Comprensión lectora y representación de múltiples fuentes de información en estudiantes universitarios: influencia de las discrepancias textuales sobre una tarea de producción de títulos y una tarea de reconocimiento de "quién dice qué"

• Saux, Gaston ^[1] ; Londra, Franco ^[1] ; Natalia, Irrazabal ^[5] ; Burin, Debora L. ^[2] ; Britt, M. Anne ^[3] ; Rouet, Jean-François ^[4]
  1. [1] Pontificia Universidad Católica Argentina

     Pontificia Universidad Católica Argentina

     Argentina

     
  2. [2] Universidad de Buenos Aires

     Universidad de Buenos Aires

     Argentina

     
  3. [3] Northern Illinois University

     Northern Illinois University

     Township of DeKalb, Estados Unidos

     
  4. [4] University of Poitiers

     University of Poitiers

     Arrondissement de Poitiers, Francia

     
  5. [5] Universidad de Palermo - Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)

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• Localización: Revista Argentina de Ciencias del Comportamiento ( RACC ), ISSN-e 1852-4206, Vol. 10, Nº. 1, 2018 (Ejemplar dedicado a: Revista Argentina de Ciencias del Comportamiento), págs. 66-75
• Idioma: español
• DOI: 10.32348/1852.4206.v10.n1.18514
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Se estudió experimentalmente el supuesto de que los enunciados discrepantes de un texto influyen en la codificación y posterior reconocimiento de las fuentes de información de dichos enunciados en comparación con enunciados consistentes. Cuarenta y dos estudiantes universitarios (Edad M = 20, SD = 1.55) leyeron 24 noticias ficticias cortas que presentaron dos enunciados producidos por dos fuentes diferentes (i.e., dos personajes dentro de la noticia). Los enunciados se manipularon para que resultasen discrepantes o consistentes entre sí. Se recolectaron dos medidas dependientes: producción de títulos (durante la lectura) y tarea de reconocimiento de fuentes (luego de la lectura). Los enunciados discrepantes favorecieron tanto la producción de títulos centrados en la contradicción como el reconocimiento posterior de las fuentes. Estos resultados señalan la importancia de las discrepancias como elemento de promoción de lectura crítica de múltiples perspectivas en un texto.

  • English

    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 that presented two assertions produced by two different sources (i.e., two characters in the story). Assertion discrepancy was manipulated so that each statement was consistent or discrepant with the other statement. A title production task (during reading) and a source recognition task (after reading) were used as dependent measures. Discrepant assertions promoted both the production of titles focused on the discrepancy and correct source recognition. These results suggest that discrepancies are one relevant factor to promote critical reading of multiple viewpoints in a text

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