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Ladislao Salmerón |
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Qualifications:
Projects (current): Advancing XXI century literacy skills: Integration and evaluation of
multimodal information, Funded by the Spanish Minister of Science and
Innovation, co PI (with Inmaculada Fajardo),
2018-2020. Publications: Delgado,
P., & Salmerón, L. (2021). The inattentive
on-screen reading: Reading medium affects attention and reading comprehension
under time pressure. Learning &
Instruction, 71, 101396. [web] Salmerón, L., Arfé, B., Ávila, V., Cerdán,
R., de Sixte, R., Delgado, P., …
Perea, M. (2020). READ-COGvid: A database from reading and media habits during
COVID-19 confinement in Spain and Italy. Frontiers
in Psychology. [open
access] Salmerón, L., Delgado, P., & Mason, L. (2020). Using
eye-movement modeling examples to improve critical reading of multiple
webpages on a conflicting topic. Journal of Computer Assisted Learning.
[PDF] Latini, N., Bråten, I., & Salmerón, L. (2020). Does reading medium affect
processing and integration of textual and pictorial information? A multimedia
eye-tracking study. Contemporary
Educational Psychology, 62, 101870. [open
access] Delgado, P., Stang Lund, E.,
Salmerón, L. & Bråten, I. (2020). To click or not
to click: investigating conflict detection and sourcing in a multiple
document hypertext environment. Reading
and Writing, 33, 2049-2072. [web] Salmerón, L., Sampietro, A., &
Delgado, P. (2020). Using Internet videos to learn about controversies:
Evaluation and integration of multiple and multimodal documents by primary
school students. Computers & Education, 148, 103796. [PDF] Macedo-Rouet,
M., Salmerón, L., Ros, C., Pérez, A., Stadtler, M., & Rouet, J-F. (2020). Are frequent users
of social network sites good information evaluators? An investigation of
adolescents’ sourcing abilities, Infancia y Aprendizaje, 43, 101-138. Potocki, A., De Pereyra, G., Ros, C., Macedo-Rouet, M., Stadtler, M., Salmerón, L.,
& Rouet, J-F. (2020). The development of source
evaluation skills during adolescence: exploring different levels of source
processing and their relationships, Infancia y Aprendizaje, 43, 19-59. Bråten, I., Magliano, J.P.,
& Salmerón, L. (2020). Concurrent and task-specific self-reports. In D.L. Dinsmore, L.K. Fryer, & M.M. Parkinson (Eds.), Handbook of strategies and strategic
processing: Conceptualization, intervention, measurement, and analysis. New
York: Routledge. [PDF] Bråten, I., Braasch, J. L. G.,
& Salmerón, L. (2020). Reading multiple and
non-traditional texts: New opportunities and new challenges. In E. B. Moje, P. Afflerbach, P. Enciso, & N. K. Lesaux
(Eds.), Handbook of reading research
(Vol. V) (pp. 79-98). New York:
Routledge. [PDF] Latini, N., Bråten, I., Anmarkrud, Ø., & Salmerón, L. (2019). Investigating effects of reading
medium and reading purpose on behavioral engagement and textual integration
in a multiple text context. Contemporary
Educational Psychology, 59, 101797. [open
access] Andresen,
A., Anmarkrud, Ø., Salmerón, L., & Bråten, I.
(2019). Processing and learning from multiple sources: A comparative case
study of students with dyslexia working in a multiple source multimedia
context. Frontline Learning Research,
7, 1-26. [open access] Sanchiz, M., Lemarié, A.,
Chevalier, A., Cegarra, J., Pauvel,
P.V., Salmerón, L., Amadieu,
F. (2019). Investigating multimedia effects on concept map building: Impact
on map quality, information processing and learning outcome. Education and Information
Technologies, 24, 3645-3667. [PDF] Salmerón, L., & Delgado, P. (2019).
Análisis crítico sobre los efectos de las tecnologías digitales en la lectura
y el aprendizaje. Cultura y Educación,
31, 465-480. [PDF] Delgado, P., Avila, V., Fajardo, I., & Salmerón, L. (2019). Training young
adults with intellectual disability to read critically on the Internet. Journal of Applied Research in
Intellectual Disabilities, 32, 666-677.
[PDF] Macedo-Rouet, M., Potocki, A., Scharrer, L., Ros, C., Stadtler, M., Salmerón, L.,
& Rouet, J-F. (2019). How good is this page?
Benefits and limits of prompting on adolescents’ evaluation of Web
information quality. Reading Research
Quarterly, 54, 299–321. [PDF] Salmerón, L., Fajardo, I., & Gómez, M. (2019). Selection
and evaluation of Internet information by adults with intellectual
disabilities. European Journal of
Special Needs Education, 34, 272-284.
[PDF] Salmerón, L., & Llorens, A.
(2019). Instruction of digital reading strategies based on eye-movements
modeling examples. Journal of
Educational Computing Research, 57, 343-359. [PDF] Delgado, P., Avila, V., Fajardo, I. & Salmerón,
L. (2018). Programa de lectura crítica
en Internet para jóvenes con discapacidad intelectual. Revista Española de Discapacidad, 6, 229-245. [open
access] Salmerón, L., Gil, L., & Bråten, I. (2018). Using eye-tracking to assess
sourcing during multiple document reading: A critical analysis. Frontline Learning Research, 6, 105-122. [open
access] Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018).
Don't throw away your printed books: A meta-analysis on the effects of reading media on comprehension. Educational Research Review, 25, 23-38. [open
access] Salmerón,
L., García, A., & Vidal-Abarca,
E. (2018). WebLEC: A test to assess adolescents’
Internet reading literacy skills. Psicothema, 30, 388-394. [open access] García. V., & Salmerón, L. (2018). El
uso de Wikipedia en educación Primaria: complejidades y retos. Aula Innovación, 275, 33-38. [PDF] Delgado, P., & Salmerón, L. (2018). El
libro no ha muerto: Desventaja meta-cognitiva de la lectura en pantalla. Ciencia Cognitiva, 12, 36-38. [open access] Pérez, A., Potocki,
A., Stadtler, M., Macedo−Rouet,
M., Paul, J., Salmerón, L., Rouet, J-F. (2018). Fostering
Teenagers’ Assessment of Information Reliability: Effects of a Classroom
Intervention focused on Critical Source Dimensions. Learning & Instruction, 58, 53–64. Salmerón,
L., Gil, L., & Bråten, I. (2018). Effects of
reading real versus print-out versions of multiple documents on students’
sourcing and integrated understanding. Contemporary
Educational Psychology, 52, 25-35. [PDF] Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M.,
& van den Broek, P. (2018). Comprehension
processes in digital Reading. In M. Barzillai, J.
Thomson, S. Schroeder, and P. van den Broek (Eds.) Learning to read in a digital world (pp.
91-120). Amsterdam: John Benjamins. [PDF] Salmerón, L., García, A., &
Vidal-Abarca, E. (2018). The development of
adolescents’ comprehension-based Internet reading skills. Learning and Individual Differences, 61, 31-39. [PDF]
Bråten, I., Stadtler, M., & Salmerón, L. (2018). The Role of Sourcing in Discourse
Comprehension. In M. Schober, D. N. Rapp & M.
A. Britt (Eds.), Handbook of Discourse
Processes (pp. 141-166). New York, NY: Taylor & Francis. Macedo-Rouet, M., Salmerón, L., & Rouet, J-F. (2017). Les forums de questions-réponses comme
ressource pour l’apprentissage informel: Quelle approche critique des sources
par les adolescents? Olivier Las Vergnas (Ed.) Le e-learning informel. Paris:
Éditions des archives contemporaines. [HTML] García-Blanco,
A., Salmerón, L., & Perea,
M. (2017). Inhibitory control for emotional and neutral scenes in
competition: An eye-tracking study in bipolar disorder. Biological Psychology, 127, 82–88. [PDF] Mañá, A., Vidal-Abarca, E., & Salmerón, L. (2017). Effect of delay
on search decisions in a task-oriented Reading environment. Metacognition and Learning, 12, 113–130. Salmerón,
L., Naumann, J., García,
V., & Fajardo, I. (2017). Scanning and deep processing of information in
hypertext: An eye-tracking and cued retrospective think-aloud study. Journal of Computer Assisted Learning,
33, 222–233. [PDF] Salmerón, L., Abu Mallouh, R.,
& Kammerer, Y. (2017). Location of navigation
menus in websites: an experimental study with Arabic users. Universal Access in the Information
Society, 16, 191-196. [PDF] Salmerón, L., Macedo-Rouet, M.,
& Rouet, J-F. (2016). Multiple viewpoints
increase students' attention to source features in social question and answer
forum messages. Journal of the
Association for Information Science and
Technology. 67, 2404–2419. [PDF] Naumann, J., & Salmerón, L. (2016). ¿Acaso
la navegación siempre predice el desempeño? Los efectos de la navegación en
la lectura digital son moderados por las habilidades de comprensión. Revista Mexicana de bachillerato a
distancia, 16, 132-155. [open
access] Bråten, I., Salmerón, L., & Strømsø, H.I. (2016). Who said that? Investigating
the Plausibility-Induced Source Focusing assumption with Norwegian
undergraduate readers. Contemporary
Educational Psychology, 46, 253-262. [PDF] Scharrer,
L. & Salmerón, L. (guest editors). Special
issue ‘Sourcing in the reading process’. Reading and Writing. [open access] Salmerón, L., Gómez, M., & Fajardo, I. (2016). How
students with intellectual disabilities evaluate recommendations from
Internet forums. Reading and Writing,
29, 1653–1675.[PDF] Naumann, J., & Salmerón, L.
(2016). Does navigation always predict performance? Effects of relevant page
selection on digital reading performance are moderated by offline
comprehension skills. The International
Review of Research in Open and Distributed Learning, 17, 42-59. [open
access] Fajardo, I., Villalta, E., & Salmerón, L.
(2016). ¿Son realmente tan buenos los nativos digitales? Relación entre las
habilidades digitales y la lectura digital. Anales de Psicología, 32, 89-97. [open access] Salmerón, L., Llorens, A. C., &
Fajardo, I. (2015). Instrucción de estrategias de lectura digital mediante
modelado por video. Informació Psicològica,
110, 38-50. [open access] Salmerón, L., Vidal-Abarca, E., Martínez,
T., Mañá, A., Gil, L., & Naumann,
J. (2015). Strategic decisions in task-oriented reading. The Spanish Journal of Psychology, 18, 1-10. [PDF] Amadieu, F., Salmerón, L., Cegarra, J., Paubel, P-V, Lemarié, J., &
Chevalier, A. (2015). Learning from Concept-Mapping and Hypertext: an eye
tracking study. Educational Technology
& Society, 18, 100-112. [open access] Salmerón,
L., Cerdán, R., & Naumann,
J. (2015). How adolescents navigate Wikipedia to answer questions. Infancia y Aprendizaje:
Journal for the Study of Education and Development, 38, 435-471. [PDF] Pérez, D., & Salmerón, L. (2015). When Human-Computer Interaction
meets Blended Learning and heuristics are not enough: evaluating the
usability with field observation and interviews. In B. R. Jones (Ed). Blended Learning: Student Perceptions,
Emerging Practices and Effectiveness. Nova
Science Pub. Tavares, G., Fajardo, I., Avila,
V., Salmerón, L., & Ferrer, A. (2015). Who do you refer to? How
young students with mild intellectual disability confront anaphoric
ambiguities in texts and sentences. Research in Developmental Disabilities, 38, 108-124. García-Blanco, A, Salmerón, L.,
& Perea, M. (2015). Attentional capture by emotional
scenes across episodes in bipolar disorder: Evidence from a free-viewing
task. Biological Psychology, 108,
36-42. [PDF] García-Blanco, A., Salmerón,
L., Perea, M., & Livianos, L. (2014). Attentional biases toward
emotional images in the different episodes of bipolar disorder: An
eye-tracking study. Psychiatry Research, 215,
628-633. [PDF]
García-Blanco, A., Perea, M., &
Salmerón, L. (2014). Atención y procesamiento emocional en personas con
trastorno bipolar. Ciencia Cognitiva, 8:1, 1-4. [open access] Salmerón, L., Kammerer, Y., & García-Carrión, P. (2013). Searching the Web
for conflicting topics: page and user factors. Computers in Human Behavior, 29, 2161–2171.
[PDF] Salmerón, L. (2013). Actividades que promueven
la transferencia de los aprendizajes: una revisión de la literatura. Revista de Educación, volumen
extraordinario 2013, 34-53.
[open access] García-Blanco, A., Perea, M., &
Salmerón, L. (2013). Attention orienting and inhibitory control across
the different mood states in bipolar disorder: An emotional antisaccade task. Biological Psychology, 94,
556- 561. [PDF] Salmerón, L., & García, V. (2012). Children’s reading in printed text and
hypertext with navigation overviews: the role of comprehension, sustained
attention and visuo-spatial abilities. Journal of Educational
Computing Research, 47, 33-50. [PDF] Salmerón, L. (2011). ¿Por qué
realizar un examen mejora nuestro aprendizaje? Lecciones científicas y
educativas del efecto del test. Ciencia
Cognitiva, 5:1, 19-21.
[open access] Salmerón, L., & García, V. (2011).
Reading skills and children's navigation strategies in hypertext. Computers in Human Behaviour, 27, 1143–1151. [PDF] Vidal-Abarca, E., Martínez,
T., Salmerón, L., Cerdán,
R., Gilabert, R., Gil, L., Mañá,
A., Llorens, A., & Ferris, R. (2011). Recording
online processes in task-oriented reading with Read&Answer.
Behavior Research Methods, 43, 179–192.
[PDF] Salmerón, L., Baccino, T.
& Cañas, J. (2006). How prior knowledge and text
coherence affect eye fixations in hypertext overviews. In R. Sun & N.
Miyake (Ed.), Proceedings of the
28th Annual Conference of the Cognitive Science Society (pp.
715-719). Hillsdale NJ: L awrence Erlbaum Associates.
[PDF] León, J. A., Escudero, I., Olmos, R., Cañas, J. J. & Salmerón, L.
(2006). Assessing short summaries with human judgments procedure and latent
semantic analysis in narrative and expository texts. Behavior Research Methods, 38, 616–627.
Salmerón, L., Fajardo, I. & Cañas, J.J.
(2003). Las estrategias de navegación
reflejan la adquisición de conocimiento de los usuarios. Ponencia presentada
en el 4º Congreso Internacional
de Interacción Persona-Ordenador, Vigo (España). [PDF] |
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