La importancia de investigar la presentación de preguntas de elaboración para la facilitación de la comprensión del discurso: brechas en la investigación actual y futuras direcciones

• Joselyn Pispira ^[1] ; Jazmín Cevasco ^[1]
  1. [1] Universidad de Buenos Aires

     Universidad de Buenos Aires

     Argentina

     
• Localización: Apuntes de Psicología, ISSN 0213-3334, Vol. 40, Nº. 1, 2022, págs. 31-41
• Idioma: español
• DOI: 10.55414/ap.v41i1.957
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La comprensión del discurso es central para la participación social y el desempeño en el ámbito educativo. Estudios previos sugieren que la realización de tareas de elaboración la facilitan, dado que promueven que los lectores se involucren con el texto, y lo procesen más profundamente. Entre ellas, las preguntas de elaboración (tales como: ‘Por qué la oración que leíste es cierta?’) tienen un rol destacado. Considerando la importancia de facilitar la comprensión de textos para el ámbito educativo, el objetivo de esta revisión narrativa es presentar estudios que han examinado el rol de estas preguntas en la comprensión del discurso narrativo y expositivo por parte de estudiantes de distintos niveles educativos y con distintas lenguas, con el fin de destacar contribuciones y brechas en la investigación actual, y señalar preguntas pendientes para la realización de futuros estudios. Entre ellas, se destacará que estudios previos no han tendido a examinar el interjuego entre la presentación de preguntas y la modalidad de presentación del material, ni a presentar materiales extensos que involucren discurso espontáneo, o que traten acerca de problemáticas sociales actuales. A su vez, se propondrán aplicaciones al ámbito educativo, las cuales pueden brindar herramientas al docente. Se espera que este trabajo contribuya a destacar la necesidad de plantearse nuevas preguntas de investigación que contribuyan a promover la comprensión del discurso que los estudiantes procesan durante el dictado de clases, durante su participación social en el ámbito cotidiano, y que traten acerca de temas de relevancia social actual.

  • English

    Discourse comprehension is key for social participation and student learning. Prior studies suggest that performing elaboration tasks promotes that readers engage with the text, and process it more deeply. Among them, interrogative elaboration tasks (such as ‘Why do you think the sentence you just read is accurate?’) have a central role. Considering the importance of facilitating text comprehension for student learning, the goal of this narrative review is to present stu-dies that have examined the role of these tasks. With this aim, we will present an overview of the processes involved in discourse comprehension. Then, we will present studies that have examined the role of these tasks in the comprehension of expository and narrative discourse by students of different ages who speak different languages, in order to highlight contributions and gaps in current research, and propose new questions that can promote new studies. Among them, we will highlight that prior studies have not tended to examine the interplay between the presentation of elaborative questions and the modality of presentation of the material, or to present spontaneous discourse materials, or materiales about current social issues. We will also present applications to Education, which can provide tools to educators. We expect that this review will contribute to highlighting the need that future studies examine topics that contribute to the promotion of the comprehension of discourse that students process in academic settings, during their social participation in everyday life and that focus on socially relevant topics.

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