Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Author: search.filters.author.Mohan, SvethaSubject: search.filters.subject.executive function

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    Executive Function, Engagement, and Attention: Effects on Comprehension
    (2021) Mohan, Svetha; Bolger, Donald J; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Cognitive control/executive function (EF) and attention deficits are prevalent among students and impact comprehension performance. While EF and attention impairments are well-studied, the interaction between cognitive control/EF, attention, arousal/engagement, and comprehension has yet to be explored. Undergraduates’ ADHD symptoms, cognitive abilities, and cognitive control were assessed prior to listening to passages of varying degrees of emotional valence and responding to comprehension questions. Exploratory EEG data were also collected to examine patterns of cognitive engagement/emotional arousal. Results showed that comprehension for participants with high numbers of ADHD symptoms and/or proactive cognitive control types were influenced by the emotional valence of the context. In emotional contexts, those with high ADHD symptoms showed better comprehension overall and deep levels of processing, and those with proactive cognitive control types showed better deep processing. These findings indicate the need for further research to tease apart the interaction of EF, attention, and arousal on comprehension across different contexts.