DETALLES SEDUCTORES RELEVANTES E IRRELEVANTES EN UN TEXTO EXPOSITIVO: EFECTOS SOBRE LA COMPRENSIÓN Y EL RECUERDO EN LECTORES CON BAJO CONOCIMIENTO PREVIO

Gastón Saux; Natalia Irrazabal; Debora I. Burin

doi:10.22235/cp.v8i1.1043

Autores/as

Gastón Saux Universidad Católica Argentina
Natalia Irrazabal CONICET
Debora I. Burin Universidad de Buenos Aires

DOI:

https://doi.org/10.22235/cp.v8i1.1043

Palabras clave:

comprensión de texto expositivo, detalle seductor, relevancia causal

Resumen

Se estudió el impacto de incluir detalles seductores sobre el recuerdo y la comprensión de un texto expositivo de ciencias, de contenidos poco familiares para los participantes. 94 estudiantes leyeron un texto expositivo sin detalles seductores, con un detalle seductor irrelevante (sin relación causal explícita con el resto del texto), o con un detalle seductor relevante (relacionado causalmente de modo explícito con el texto). La relevancia causal y el nivel de interés asociados al detalle fueron analizados en un pre-testeo inicial de los materiales. Los resultados indicaron que la condición que recibió el detalle en versión irrelevante tuvo más dificultades que el resto para recordar los contenidos y para contestar afirmaciones derivadas del texto. La condición que recibió el detalle seductor en versión relevante, por su parte, presentó el puntaje de recuerdo más alto. Estos resultados son interpretados atendiendo a su aplicación en el uso de textos en ámbitos educacionales.

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