The role of executive functions in adolescents' hypertext comprehension

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2024-10-09 DOI:10.1111/1467-9817.12473

Ángel Javier Tabullo, Gastón Ignacio Saux, María Rufina Pearson

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引用次数: 0

Abstract

Background

Internet documents are characterised by their non-linear hyperlink structure, which allows for more flexible reading, at the cost of higher cognitive loads. Linear text reading comprehension skills contribute to hypertext comprehension (either directly or through its impact on navigation behaviours) but cannot fully account for its complexity. There is also evidence that hypertext reading engages executive functions, but few studies have addressed the core executive function processes simultaneously. This study examined hypertext comprehension and navigation skills and their association with linear text reading comprehension and executive functions in adolescents.

Methods

One hundred thirty-six third-year students (61% boys; age: M = 14.03, SD = 0.44 years) participated in the study. Students were assessed with a paper-and-pencil expository text comprehension test, a computerised neuropsychological battery to measure executive functioning (perceptual and response inhibition, shifting and working memory [WM]) and a hypertext comprehension task.

Results

We found direct contributions of shifting, linear text comprehension and navigation efficiency to hypertext comprehension. Linear text comprehension was associated with shifting, while navigation efficiency increased with WM and linear text comprehension skills. In addition, navigation partially mediated the effects of linear text comprehension and fully mediated those of WM on hypertext comprehension.

Conclusions

We found direct and indirect contributions of executive function to hypertext comprehension, mediated by linear text comprehension and navigation efficiency. This suggests that finding and integrating information from hypertexts engages shifting beyond its contribution to linear text reading. The role of WM was explained by its contribution to navigation efficiency (providing a workspace to keep track of navigation paths, reading goals and inferential processing). These findings underline the relevance of high-level cognitive abilities for Internet reading in adolescents, as well as the importance of teaching boosting navigation strategies in middle school, given their impact on hypertext comprehension.

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执行功能在青少年超文本理解中的作用

互联网文档的特点是其非线性超链接结构，允许更灵活的阅读，代价是更高的认知负荷。线性文本阅读理解技能有助于超文本理解（直接或通过其对导航行为的影响），但不能完全解释其复杂性。也有证据表明超文本阅读涉及执行功能，但很少有研究同时解决核心执行功能过程。本研究考察了青少年超文本理解和导航能力及其与线性文本阅读理解和执行功能的关系。方法136名三年级学生(男生占61%；年龄：M = 14.03, SD = 0.44岁)参加研究。学生们接受了纸笔说明文理解测试、计算机化神经心理学测试来测量执行功能（知觉和反应抑制、移动和工作记忆[WM]）和超文本理解任务。结果发现了移位、线性文本理解和导航效率对超文本理解的直接贡献。线性文本理解与移动有关，而导航效率随着WM和线性文本理解技能的提高而提高。此外，导航部分介导了线性文本理解的效果，完全介导了WM对超文本理解的效果。结论执行功能对超文本理解有直接和间接的影响，并受线性文本理解和导航效率的调节。这表明，从超文本中寻找和整合信息需要转移其对线性文本阅读的贡献。WM的作用是通过它对导航效率的贡献来解释的（提供一个工作空间来跟踪导航路径、读取目标和推理处理）。这些发现强调了高水平的认知能力与青少年网络阅读的相关性，以及在中学教学中提高导航策略的重要性，因为它们对超文本理解有影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.