Individual Differences in Inhibitory Control Relate to Neural Efficiency during Reading

Autor/inn/en	Yamasaki, Brianna L.; Prat, Chantel S.
Titel	Individual Differences in Inhibitory Control Relate to Neural Efficiency during Reading
Quelle	In: Mind, Brain, and Education, 17 (2023) 4, S.289-300 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yamasaki, Brianna L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12382
Schlagwörter	Individual Differences; Inhibition; Self Control; Cognitive Processes; Reading Comprehension + Suchen Sie Ihr Suchwort? Individueller Unterschied; Hemmung; Selbstbeherrschung; Cognitive process; Kognitiver Prozess; Leseverstehen
Abstract	Neural efficiency, adaptability, and synchronization, or the ability to recruit, dynamically modulate, and coordinate neural resources on an "as needed" basis, have been proposed as hallmarks of skilled reading. The current study explored the relation between these aspects of neural functioning during reading, as measured by electroencephalography (EEG), and individual differences in inhibitory control, as measured by performance on the Simon task. Wireless 16-channel EEG headsets were used to record eyes-closed resting-state EEG and EEG during reading (recorded while participants completed a reading comprehension test). Results from 140 participants showed a significant correlation between inhibitory control and neural efficiency in the theta frequency band within the right posterior region-of-interest, but no significant correlations with neural adaptability or synchronization. Given the established relation between theta-based activity and linguistic processes, this finding suggests that readers with better inhibitory control demonstrate more efficient use of their language network while reading. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01