Psicotext Research Group

Description

The group researches on

Text comprehension and learning processes
Understanding and searching for information in electronic environments
Assessment of reading and comprehension
Individual differences in text learning and comprehension
Comprehension and learning with multiple texts
Intervention for the improvement of text comprehension and learning

The Psicotext Group is part of the Interdisciplinary Research Structure for Reading of the Universitat de València (www.uv.es/lectura/). It has an extensive research career that began in 1998 and has been consolidated with numerous national research projects, with the Prometeo project of excellence of the Generalitat Valenciana (Valencian Government), as well as numerous international contacts.

El grup Psicotext forma part de la ERI-Lectura de la Universitat de València (www.uv.es/lectura/). Té una àmplia trajectòria investigadora iniciada en 1998 que s'ha anat consolidant amb nombrosos projectes d'investigació nacionals, amb el projecte Prometeu d'excel·lència de la Generalitat Valenciana, així com nombrosos contactes internacionals.

Our research focuses on the study of comprehension and learning through texts. Electronic tools have been developed that allow us to study comprehensions processes in detail in reading environments oriented to complex learning tasks that require accessing and searching for information in documents. We study basic aspects such as the processes of information seeking, text comprehension and learning, individual differences or the effect of various types of feedback on these processes. We also do applied research by developing reading literacy assessment products for students at various educational levels and intelligent tutors to improve the reading literacy of schoolchildren (see products at www.uv.es/lectura/).

Goals CT

To study the variables and processes involved in text processing and learning. These include textual variables (i.e., linguistic cohesion), individual variables (i.e., reading competence and prior knowledge) and contextual variables (i.e., task difficulty, question format).
Analyse the effect of different aspects of feedback on text learning, such as type of feedback, frequency, modality.
Develop educational products for the assessment and teaching of reading literacy skills.

Research lines

Learning processes and text comprehension
This line studies the comprehension and learning processes of students when they study texts. It also analyses the personal and situational variables that favour and/or hinder this learning. It also studies methods and tasks for assessing learning and comprehension in complex reading environments from the end of Primary School up to University.
Educational Technology for reading and learning environments
In this line, technological products for research, assessment and teaching in text-based learning environments (standardised tests, intelligent tutors and research tools) are developed. The conditions of the task environment, such as question format or task interface, that influence learning are also investigated.
Learning processes and text comprehension
This line studies the comprehension and learning processes of students when they study texts. It also analyses the personal and situational variables that favour and/or hinder this learning. It also studies methods and tasks for assessing learning and comprehension in complex reading environments from the end of Primary Education to University.
Educational technology for reading and learning environments
In this line, technological products for research, assessment and teaching in text-based learning environments (standardised texts, intelligent tutors and research tools) are developed. The conditions of the task environment, such as question format or task interface, that influence learning are also investigated.

Management

CERDAN OTERO, RAQUEL
Alumn.-Servei de Formacio Permanent
Coordinador/a de Programa de Doctorat

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Members

AVILA CLEMENTE, VICENTA
PDI-Titular d'Universitat
Coordinador/a de Mobilitat

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FERRER MANCHON, ANTONIO M.
PDI-Titular d'Universitat
Dega/Degana / Director/a Ets
Coordinador/a Curs

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MAÑA LLORIA, AMELIA
Alumn.-Servei de Formacio Permanent
Director/a de Seccio Departamental
Vicedega/Vicedegana / Vicedirector/a Ets
Coordinador/a Curs

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MAÑEZ SAEZ, IGNACIO
Alumn.-Servei de Formacio Permanent

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MARTINEZ GIMENEZ, TOMAS
Alumn.-Servei de Formacio Permanent

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VIDAL-ABARCA GAMEZ, EDUARDO
PDI-Emerit/a Universitat

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Scientific production by UV researcher

CERDAN OTERO, RAQUEL
Alumn.-Servei de Formacio PermanentCoordinador/a de Programa de Doctorat
ContraerExpandir
- LLorens, A.C; Cerdán, R.; Vidal-Abarca, E.(2014)Adaptive Formative Feedback to Improve Strategic Search Decisions in Task-Oriented Reading.Journal of Computer Assisted Learning, 30, pp. 233 - 251. ISSN: 0266-4909
- Vidal-Abarca, E.; Gilabert, R.; Ferrer, A.; Ávila, V.; Martínez, T.; Mañá, A.; Llorens, A-C; Gil, L.; Cerdán, R.; Ramos, L.; Serrano, M-A.(2014)Psicotext Research GroupInfancia y Aprendizaje, 37(1), pp. 25 - 56. ISSN: 0210-3702
- Salmerón, L.; Cerdán, R.; Naumann, J.(2015)How adolescents navigate Wikipedia to answer questions.Infancia y Aprendizaje, 38(2), pp. 435 - 471. ISSN: 0210-3702
- Llorens, A.C.; Vidal-Abarca, E.; Cerdán, R. & Ávila, V.(2015)Psicotext Research GroupInfancia y Aprendizaje, 38(4), p. 808-841. ISSN: 0210-3702
- Llorens, A.C., Vidal-Abarca, E., & Cerdán, R. (2016).(2016)Psicotext Research GroupJournal of Computer Assisted Learning, 32(4), pp. 314 - 331. ISSN: 0266-4909
- Paul, J., Cerdán, R., Rouet, J.F., Stadtler, M.(2018)Psicotext Research GroupInfancia y Aprendizaje, 41(3), pp. 536 - 580. ISSN: 0210-3702
- Cerdán, R., Candel, C. and Leppink, J.(2018)Cognitive load and learning in the study of multiple documents.Frontiers in education (Lausanne), 3, pp. 3 - 7. ISSN: 2504-284X
- Cerdán, R., Pérez, A., Vidal-Abarca, E., Rouet, J.F.(2019)Psicotext Research GroupReading And Writing, pp. 1 - 14. ISSN: 0922-4777
- Cerdán, R; Marín, M.C.(2019)Psicotext Research GroupFrontiers In Psychology(10:1958). ISSN: 1664-1078
- Macedo-Rouet, M; Kammerer, Y; Cerdán, R.(2020)Introduction to the Special Issue 'How adolescents read and learn on the Web: Internal and external factors'.Infancia y Aprendizaje, 43(1), pp. 9 - 18. ISSN: 0210-3702
- Salmerón, L.; Arfé, B.; Avila, V.; Cerdán, R.; De Sixte, R.; Delgado, P.; Fajardo, I.; Ferrer, A.; García, M.; Gil, L.; Gómez-Merino, N.; Jáñez, Á.; Lluch, G.; Mañá, A.; Mason, L.; Natalitzi, F.; Pi-Ruano, M.; Ramos, L.; Ramos, M.; Roca, J.; Rosa, E.; Rosales, J.; Rubio, A.; Serrano-Mendizábal, M.; Skrobiszewska, N.; Vargas, C.; Vergara-Martínez, M.; Perea, M.(2020)Psicotext Research GroupFrontiers In Psychology, 11, p. 575241. ISSN: 1664-1078
- Cerdán, R.; Máñez, I.; Serrano-Mendizábal, M-A.(2021)Psicotext Research GroupReading Research Quarterly. ISSN: 0034-0553
- Candel, C.; Máñez, I.; Cerdán, R.; & Vidal-Abarca, E.(2021)Delaying elaborated feedback within computer-based learning environments: the role of summative and question-based feedback.Journal of Computer Assisted Learning. ISSN: 0266-4909
- Candel, C.; Vidal-Abarca, E.; Cerdán, R.; Lippmann, M.; & Narciss, S.(2020)Effects of timing of formative feedback in computer-assisted learning environments.Journal of Computer Assisted Learning, 36, pp. 718 - 728. ISSN: 0266-4909
- J Ayroles; A Potocki; C Ros; R Cerdán; MA Britt; JF Rouet(2021)Psicotext Research GroupJournal Of Research In Reading, 44(4), pp. 837 - 858. ISSN: 0141-0423
- Ramírez, P.; Paz, C.; Riffo-Ocares, B.; Cerdán, R.(2022)Leer en contextos de distracción: el rol de la inhibición y el establecimiento de objetivos en la comprensión de textos académicos digitales.Ikala revista de lenguaje y cultura, 27(1), pp. 67 - 84. ISSN: 0123-3432
MAÑA LLORIA, AMELIA
Alumn.-Servei de Formacio PermanentDirector/a de Seccio DepartamentalVicedega/Vicedegana / Vicedirector/a EtsCoordinador/a Curs
ContraerExpandir
- Mañá, A., Vidal-Abarca, E., Domínguez, C., Gil, L., & Cerdán, R.(2009)Papel de los procesos metacognitivos en una tarea de pregunta-respuesta con textos escritos.Infancia y Aprendizaje(32), pp. 553 - 565. ISSN: 0210-3702
- Vidal-Abarca, E.; Mañá, A.; Gil, L.(2010)Individual differences for self-regulating task oriented reading activities.Journal of Educational Psychology, pp. 817 - 826. ISSN: 0022-0663
- Llorens, A.C., Gil, L., Vidal-Abarca, E., Martínez, E., Mañá, A., & Gilabert, R.(2011)Evaluación de la competencia lectora: la prueba de Competencia Lectora para Educación Secundaria (CompLEC).Psicothema, 23(4), pp. 808 - 817. ISSN: 0214-9915
- Vidal-Abarca, E., Martínez, T., Salmerón, L., Cerdán, R., Gilabert, R., Gil, L., Mañá, A., Lloréns, A. & Ferris, R.(2011)Recording on-line processes in task-oriented reading with Read&Answer.Behavior Research Methods(43), pp. 179 - 192. ISSN: 1554-351X
- Gil, L., Serrano, M.A., Mañá, A., Ferrer, A. y Avila, V.(2012)Psicotext Research GroupQuaderns Digitals, 71. ISSN: 1575-9393
- Vidal-Abarca, E.; Gilabert, R.; Ferrer, A.; Ávila, V.; Martínez, T.; Mañá, A.; Llorens, A-C; Gil, L.; Cerdán, R.; Ramos, L.; Serrano, M-A.(2014)Psicotext Research GroupInfancia y Aprendizaje, 37(1), pp. 25 - 56. ISSN: 0210-3702
- Mañá, Amelia(2014)Psicotext Research GroupCultura y Educacion, 26(1), pp. 184 - 202. ISSN: 1135-6405
- Salmerón, L.; Vidal-Abarca, E.; Martínez, T.; Mañá, A.; Gil, L.; Naumann, J.(2015)Strategic decisions in task-oriented reading.Spanish Journal Of Psychology(18), pp. 1 - 18. ISSN: 1138-7416
- Ávila, V.; Gil,L.; Gilabert,R.; Mañá,A.; Llorens, A.C.; Vidal-Abarca, E.(2016)Psicotext Research GroupUniversitas Psychologica, 15(1), pp. 219 - 232. ISSN: 1657-9267
- Mañá, A.; Vidal-Abarca, E.; Salmerón, L.(2017)Effect of delay on search decisions in a task-oriented Reading environment.Metacognition And Learning, 12, pp. 113 - 130. ISSN: 1556-1623
- De Sixte, R.; Mañá, A.; Ávila, V.; Sánchez, E.(2020)Psicotext Research GroupEducational Psychology, 40(9), pp. 1094 - 1112. ISSN: 0144-3410
- Salmerón, L.; Arfé, B.; Avila, V.; Cerdán, R.; De Sixte, R.; Delgado, P.; Fajardo, I.; Ferrer, A.; García, M.; Gil, L.; Gómez-Merino, N.; Jáñez, Á.; Lluch, G.; Mañá, A.; Mason, L.; Natalitzi, F.; Pi-Ruano, M.; Ramos, L.; Ramos, M.; Roca, J.; Rosa, E.; Rosales, J.; Rubio, A.; Serrano-Mendizábal, M.; Skrobiszewska, N.; Vargas, C.; Vergara-Martínez, M.; Perea, M.(2020)Psicotext Research GroupFrontiers In Psychology, 11, p. 575241. ISSN: 1664-1078
- Raquel De Sixte; Inmaculada Fajardo; Amelia Mañá; Álvaro Jáñez, Marta Ramos; María García-Serrano; Federica Natalizi; Barbara Arfé; Javier Rosales(2021)Psicotext Research GroupFrontiers In Psychology. ISSN: 1664-1078
- Vargas, C.; Altamura, L.; Blanco-Gandía, M. C.; Gil, L.; Mañá, A.; Montagud, S.; & Salmerón, L.(2024)Psicotext Research GroupResearch in Developmental Disabilities, 146, p. 104675. ISSN: 0891-4222
MAÑEZ SAEZ, IGNACIO
Alumn.-Servei de Formacio Permanent
ContraerExpandir
- Alfredo Bautista; Raquel Cerdán; Rocío García-Carrión; Analía M. Salsa; Daniela Aldoney; Alberto Cabedo-Mas; Ruth Campos; Marc Clarà; Manuel Gámez-Guadix; Beatriz Ilari; Yvonne Kammerer; Mônica Macedo-Rouet; Susana Mendive; David Múñez; Gastón I. Saux; He Sun; Jin Sun; Ana Clara Ventura; Weipeng Yang; Andrea Khalfaoui; Ivana R. Noguera; Ignacio Máñez; Jerry Yeung(2023)Psicotext Research GroupJournal For The Study Of Education And Development, 46(1), pp. 1 - 38. ISSN: 0210-3702
- Ignacio Máñez; Eduardo Vidal-Abarca; Joseph Magliano(2022)Comprehension processes on question-answering activities: A think-aloud study.Revista electrónica de investigación psicoeducativa y psicopedagógica, 20(56), pp. 1 - 26. ISSN: 1699-5880
- Candel, C.; Máñez, I.; Cerdán, R.; & Vidal-Abarca, E.(2021)Delaying elaborated feedback within computer-based learning environments: the role of summative and question-based feedback.Journal of Computer Assisted Learning. ISSN: 0266-4909
- Cerdán, R.; Máñez, I.; Serrano-Mendizábal, M-A.(2021)Psicotext Research GroupReading Research Quarterly. ISSN: 0034-0553
- Máñez, I.; Vidal-Abarca, E.(2020)Question-Answering skills: the role of feedback in digital environments.Enfance, 3, pp. 313 - 335. ISSN: 0013-7545
- Máñez, I.; Fernández, E.(2020)El efecto Pigmalión y cómo mitigar su influencia en las aulas.Ciencia Cognitiva, 14(2), pp. 43 - 45. ISSN: 1988-7884
- Máñez, I.(2020)Psicotext Research GroupPsicologia Educativa, 26(1), pp. 57 - 65. ISSN: 1135-755X
- Máñez, I.(2019)¿Pueden los videojuegos de acción modificar habilidades cognitivas?.Ciencia Cognitiva, 13(3), pp. 61 - 63. ISSN: 1988-7884
- Mañez, I, Vidal-Abarca, Kendou, P. and Martínez, T.(2019)How do students process complex formative feedback in question-answering tasks? A think-aloud study.Metacognition And Learning, 14(1), pp. 65 - 87. ISSN: 1556-1623
- Máñez, I., Vidal-Abarca, E., & Martínez, T.(2019)Does Computer-based Elaborated Feedback Influence the Students' Question-Answering Process?.Revista electrónica de investigación psicoeducativa y psicopedagógica, 17(1), pp. 81 - 106. ISSN: 1699-5880
- Máñez, I.; Serrano, M-A.(2019)Evaluar la comprensión de textos con el libro delante, ¿sí o no? El papel de los procesos cognitivos y metacognitivos.Ciencia Cognitiva, 13(2), pp. 27 - 29. ISSN: 1988-7884
- Vidal-Abarca, E., Martínez, T., Gil, L., García, A. & Máñez, I.,(2018).Learning tasks in electronic environments: Advances towards interactive eTextbooks. (pp. 99-113).In K. Millis, D.L. Long, J.P. Magliano and K. Wiemer (Eds.), Deep Comprehension. Multidisciplinary approaches to understanding, enhancing, and measuring comprehension.. (pp. 99 - 113)..
- Serrano, M.A.; Vidal-Abarca, E.; Mañez, I.; Candel, C.,(2015).Selection Task and computer-based feedback to improve the searching process in task-oriented reading situations.Artificial Intelligence in Education. AIED 2015. Lecture Notes in Computer Science.. Volume. 9112 . (pp. 804 - 807)..
- García, R.; Máñez, I.,(2021).Técnicas instruccionales y aprendizaje significativo.Aprendizaje y desarrollo de la personalidad (2ª Ed.).. (pp. 215 - 256)..
MARTINEZ GIMENEZ, TOMAS
Alumn.-Servei de Formacio Permanent
ContraerExpandir
- Mañez, I, Vidal-Abarca, Kendou, P. and Martínez, T.2019How do students process complex formative feedback in question-answering tasks? A think-aloud studyMetacognition And LearningVolume 14. Number 1.
- Máñez, I., Vidal-Abarca, E., & Martínez, T.2019Does Computer-based Elaborated Feedback Influence the Students' Question-Answering Process?Revista electrónica de investigación psicoeducativa y psicopedagógicaVolume 17. Number 1.
- Sellés, P.; Ávila, V.; Martinez, T.; Ysla, L.2018Psicotext Research GroupPlos OneVolume 13. Number 3.
- Higgs, K.; Magliano, J.P.; Vidal-Abarca, E.; Martínez, T.; McNamara, D.S.2017Psicotext Research GroupDiscourse ProcessesVolume 54. Number 1.
- Gil, L., Martínez, T. & Vidal-Abarca.2015On-line Assessment of Strategic Reading Literacy Skills-Computers & EducationVolume 82.
- Salmerón, L.; Vidal-Abarca, E.; Martínez, T.; Mañá, A.; Gil, L.; Naumann, J.2015Strategic decisions in task-oriented readingSpanish Journal Of PsychologyNumber 18.
- Sellés, Pilar; Martínez, Tomás.2014Psicotext Research GroupRevista de Logopedia, Foniatría y AudiologíaVolume 34. Number 3.
- Vidal-Abarca, E.; Gilabert, R.; Ferrer, A.; Ávila, V.; Martínez, T.; Mañá, A.; Llorens, A-C; Gil, L.; Cerdán, R.; Ramos, L.; Serrano, M-A.2014Psicotext Research GroupInfancia y AprendizajeVolume 37. Number 1.
- Martínez, T.; Sellés, P.2022El desarrollo del conocimiento de los componentes y funciones del lenguaje escrito en estudiantes prelectores (The development of knowledge about the components and functions of written language in pre-readers)Revista Signos. Estudios de LingüísticaVolume 108. Number 55.
VIDAL-ABARCA GAMEZ, EDUARDO
PDI-Emerit/a Universitat
ContraerExpandir
- Candel, C.; Máñez, I.; Cerdán, R.; & Vidal-Abarca, E.(2021)Delaying elaborated feedback within computer-based learning environments: the role of summative and question-based feedback.Journal of Computer Assisted Learning. ISSN: 0266-4909
- k. Candel, C.; Vidal-Abarca, E.; Cerdán, R.; Lippmann, M.; & Narciss, S.(2020)Effects of timing of formative feedback in computer-assisted learning environments.Journal of Computer Assisted Learning, 36, pp. 718 - 728. ISSN: 0266-4909
- Máñez, I.; Vidal-Abarca, E.(2020)Question-Answering skills: the role of feedback in digital environments.Enfance, 3, pp. 313 - 335. ISSN: 0013-7545
- Cerdán, R., Pérez, A., Vidal-Abarca, E., Rouet, J.F.(2019)Psicotext Research GroupReading And Writing, pp. 1 - 14. ISSN: 0922-4777
- Máñez, I., Vidal-Abarca, E., & Martínez, T.(2019)Does Computer-based Elaborated Feedback Influence the Students' Question-Answering Process?.Revista electrónica de investigación psicoeducativa y psicopedagógica, 17(1), pp. 81 - 106. ISSN: 1699-5880
- Mañez, I, Vidal-Abarca, Kendou, P. and Martínez, T.(2019)How do students process complex formative feedback in question-answering tasks? A think-aloud study.Metacognition And Learning, 14(1), pp. 65 - 87. ISSN: 1556-1623
- Emilia López-Iñesta; Daniel García-Costa; Francisco Grimaldo; Eduardo Vidal-Abarca(2018)Psicotext Research GroupMagister(30), pp. 21 - 28. ISSN: 0212-6796
- Salmerón, L., García, A., Vidal-Abarca, E.(2018)Psicotext Research GroupPsicothema, 30(4). ISSN: 0214-9915
- Salmerón, L.; García, A.; Vidal-Abarca, E.(2018)Psicotext Research GroupLearning and Individual Differences, 61, pp. 31 - 39. ISSN: 1041-6080
- Serrano, M.A.; Vidal-Abarca, E.; and Ferrer, A.(2018)Psicotext Research GroupJournal of Computer Assisted Learning, 34(5), pp. 515 - 525. ISSN: 0266-4909
- Ferrer, A.; Vidal-Abarca, E.; Serrano, M-A, & Gilabert, R.(2017)Psicotext Research GroupContemporary Educational Psychology, 51, pp. 404 - 415. ISSN: 0361-476X
- Higgs, K.; Magliano, J.P.; Vidal-Abarca, E.; Martínez, T.; McNamara, D.S(2017)Psicotext Research GroupDiscourse Processes, 54(1), pp. 19 - 39. ISSN: 0163-853X
- Mañá, A.; Vidal-Abarca, E.; Salmerón, L.(2017)Effect of delay on search decisions in a task-oriented Reading environment.Metacognition And Learning, 12, pp. 113 - 130. ISSN: 1556-1623
- Serrano, M.A., Vidal-Abarca, E., Ferrer, A.(2017)Psicotext Research GroupEducacion XX1, 20(2), pp. 279 - 297. ISSN: 1139-613X
- Ávila, V.; Gil,L.; Gilabert,R.; Mañá,A.; Llorens, A.C.; Vidal-Abarca, E.(2016)Psicotext Research GroupUniversitas Psychologica, 15(1), pp. 219 - 232. ISSN: 1657-9267
- Llorens, A.C., Vidal-Abarca, E., & Cerdán, R. (2016).(2016)Psicotext Research GroupJournal of Computer Assisted Learning, 32(4), pp. 314 - 331. ISSN: 0266-4909
- Gil, L., Martínez, T. & Vidal-Abarca(2015)On-line Assessment of Strategic Reading Literacy Skills-.Computers & Education, 82, pp. 50 - 59. ISSN: 0360-1315
- LLorens, A.; Vidal-Abarca, E.; Cerdán, R. y Avila, V.(2015)Does Formative Feedback on Search Behavior Help Students in Answering Comprehension Question from an Available Text?.Infancia y Aprendizaje, 38(4), pp. 808 - 841. ISSN: 0210-3702
- Salmerón, L.; Vidal-Abarca, E.; Martínez, T.; Mañá, A.; Gil, L.; Naumann, J.(2015)Strategic decisions in task-oriented reading.Spanish Journal Of Psychology(18), pp. 1 - 18. ISSN: 1138-7416
- LLorens, A.C; Cerdán, R.; Vidal-Abarca, E.(2014)Adaptive Formative Feedback to Improve Strategic Search Decisions in Task-Oriented Reading.Journal of Computer Assisted Learning, 30, pp. 233 - 251. ISSN: 0266-4909
- Vidal-Abarca, E.; Gilabert, R.; Ferrer, A.; Ávila, V.; Martínez, T.; Mañá, A.; Llorens, A-C; Gil, L.; Cerdán, R.; Ramos, L.; Serrano, M-A.(2014)Psicotext Research GroupInfancia y Aprendizaje, 37(1), pp. 25 - 56. ISSN: 0210-3702
- Cerdán, R.; Gilabert, R. & Vidal-Abarca, E.(2013)Self-generated explanations on the question demands are not always helpful.Spanish Journal Of Psychology, 16(26), pp. 1 - 11. ISSN: 1138-7416
- Ramos, L.; Vidal-Abarca, E.(2013)Diferencias entre estudiantes con alta y baja competencia lectora: un estudio con metodología de pensar en voz alta.Cultura y Educacion, 25(3), pp. 295 - 308. ISSN: 1135-6405
- Vidal-Abarca, E.; Cerdán, R.(2013)Read&Answer: an application to study task-oriented reading situations.Information Design Journal, 20(1), pp. 70 - 78. ISSN: 1876-486X
- Cerdán, R., Gilabert, R., Vidal-Abarca, E.,(2011)Selecting information to answer questions: strategic individual differences when searching texts.Learning and Individual Differences, 21, pp. 201 - 205. ISSN: 1041-6080
- Llorens, A.C., Gil, L., Vidal-Abarca, E., Martínez, E., Mañá, A., & Gilabert, R.(2011)Evaluación de la competencia lectora: la prueba de Competencia Lectora para Educación Secundaria (CompLEC).Psicothema, 23(4), pp. 808 - 817. ISSN: 0214-9915
- Llorens, A.C., Gil, L., Vidal-Abarca, E., Martínez, T., Mañá, A., & Gilabert, R.(2011)Evaluación de la competencia lectora: la prueba de Competencia Lectora para Educación Secundaria (CompLEC).Psicothema, 23(4), pp. 808 - 817. ISSN: 0214-9915
- Vidal-Abarca, E., Martínez, T., Salmerón, L., Cerdán, R., Gilabert, R., Gil, L., Mañá, A., Lloréns, A. & Ferris, R.(2011)Recording on-line processes in task-oriented reading with Read&Answer.Behavior Research Methods(43), pp. 179 - 192. ISSN: 1554-351X
- Cerdán, Raquel; Vidal-Abarca, E. y Gilabert, R.(2010)Estrategias de selección de información en tareas de contestación a preguntas.Infancia y Aprendizaje, 33(4), pp. 449 - 460. ISSN: 0210-3702
- Gil, L.; Braten, I.; Vidal-Abarca, E.; Stromso, H.(2010)Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better than Argument Tasks.READING PSYCHOLOGY, 31, pp. 30 - 68. ISSN: 0270-2711
- Gil, L.; Braten, I.; Vidal-Abarca, E.; Stromso, H.(2010)Summary versus argument tasks when working with multiple documents: Which is better for whom?.Contemporary Educational Psychology, 35, pp. 157 - 173. ISSN: 0361-476X
- Vicente Sanjosé; Juan-José Fernández; Eduardo Vidal-Abarca(2010)Importancia de las destrezas de procesamiento de la información en la comprensión de textos científicos.Infancia y Aprendizaje, 33(4), pp. 529 - 541. ISSN: 0210-3702
- Vidal-Abarca, E.; Mañá, A.; Gil, L.(2010)Individual differences for self-regulating task oriented reading activities.Journal of Educational Psychology, pp. 817 - 826. ISSN: 0022-0663
- Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E.(2009)Personal epistemology across cultures: Exploring Norwegian and Spanish university students' epistemic beliefs about climate change.Social Psychology Of Education(12), pp. 529 - 560. ISSN: 1381-2890
- Cerdán, R., Vidal-Abarca, E., Martínez,T., Gilabert, R. y Gil, L.(2009)Impact of question-answering tasks on search processes and reading comprehension.Learning and Instruction(19), pp. 13 - 27. ISSN: 0959-4752
- Cerdán, R.; Vidal-Abarca, E.; Salmerón, L.; Martínez, T. y Gilabert, R.(2009)Read&Answer, a tool to capture on-line processing of texts.The Ergonomics Open Journal, 2, pp. 133 - 140. ISSN: 1875-9343
- Mañá, A., Vidal-Abarca, E., Domínguez, C., Gil, L., & Cerdán, R.(2009)Papel de los procesos metacognitivos en una tarea de pregunta-respuesta con textos escritos.Infancia y Aprendizaje(32), pp. 553 - 565. ISSN: 0210-3702
- Martínez, T., Vidal-Abarca, E., Gilabert, R., & Gil, L.(2009)On-line assessment of comprehension processes.Spanish Journal Of Psychology(12), pp. 308 - 319. ISSN: 1138-7416
- Vidal-Abarca, E.(2009)PISA: datos y reflexiones.Aula de Innovación Educativa, 179, pp. 44 - 46. ISSN: 1131-995X
- Braten, I., Gil, L., Stromso, H. & Vidal-Abarca, E.(2008)Personal Epistemology Across Cultures: Exploring the Dimensionality of Topic-Specific Epistemic Beliefs Among Norwegian and Spanish University Students.Scandinavian Journal Of Educational Research. ISSN: 0031-3831
- Cerdán,R., Vidal-Abarca, E.(2008)The effects of tasks on integrating information from multiple documents.Journal of Educational Psychology, 100 (1), pp. 209 - 222. ISSN: 0022-0663
- Duñabeitia, J.A., Vidal-Abarca,E.(2008)'Children like dense neighborhoods: Orthographic neighborhood density effects in novel readers'.Spanish Journal Of Psychology, 11 (1), pp. 26 - 35. ISSN: 1138-7416
- Gil, L., Vidal-Abarca, E., & Martínez, T(2008)La eficacia de tomar notas para integrar información de varios textos.Infancia y Aprendizaje(31), pp. 259 - 272. ISSN: 0210-3702
- Martínez, T., Vidal-Abarca, E., Gil, L., Gilabert, R.(2008)El Test Electrónico de Estrategias de Comprensión TEC-e: evaluación On-Line de Procesos.Spanish Journal Of Psychology. ISSN: 1138-7416
- Martinez,T., Vidal-Abarca,E., Sellés,P., Gilabert,R.(2008)Evaluación de estrategias y procesos de comprensión: El test de procesos de comprensión.Infancia y Aprendizaje(31), pp. 319 - 332. ISSN: 0210-3702
- Sanjose, V., Vidal-Abarca, E., y Padilla(2006)A connectionist extension to Kintsch' Construction-Integration model.Discourse Processes, 1(42), pp. 1 - 35. ISSN: 0163-853X
- Eduardo Vidal-Abarca, Ramiro Gilabert y Jean François Rouet(2005)El papel de las preguntas intercaladas en los textos de ciencias.Tarbiya (Madrid)(36, 2º semestre), pp. 129 - 147. ISSN: 1132-6239
- Gilabert, Ramiro; Martínez, Gabriel y Vidal-Abarca, Eduardo(2005)Some good texts are always better: text revision to foster inferences of readers with high and low prior background knowledge.Learning and Instruction, 15, pp. 45 - 68. ISSN: 0959-4752
- Vidal-Abarca, E., Gilabert, R. y Abad, N(2002)Una propuesta para hacer buenos textos expositivos: Hacia una tecnología del texto expositivo.Infancia y Aprendizaje, 4(25), pp. 499 - 514. ISSN: 0210-3702
- Vidal-Abarca, E., Reyes, H., Gilabert, R., Calpe, J., Soria, E.y Graesser, A.(2002)ETAT: Expository Text Analysis Tool.Behavior Research Methods Instruments & Computers, 1(34), pp. 93 - 107. ISSN: 0743-3808
- Rouet, J.F., Vidal-Abarca, E., Bert-Erboul, A. y Millogo, V(2001)Effects of information search tasks on the comprehension of instructional text.Discourse Processes, 2(31), pp. 163 - 186. ISSN: 0163-853X
- Vidal-Abarca, E., Martinez,G., Gilabert, R.(2000)'Two procedures to improve instructional text: Effects on memory and learning'.Journal of Educational Psychology, 92 (1), pp. 1 - 10. ISSN: 0022-0663
- Vidal-Abarca,E., Martinez, G.(1999)'¿Por qué los textos son difíciles de comprender?Las interferencias son la respuesta'.Textos de didáctica de la lengua y la literatura, 16, pp. 85 - 96. ISSN: 1133-9829
- Vidal-Abarca,E., Sanjosé,V.(1998)'Levels of comprehension of scientific prose:the role of text variables'.Learning and Instruction, 8(3), pp. 215 - 233. ISSN: 0959-4752
- Miranda,A., Villaescusa,M.I. y Vidal-Abarca,E.(1996)'Is attribution retraining necessary?Effects of self-regulation procedures in acquiring cognitive and metacognitive reading comprehension skills in children with learning disabilities'.Journal of Learning Disabilities, 30(5), pp. 503 - 512. ISSN: 0022-2194
- Soriano, M., Vidal-Abarca,E., y Miranda,A(1996)'Comparación de dos procedimientos de instrucciónen comprensión y aprendizaje de textos: Instrucción directa y enseñanza recíproca'.Infancia y Aprendizaje, 74, pp. 57 - 56. ISSN: 0210-3702
- Vidal-Abarca,E., Gilabert,R.(1995)'Teaching strategies to create visual representations of key ideas in content area text materials: a longterm intervention inserterd in school curriculum'.European Journal of Psychology of Education. ISSN: 0256-2928
- Vidal-Abarca,E., Sanjosé,V. y Solaz,J.J.(1994)'Efectos de las adaptaciones textuales, el conocimiento previo y las estrategias de estudio en el recuerdo, la comprensión y el aprendizaje de textos científicos'.Infancia y Aprendizaje, 67-68, pp. 75 - 90. ISSN: 0210-3702
- Gilabert,R.,Vidal-Abarca,E.(1993)'¿Podemos favorecer el aprendizaje autónomo del significado de palabras?'.Comunicación, Lenguaje y Educación, 18, pp. 81 - 89. ISSN: 0214-7033
- Sanjosé,V.,Solaz,J.J., Vidal-Abarca,E.(1993)'Mejorando la efectvidad instruccional del textoeducativo en ciencias: primeros resultados'.Ensenanza de las Ciencias, 11,2, pp. 137 - 148. ISSN: 0212-4521
- Vidal-Abarca,E.(1993)2diferencias evolutivas en el procesamiento de textos mediante una tarea de ordenación de frases'.Infancia y Aprendizaje, 61, pp. 89 - 106. ISSN: 0210-3702
- Vidal-Abarca,E., Gilabert,R.(1993)'Un programa de enseñanza de estrategias de conprensión de textos en 6º curso de E.G.B'.Revista de Psicología de la Educación, 4,2, pp. 67 - 80. ISSN: 0214-7599
- Máñez, I.; Vidal-Abarca, E.(2020)Question-answering skills: the role of feedback in digital environments.Enfance(3), pp. 313 - 335. ISSN: 0013-7545

CNAE

General secondary education

Associated structure

Interdisciplinary Research Management for Reading Research

www.uv.es/lectura

lectura@uv.es

Contact group details

Psicotext (Psicotext)

Blasco Ibáñez Campus

Av. Blasco Ibáñez, 21

46010 València (Valencia)

+34 963 983 850

Geolocation

Web

eduardo.vidal-abarca@uv.es

Contact people

CERDAN OTERO, RAQUEL
Alumn.-Servei de Formacio Permanent
Coordinador/a de Programa de Doctorat

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Psicotext Research Group - Psicotext