Distinct Effects of Executive Functioning, Impulsivity and Anxiety on Global and Local Reading Comprehension

Rotem Leshem,Carmit Altman

doi:10.3389/feduc.2021.746978

Abstract

Reading comprehension (RC) is a cognitive ability linked with higher-order cognitive functions referred to as executive functions (EFs) and is also associated with educational achievement. To date, there is little research exploring links between reading comprehension, EFs, and personality traits. This study attempts to fill this gap by elucidating the role of EFs, trait impulsivity, and trait anxiety in RC among university students. To achieve a more in-depth examination, RC is divided into its global and local subskills. Ninety university students (83% female) completed self-report questionnaires on EFs, impulsivity, and anxiety, a neuropsychological task for cognitive flexibility, and global/local RC assessments. Our results indicated distinct associations between poor general EFs and poor global RC, poor cognitive flexibility and poor local RC, and, finally, between high impulsivity and adequate global RC. Individual differences in global and local information processing strategies in the context of attentional processes and personal traits of the university students, is discussed.

Highlights

Reading comprehension (RC) is considered a cognitive ability closely related to executive functions (EFs) (Follmer, 2018; Nouwens et al, 2021)
This study examined the effects of general EFs, cognitive flexibility, and impulsivity and anxiety traits on local and global RC subskills among university students
Results showed poor general EFs associated with poor global RC, and poor cognitive flexibility associated with poor local RC

Summary

Introduction

Reading comprehension (RC) is considered a cognitive ability closely related to executive functions (EFs) (Follmer, 2018; Nouwens et al, 2021). EFs are a set of higher-order cognitive functions consisting of three key components−working memory, inhibition, and cognitive flexibility−from which more complex and higher-order EFs are built (e.g., reasoning and planning) (Miyake et al, 2000; Diamond, 2013). The multidimensional nature of EFs raises complexity regarding its theoretical conceptualization. This complexity is pronounced in the examination of the relationship between EFs and other multidimensional constructs, such as anxiety and impulsivity. It is evident in the examination of latent components of EFs (e.g., shifting, inhibition) in relation to impulsivity and/or anxiety. Based on the conceptualizations of common unity and diversity models of EFs (Miyake et al, 2000; Miyake and Friedman, 2012; Friedman and Miyake, 2017; Zelazo and Müller, 2002), growing evidence suggests relationships

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