Indirect and direct contributions of executive functions to reading comprehension.

In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role of executive functions in reading comprehension. The results provided support for the mediation model in which executive functions indirectly contribute to reading comprehension via word recognition and language comprehension in both language groups. In addition, executive functions directly predicted reading comprehension (i.e., partial mediation). These findings suggest that executive functions serve as general cognitive processes that support word recognition, language comprehension, and reading comprehension (i.e., direct contribution) as well as facilitate connecting word recognition and language comprehension in support for reading comprehension (i.e., indirect contribution). These findings are consistent with prominent models of reading comprehension.

The 'Fauci Effect': Reducing COVID-19 misconceptions and vaccine hesitancy using an authentic multimodal intervention.

Social media environments enable users to proliferate misinformation surrounding COVID-19. Expert sources, such as Dr. Anthony Fauci have leveraged social media to present corrective multimedia messages. However, little is known about the efficacy of these messages in revising common misconceptions about COVID-19 and influencing behavior. In this study, we examined the efficacy of a multimodal intervention using authentic social media messages that directly addressed common COVID-19 misconceptions. Going further, we identified individual differences that influenced the effectiveness of the intervention, as well as whether those factors predicted individuals' willingness to receive a COVID-19 vaccine. The results showed that the intervention was successful in increasing knowledge when compared to a baseline control. Those who were older and reported less vaccine hesitancy showed greater learning from the intervention. Factors that significantly predicted intention to vaccinate included receiving the intervention, vaccine confidence, vaccine hesitancy, prior flu vaccination history, age, and fear of COVID-19. These findings indicate that multimodal messages can be effectively leveraged in social media to both fight misinformation and increase intention to be vaccinated - however, these interventions may not be as effective for all individuals.