Relevance Instructions Combined with Elaborative Interrogation Facilitate Strategic Reading: Evidence from Eye Movements

• Autores: José David Moreno Pérez, José Antonio León Cascón, Johanna K. Kaakinen, Jukka Hyönä
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 27, Nº. 1, 2021, págs. 51-65
• Idioma: inglés
• Títulos paralelos:
  • Las instrucciones de relevancia en combinación con la interrogación elaborativa facilitan la lectura estratégica: evidencias desde los movimientos oculares
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El objetivo del presente estudio fue examinar el efecto de las Instrucciones de relevancia y de Interrogación elaborativa en el procesamiento y el posterior recuerdo de textos expositivos. A tal fin se registraron los movimientos oculares de 132 estudiantes universitarios mientras leían textos expositivos. Después de leer cada texto, realizaron un resumen oral del mismo. Se asignó a los participantes a cuatro condiciones experimentales que se diferenciaban por la presencia o ausencia de una pregunta de tipo “por qué” y la instrucción específica o general de relevancia que recibieron. Los resultados mostraron que los lectores que recibieron la pregunta de tipo “por qué” insertada en los textos y que también recibieron la instrucción específica de contestar a la pregunta mostraron unos patrones de lectura más estratégicos, como quedó reflejado en sus tiempos de lectura inicial y de refijaciones y también en su mejor recuerdo de la información relacionada con la pregunta. Estos resultados pueden aplicarse fácilmente a contextos reales de aprendizaje, ya que sugieren que emplear instrucciones específicas de relevancia en combinación con interrogación elaborativa puede facilitar y potenciar estilos de lectura más eficientes y estratégicos.

  • English

    The aim of the present study was to examine effects of relevance instructions and elaborative interrogation on the processing of and memory for expository texts. Eye movements of 132 undergraduate students were tracked while they read expository texts. After reading each text, they produced an oral summary. Participants were divided into four experimental conditions that differed by the presence or absence of the why question and the specific or general relevance instruction they received.

    Results showed that readers who received the why question embedded in the texts and also received the specific instruction of answering the question demonstrated more strategic reading, as reflected in their first-pass and look-back reading times and also in their better recall of question-relevant information. These results can be readily applied to real-life learning contexts, as they suggest that employing specific relevance instructions in combination with elaborative interrogation may elicit more efficient and strategic reading.

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