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Western Undergraduate Psychology Journal

Abstract

This study aimed to evaluate the role that executive function plays in reading ability. Twenty-four undergraduate students at Western University performed a Flanker task to measure executive function, followed by a self-paced moving-window paradigm sentence-reading task to measure active-passive sentence-processing ability. Participants were placed in a high or low executive function group depending on their Flanker task scores. Analyses of variance (ANOVA) were performed to determine whether participants with high executive function also performed better on the sentence reading tasks. Contrary to the hypothesis, participants’ sentence processing performance was not related to their Flanker task performance, which indicates that executive function does not influence reading ability.


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