Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude

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 a...

ver descrição completa

Detalhes bibliográficos
Autores: Piovano, Silvia, Irrazabal, Natalia, Burin, Débora I.
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2018
País:Uruguay
Recursos:Universidad Católica del Uruguay
Repositório:LIBERI
Idioma:espanhol
OAI Identifier:oai:liberi.ucu.edu.uy:10895/5415
Acesso em linha:https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1680
https://hdl.handle.net/10895/5415
Access Level:Acceso aberto
Palavra-chave:E-book Reader
reading comprehension
expository texts
verbal aptitude
metacognition
comprensión lectora
textos expositivos
aptitud verbal
metacognición
id UY_e7e90307c8c0c9ccc8342d5913cf76cf
oai_identifier_str oai:liberi.ucu.edu.uy:10895/5415
network_acronym_str UY
network_name_str Uruguay
repository_id_str
spelling Piovano, SilviaIrrazabal, NataliaBurin, Débora I.2018-10-222025-12-22T16:34:21Z2025-12-22T16:34:21Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/168010.22235/cp.v12i2.1680https://hdl.handle.net/10895/5415In 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/publishedVersion10895/54152025-12-22 13:34:21.489metadata.onlyoai:liberi.ucu.edu.uy:10895/5415https://liberi.ucu.edu.uyInstitucionalhttps://liberi.ucu.edu.uy/Universidad privadahttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/server/oaifranco.pertusso@ucu.edu.uyUruguayopendoar:103422026-07-16T06:47:01.449531LIBERI - Universidad Católica del Uruguaytrue
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
title Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude
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
title_short 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_sort Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude
dc.creator.none.fl_str_mv Piovano, Silvia
Irrazabal, Natalia
Burin, Débora I.
author Piovano, Silvia
author_facet Piovano, Silvia
Irrazabal, Natalia
Burin, Débora I.
author_role author
author2 Irrazabal, Natalia
Burin, Débora I.
author2_role author
author
dc.subject.en-US.fl_str_mv E-book Reader
reading comprehension
expository texts
verbal aptitude
metacognition
topic E-book Reader
reading comprehension
expository texts
verbal aptitude
metacognition
E-book Reader
comprensión lectora
textos expositivos
aptitud verbal
metacognición
dc.subject.es-ES.fl_str_mv E-book Reader
comprensión lectora
textos expositivos
aptitud verbal
metacognición
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.
publishDate 2018
dc.date.accessioned.none.fl_str_mv 2025-12-22T16:34:21Z
dc.date.available.none.fl_str_mv 2025-12-22T16:34:21Z
dc.date.none.fl_str_mv 2018-10-22
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
format article
status_str publishedVersion
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/10895/5415
url https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1680
https://hdl.handle.net/10895/5415
identifier_str_mv 10.22235/cp.v12i2.1680
dc.language.iso.none.fl_str_mv spa
language spa
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
rights_invalid_str_mv Derechos de autor 2018 Universidad Católica del Uruguay
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.es-ES.fl_str_mv Universidad Católica del Uruguay
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.pt-PT.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
instname_str Universidad Católica del Uruguay
instacron_str Universidad Católica del Uruguay
institution Universidad Católica del Uruguay
reponame_str LIBERI
collection LIBERI
repository.name.fl_str_mv LIBERI - Universidad Católica del Uruguay
repository.mail.fl_str_mv franco.pertusso@ucu.edu.uy
_version_ 1871461264766533632
score 15,301629

Registros relacionados