Fitxa persona

RAQUEL CERDAN OTERO
PDI-Catedratic/a d'Universitat
Coordinador/a de Programa de Doctorat

raquel.cerdan@uv.es
http://www.uv.es/cerora

Knowledge area: DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Department: Developmental and Educational Psychology

(9639) 83436

Biography

I am associate professor of Psychology and work on the topic of reading comprehension and learning from text. I am also the coordinator of the PhD program Reading and Comprehension.

Subjects taught and teaching methods

33599 - Psychology of education - Degree in Preschool Education	Theoretical-Practical
33599 - Psychology of education - Degree in Primary School Education	Theoretical-Practical
33697 - School placement (Primary Education) I - Degree in Primary School Education	Prácticum
33698 - School placement (Primary Education) II - Degree in Primary School Education	Prácticum
33699 - School placement (Primary Education) III - Degree in Primary School Education	Prácticum
33700 - Degree final project (Primary Education) - Degree in Primary School Education	Work end of studies
40493 - Learning and personality development - Master's Degree in Secondary Education Teacher Training	Theoretical-Practical

Tutorials

Anual

Friday de 12:00 a 15:00. DESPATX F418. FACULTAT DE PSICOLOGIA I LOGOPÈDIA

Observations

You participate in the electronic tutoring program of the Universitat de València

Journal Publications

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
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
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
Cerdán, R.; Marín, M.C. ; Candel, C. (2013) The role of perspective on students' use of multiple documents to solve an open ended task. Psicologia Educativa, 19, pp. 89 - 94 . ISSN: 1135-755X
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) TuinLEC, an intelligent tutoring system to improve reading literacy skills. Infancia 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) Does formative feedback on search behaviour help students in answering comprehension questions from an available text?. Infancia y Aprendizaje, 38(4), p. 808-841 . ISSN: 0210-3702
Llorens, A.C., Vidal-Abarca, E., & Cerdán, R. (2016). (2016) Formative feedback to transfer self-regulation of task-oriented reading strategies. Journal of Computer Assisted Learning, 32(4), pp. 314 - 331 . ISSN: 0266-4909
Paul, J., Cerdán, R., Rouet, J.F., Stadtler, M. (2018) Exploring fourth graders' sourcing skills. Infancia 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) To answer questions from text, one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill. Reading And Writing, pp. 1 - 14 . ISSN: 0922-4777
Cerdán, R; Marín, M.C. (2019) The Role of General and Selective Task Instructions on Students' Processing of Multiple Conflicting Documents. Frontiers 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) READ-COGvid: a database from reading and media habits during Covid-19 confinement in Spain and Italy. Frontiers In Psychology, 11, p. 575241 . ISSN: 1664-1078
Cerdán, R.; Máñez, I.; Serrano-Mendizábal, M-A. (2021) Reading from multiple documents: The role of text availability and question type. Reading 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) Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading. Journal 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