Resumo

AVENDANO CASTRO, William Rodrigo; PAZ MONTES, Luisa Stella  e  RUEDA VERA, Gerson. Difficulties in academic writing and cognitive functions: review of studies. sophia [online]. 2017, vol.13, n.1, pp.132-143. ISSN 1794-8932.

The objective of this article is to analyze some of the difficulties of academic writing at postgraduate level, reported in certain studies within the framework of the cognitive functions concept developed by Reuven Feuerstein and other works, which allow to evidence the possible relationship between these two phenomena. To do this, we explored the conceptual framework of cognitive functions and mental operations, based on the theory of Feuerstein, et al. (1994); later, it was performed a synthesis of the difficulties described by Carlino (2007), Slafer (2009) and Hernández (2009); finally, it was established evidence of the relationship between cognitive functions and difficulties in academic writing. The results show that the different difficulties evidenced in the writing processes at postgraduate level have their source in the cognitive deficits presented in each phase of the mental act (entry, elaboration and output). It is concluded that the difficulties in academic writing recorded in the studies have a close link with cognitive functions of the elaboration and output stages of thought, even though they are only associated with the input phase.

Palavras-chave : Academic writing; cognitive functions; cognitive deficits; mental operation.

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