View in EDS HTML Full Text PDF Full Text

The role of executive functions in adolescents' hypertext comprehension.

Saved in:
Bibliographic Details
Title: The role of executive functions in adolescents' hypertext comprehension.
Authors: Tabullo, Ángel Javier (AUTHOR), Saux, Gastón Ignacio (AUTHOR), Pearson, María Rufina (AUTHOR)
Source: Journal of Research in Reading. Feb2025, Vol. 48 Issue 1, p3-23. 21p.
Subjects: Executive function, Response inhibition, Comprehension testing, Hypertext systems, Cognitive load, Reading comprehension
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. Highlights: What is already known about this topic Traditional (linear text, offline) reading comprehension skills are engaged by Internet reading.There is evidence that Internet reading poses greater cognitive challenges than traditional reading. What this paper adds We found that adolescents' executive functions contributed to hypertext comprehension beyond their involvement in traditional reading.Adolescents' working memory skill increases their hypertext navigation efficiency and, in this way, improves their hypertext comprehension. Implications for theory, policy or practice Reading on the Internet is a demanding task that engages high‐level cognitive abilities in adolescents.Training cognitive skills and strategic navigation could have a positive impact on hypertext comprehension in adolescents. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 183978029
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The role of executive functions in adolescents' hypertext comprehension.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tabullo%2C+Ángel+Javier%22">Tabullo, Ángel Javier</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Saux%2C+Gastón+Ignacio%22">Saux, Gastón Ignacio</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pearson%2C+María+Rufina%22">Pearson, María Rufina</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Feb2025, Vol. 48 Issue 1, p3-23. 21p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Response+inhibition%22">Response inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension+testing%22">Comprehension testing</searchLink><br /><searchLink fieldCode="DE" term="%22Hypertext+systems%22">Hypertext systems</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. Highlights: What is already known about this topic Traditional (linear text, offline) reading comprehension skills are engaged by Internet reading.There is evidence that Internet reading poses greater cognitive challenges than traditional reading. What this paper adds We found that adolescents' executive functions contributed to hypertext comprehension beyond their involvement in traditional reading.Adolescents' working memory skill increases their hypertext navigation efficiency and, in this way, improves their hypertext comprehension. Implications for theory, policy or practice Reading on the Internet is a demanding task that engages high‐level cognitive abilities in adolescents.Training cognitive skills and strategic navigation could have a positive impact on hypertext comprehension in adolescents. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=183978029
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1467-9817.12473
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 3
    Subjects:
      – SubjectFull: Executive function
        Type: general
      – SubjectFull: Response inhibition
        Type: general
      – SubjectFull: Comprehension testing
        Type: general
      – SubjectFull: Hypertext systems
        Type: general
      – SubjectFull: Cognitive load
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
    Titles:
      – TitleFull: The role of executive functions in adolescents' hypertext comprehension.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tabullo, Ángel Javier
      – PersonEntity:
          Name:
            NameFull: Saux, Gastón Ignacio
      – PersonEntity:
          Name:
            NameFull: Pearson, María Rufina
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 01410423
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Research in Reading
              Type: main
ResultId 1