Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude
Comprensión de textos expositivos académicos en e-book Reader y en papel: influencia del conocimiento previo de dominio y la aptitud verbal
| 2018 | |
|
E-book Reader reading comprehension expository texts verbal aptitude metacognition E-book Reader comprensión lectora textos expositivos aptitud verbal metacognición |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1680
https://hdl.handle.net/10895/3027 |
|
| Acceso abierto |
| _version_ | 1815178697793077248 |
|---|---|
| author | Piovano, Silvia |
| author2 | Irrazabal, Natalia Burin, Débora I. |
| author2_role | author author |
| author_facet | Piovano, Silvia Irrazabal, Natalia Burin, Débora I. |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Piovano, Silvia Irrazabal, Natalia Burin, Débora I. |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:53:38Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:53:38Z |
| dc.date.none.fl_str_mv | 2018-10-22 |
| dc.description.en-US.fl_txt_mv | In a study involving 102 university students, reading comprehension of printed academic texts versus e-book Reader format was compared. Effects of specific previous domain knowledge and verbal ability were examined. Students’ attitudes towards the e-book Reader before and after the experiment were also investigated. Results suggest that the e-book Reader would benefit more competent readers, and that it could promote greater metacognitive activity in comprehension processes. Also, attitudes towards the e-book Readerchanged after the experience, although self-evaluation judgments showed that the printed format is still preferred. |
| dc.description.es-ES.fl_txt_mv | En un estudio del que participaron 102 estudiantes universitarios, se comparó la comprensión en la lectura de textos expositivos académicos impresos versus en formato de e-book Reader. Se examinaron los efectos del soporte, del conocimiento específico de dominio previo del lector y la aptitud verbal. Asimismo se indagaron las actitudes de los estudiantes hacia los soportes textuales antes y después de la experiencia. Los resultados sugieren que el e-book Reader beneficiaría a los lectores competentes, y/o que podría promover mayor actividad metacognitiva en los procesos de comprensión. Asimismo, las opiniones hacia el e-book Reader cambiaron después de la experiencia, aunque los juicios de autoevaluación evidenciaron que se sigue prefiriendo el formato impreso. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1680 10.22235/cp.v12i2.1680 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3027 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1680/1654 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2018 Universidad Católica del Uruguay |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2018, Volumen 12 (2); 177-185 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2018, Volumen 12 (2); 177-185 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v12i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2018, Volumen 12 (2); 177-185 |
| dc.subject.en-US.fl_str_mv | E-book Reader reading comprehension expository texts verbal aptitude metacognition |
| dc.subject.es-ES.fl_str_mv | E-book Reader comprensión lectora textos expositivos aptitud verbal metacognición |
| dc.title.none.fl_str_mv | Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude Comprensión de textos expositivos académicos en e-book Reader y en papel: influencia del conocimiento previo de dominio y la aptitud verbal |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | In a study involving 102 university students, reading comprehension of printed academic texts versus e-book Reader format was compared. Effects of specific previous domain knowledge and verbal ability were examined. Students’ attitudes towards the e-book Reader before and after the experiment were also investigated. Results suggest that the e-book Reader would benefit more competent readers, and that it could promote greater metacognitive activity in comprehension processes. Also, attitudes towards the e-book Readerchanged after the experience, although self-evaluation judgments showed that the printed format is still preferred. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_1aa836026e2ac3f66661b714a49764e1 |
| identifier_str_mv | 10.22235/cp.v12i2.1680 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/3027 |
| publishDate | 2018 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2018 Universidad Católica del Uruguay |
| spelling | Piovano, SilviaIrrazabal, NataliaBurin, Débora I.2018-10-222023-08-31T18:53:38Z2023-08-31T18:53:38Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/168010.22235/cp.v12i2.1680https://hdl.handle.net/10895/3027In a study involving 102 university students, reading comprehension of printed academic texts versus e-book Reader format was compared. Effects of specific previous domain knowledge and verbal ability were examined. Students’ attitudes towards the e-book Reader before and after the experiment were also investigated. Results suggest that the e-book Reader would benefit more competent readers, and that it could promote greater metacognitive activity in comprehension processes. Also, attitudes towards the e-book Readerchanged after the experience, although self-evaluation judgments showed that the printed format is still preferred.En un estudio del que participaron 102 estudiantes universitarios, se comparó la comprensión en la lectura de textos expositivos académicos impresos versus en formato de e-book Reader. Se examinaron los efectos del soporte, del conocimiento específico de dominio previo del lector y la aptitud verbal. Asimismo se indagaron las actitudes de los estudiantes hacia los soportes textuales antes y después de la experiencia. Los resultados sugieren que el e-book Reader beneficiaría a los lectores competentes, y/o que podría promover mayor actividad metacognitiva en los procesos de comprensión. Asimismo, las opiniones hacia el e-book Reader cambiaron después de la experiencia, aunque los juicios de autoevaluación evidenciaron que se sigue prefiriendo el formato impreso.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1680/1654Derechos de autor 2018 Universidad Católica del Uruguayinfo:eu-repo/semantics/openAccessCiencias Psicológicas; 2018, Volumen 12 (2); 177-185Ciencias Psicológicas; 2018, Volumen 12 (2); 177-185Ciencias Psicológicas; 2018, Volumen 12 (2); 177-1851688-422110.22235/cp.v12i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del UruguayE-book Readerreading comprehensionexpository textsverbal aptitudemetacognitionE-book Readercomprensión lectoratextos expositivosaptitud verbalmetacogniciónComprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitudeComprensión de textos expositivos académicos en e-book Reader y en papel: influencia del conocimiento previo de dominio y la aptitud verbalinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/30272023-08-31 15:53:38.519oai:liberi.ucu.edu.uy:10895/3027Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:53:38LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude Piovano, Silvia E-book Reader reading comprehension expository texts verbal aptitude metacognition E-book Reader comprensión lectora textos expositivos aptitud verbal metacognición |
| status_str | publishedVersion |
| title | Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude |
| title_full | Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude |
| title_fullStr | Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude |
| title_full_unstemmed | Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude |
| title_short | Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude |
| title_sort | Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude |
| topic | E-book Reader reading comprehension expository texts verbal aptitude metacognition E-book Reader comprensión lectora textos expositivos aptitud verbal metacognición |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1680 https://hdl.handle.net/10895/3027 |
