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Executive functions and multiple-text comprehension
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DOI：10.1016/j.lindif.2024.102566.png)
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Abstract
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Background: The present study aims at investigating the direct and indirect relationships between executive functions on multiple-text comprehension performance and processes. Methods: The research questions were investigated through a path analysis approach. The participants in this study were 286 university students. The tasks were subdivided into three sessions to regulate cognitive fatigue during testing: demographic (age and gender) and control variables (perceived prior knowledge, prior knowledge, and need for cognition), executive functions (verbal and visuospatial working memory, inhibition, and shifting), and 3) multiple-text comprehension task (reading four texts and writing and argumentative essay: reading time, writing time, essay length, depth of comprehension, argumentative quality, text relevance ratings, and strategic processing). Results: The estimated path model had an excellent fit. Visuospatial working memory and inhibition were associated with depth of comprehension. Conclusion: The results of the study allow to delineate a cognitive control theory of multiple-text comprehension. Educational relevance statement:
Keywords:
Executive functions
Multiple-text comprehension
Digital reading
Cognitive control
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