Reading comprehension and the representation of multiple information sources in college students: The influence of text discrepancies on a title production task and a "who says what" recognition task
We conducted an experiment to examine the assumption that discrepant text assertions influence the encoding and later recognition of the information sources supporting those assertions, as compared to consistent assertions. Forty-two undergraduates (Age M = 20, SD = 1.55) read 24 fictional stories t...
Main Authors: | Saux, Gaston, Londra, Franco, Natalia, Irrazabal, Burin, Debora L., Britt, M. Anne, Rouet, Jean-François |
---|---|
Format: | Online |
Language: | spa |
Published: |
Instituto de Investigaciones Psicológicas
2018
|
Subjects: | |
Online Access: | https://revistas.unc.edu.ar/index.php/racc/article/view/18514 |
Similar Items
-
Adaptation and initial validation of an Internet reading literacy test in a sample of Argentine undergraduate students
by: Saux, Gaston Ignacio, et al.
Published: (2024) -
The Reading-Writing Relationship in a Multiple-case Study at Universidad Nacional de Villa María: A Transverse Nature
by: Camusso, Paula Alejandra
Published: (2021) -
Assessment of Reading Comprehension of Scientific-Academic Text at the Postgraduate Level Using Cloze Procedure
by: Difabio de Anglat, Hilda, et al.
Published: (2021) -
Análisis comparativo de dos métodos de mediación de discrepancias oseodentarias
by: de Echave Kruwig, Manuel -
¿Qué relación existe entre ansiedad y perfeccionismo? Un estudio en alumnos de escuelas medias
by: Ceccon, Julieta, et al.
Published: (2022)