theories that argue that language and motor skills have co-evolved, influencing each other through mechanisms of embodied cognition.
In this study we analyze, from the perspective of neuro-evolutionary findings on brain functioning, the connection between visual, motor and language systems involved in the writing process with the aim of abstracting a framework of criteria and indicators that can guide the student and teacher in the process of acquiring the skill of reading-writing. The same can serve as an orientation compass for the construction of evaluative tools that can reflect research on the learning writing brain.
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Copyright (c) 2025 Martina Albanese , Elisabetta Fiorello
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