The role of executive functions in adolescents’ hypertext comprehension

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 navigat...

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Detalles Bibliográficos
Autores principales: Tabullo, Ángel Javier, Saux, Gastón Ignacio, Pearson, María Rufina
Formato: Artículo
Lenguaje:Inglés
Publicado: Wiley-Blackwell. 2024
Materias:
ADOLESCENCIA
FUNCION EJECUTIVA
HIPERTEXTO
COMPRENSION LECTORA
INTERNET
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/19075
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139-123456789-19075
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spelling I33-R139-123456789-190752024-11-23T05:02:03Z The role of executive functions in adolescents’ hypertext comprehension Tabullo, Ángel Javier Saux, Gastón Ignacio Pearson, María Rufina ADOLESCENCIA FUNCION EJECUTIVA HIPERTEXTO COMPRENSION LECTORA INTERNET 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-andpencil 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. 2024-11-22T11:46:03Z 2024-11-22T11:46:03Z 2024 Artículo 0141-0423 (impreso) 1467-9817 (online) https://repositorio.uca.edu.ar/handle/123456789/19075 10.1111/1467-9817.12473 eng Atribución-NoComercial-CompartirIgual 4.0 Internacional http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf Wiley-Blackwell. Journal of Research in Reading. 2024.
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic ADOLESCENCIA
FUNCION EJECUTIVA
HIPERTEXTO
COMPRENSION LECTORA
INTERNET
spellingShingle ADOLESCENCIA
FUNCION EJECUTIVA
HIPERTEXTO
COMPRENSION LECTORA
INTERNET
Tabullo, Ángel Javier
Saux, Gastón Ignacio
Pearson, María Rufina
The role of executive functions in adolescents’ hypertext comprehension
topic_facet ADOLESCENCIA
FUNCION EJECUTIVA
HIPERTEXTO
COMPRENSION LECTORA
INTERNET
description 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-andpencil 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.
format Artículo
author Tabullo, Ángel Javier
Saux, Gastón Ignacio
Pearson, María Rufina
author_facet Tabullo, Ángel Javier
Saux, Gastón Ignacio
Pearson, María Rufina
author_sort Tabullo, Ángel Javier
title The role of executive functions in adolescents’ hypertext comprehension
title_short The role of executive functions in adolescents’ hypertext comprehension
title_full The role of executive functions in adolescents’ hypertext comprehension
title_fullStr The role of executive functions in adolescents’ hypertext comprehension
title_full_unstemmed The role of executive functions in adolescents’ hypertext comprehension
title_sort role of executive functions in adolescents’ hypertext comprehension
publisher Wiley-Blackwell.
publishDate 2024
url https://repositorio.uca.edu.ar/handle/123456789/19075
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