RAQUEL CERDAN OTERO
PDI-Catedratic/a d'Universitat
Coordinador/a de Programa de Doctorat
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.
Tutorials
| 01/09/2024 - 26/01/2025 |
| VIERNES de 12:00 a 15:00 DESPATX F-418 |
| Observations |
| Participate in the e-tutoring programme of the Universitat de València |
Journal Publications
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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
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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
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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
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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
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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 -
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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
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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
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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
