Psicologia Educativa最新文献

Self-regulation is a skill that allows students to activate the corresponding learning strategies to achieve the established goals. There are seven major theories about self-regulation: operant, phenomenological, socio-cognitive, information processing, volition, Vygotskian, and constructive theory (Zimmerman, 2001). In this article it will be presented what each of these theories explains to the field through the analysis of five crucial features for self-regulation. First, what the origin of the motivation to self-regulate is. Second, how the self-awareness needed to self-regulate is acquired. Third, what the key processes for each of the seven theories are. Fourth, what the role played by the social and physical environment on self-regulation is. Fifth, how the self-regulation skills are acquired. Throughout the manuscript each theory will be analysed in the light of these five features building a comprehensive framework on what self-regulation is and how to proceed to help students acquire it.

The aim of this study was to examine the correlation and predictive value between the Academic Stress Inventory (ASI) and the Stress Symptom Inventory (SSI) in university students and its association with age and gender in both inventories. We evaluated a representative and random sample of 527 students at a public university in 2012. A multiple regression analysis was carried out. The results showed that IEA situations that correspond to classroom intervention, mandatory work, and doing an exam predict high- level chronic stress; being a female and 18, 23, and 25 years old were associated mostly to stress. We conclude that accurate identification of stressors could help understand stress and its harmful effects on college students.

The goal of the present paper is to describe the type of dialogue and the type of content that emerges in classes of texts comprehension in the middle school. These classroom's videos were filmed as a part of the Chilean Government National Teaching Assessment System 2008. To analyze these classes, different units of analysis were used to segment the classroom discourse. This allowed identifying the organization and the sequence of the tasks performed, the type of verbal interaction built and the type of developed content. The results evidence that most classes included tasks related to the different phases of the reading cycle, but verbal interaction was characterized by the most conventional IRE (Initiation, Response, Evaluation), and the questions that teachers made produced low-level contents.

McCrudden & Schraw (2007) show how students’ interaction with a text is mediated by the instructions they are presented with. Specifically, perspective instructions prompt readers to use background knowledge to evaluate text from an assigned point of view. Research on perspective in single texts has demonstrated that readers confer relevance on text segments that are consistent with the assigned perspective (Pichert & Anderson, 1977). This work has tested the effects of perspective when reading conflicting information from multiple documents to perform an open-ended task, as well as has studied if the trustworthiness of a source exerts any influence on students’ decision to use information from a particular document. Results indicate that students’ reading of multiple documents is influenced by perspective instructions, which, in turn, can help students be more discriminative when deciding between more and less trustworthy documents.

The present article reviews the scientific literature on a component of brain electrical activity named Recognition Potential, or RP, of great interest in the study and exploration of one of the main processes involved in reading. The PR is an electrical fluctuation peaking at about 200 to 250 ms after the onset of a visually presented word. Its neural origin locates within the so-called visual word form area, within the basal temporal cortex, mainly left. Up to this area they converge partial or complete analyses on multiple processes implied in reading, from most perceptual and primary to higher-order cognitive processes such as lexico-semantic access or semantic integration of the word within a sentential context. Of interest, all these processes affect the RP and, therefore, they can be studied, directly or indirectly, by means of this component.

Being aware of the importance that has the reading as a source of pleasure and personal enrichment, we create a read-write Club where teachers and pupils with affinity share readings and literary creations. Once a month the personal meeting occurs and while are exchanged texts, ideas and thoughts through social networks. Information and communication technologies (ICT) become a means of communication and artistic creation where, using a participatory methodology, each member is a space of reflection and expression, creativity and knowledge.

Two experiments compared the effects on text processing of headings and preview sentences that were designed to communicate the same information about the texts’ topics and their organization. In Experiment 1, college students read a text for understanding then were tested on memory for the subtopics and memory for simple facts presented in the text. Memory for subtopics was better for the text with headings; there was no difference between headings and preview sentences on memory for facts. In Experiment 2, participants read a text in order to outline it. Outlining was better if the text contained signals to topic structure than if the text did not contain signals, but there were no reliable differences between previews and headings. The findings show that previews function similarly to headings in a task that emphasizes the relevance of topic structure information, but they do not elicit readers’ attention to topic information as readily as headings do. These results have implications for textbook design and instruction of comprehension strategies.

The ability to comprehend written texts is essential in order to gain access to the vast amount of written information available today. This is especially true for university students who, in the context of their studies, often need to search for and use information in English. However, it is also the case that the English proficiency level of many students renders this task a laborious and frustrating experience. The starting point of this research was the consideration that without knowledge of how students go about processing texts, it would be difficult to design effective instruction in reading strategies that would meet their academic and professional needs. This study describes the use and awareness of comprehension strategies by a small group of students who were asked to report on what they did to understand while carrying out information-transfer tasks based on expository texts in Spanish (L1) and in English (L2).

The current research discusses the problem of the different reading processing models that prevail nowadays in Psychology. Here we find a duality between the bottom-up approach, which has been extensively studied, and the top-down approach, which has been scarcely investigated. We attempt to identify the moment in a child's development when top-down processing in reading comprehension starts working. The level of difficulty of the texts used to assess comprehension was experimentally manipulated by breaking up the structure of the words in order to prevent the use of bottom-up processing. The school year of the participating children was the second independent variable. The effects of both variables on reading comprehension were shown, besides the existence of top-down processing in children. The results suggest that top-down processing is present from very early ages, that it starts to develop around the second year of primary school and that its effectiveness is comparable to that of bottom-up processing in later school years.