ArticleNPJ science of learning2024
The neural and cognitive basis of expository text comprehension.
Article in NPJ science of learning, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD.Developmental cognitive neuroscience · 2026Review
- Reading experience reveals shared and idiosyncratic neural patterns during text comprehension.NPJ science of learning · 2025Article
- Integrated analysis of chromatin and transcriptomic profiling of the striatum after cerebral hypoperfusion in mice.BMC genomics · 2025Article
- Functional connectivity between the uncinate fasciculus and frontotemporal semantic system supports reading comprehension in adolescents.Imaging neuroscience (Cambridge, Mass.) · 2025Article
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Authors and funding
4 authors.
Funding
Abstract
As science and technology rapidly progress, it becomes increasingly important to understand how individuals comprehend expository technical texts that explain these advances. This study examined differences in individual readers' technical comprehension performance and differences among texts, using functional brain imaging to measure regional brain activity while students read passages on technical topics and then took a comprehension test. Better comprehension of the technical passages was related to higher activation in regions of the left inferior frontal gyrus, left superior parietal lobe, bilateral dorsolateral prefrontal cortex, and bilateral hippocampus. These areas are associated with the construction of a mental model of the passage and with the integration of new and prior knowledge in memory. Poorer comprehension of the passages was related to greater activation of the ventromedial prefrontal cortex and the precuneus, areas involved in autobiographical and episodic memory retrieval. More comprehensible passages elicited more brain activation associated with establishing links among different types of information in the text and activation associated with establishing conceptual coherence within the text representation. These findings converge with previous behavioral research in their implications for teaching technical learners to become better comprehenders and for improving the structure of instructional texts, to facilitate scientific and technological comprehension.
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Registered trials
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