AIS: Ars Iuris Salmanticensis

ALIBALI, M. W.; KITA, S. y YOUNG, A. J. (2000) Gesture and the process of speech production: We think, therefore we gesture. Language and Cognitive Processes, 15, 593-613.

ARIASI, N. y MASON, L. (2011) Uncovering the effect of text structure in learning from a science text: an eye-tracking study. Instructional Science, 39, 581-601.

BROUGHTON, S. H.; SINATRA, G. M. y REYNOLDS, R. E. (2010) The nature of the refutation text effect: an investigation of attention allocation. The Journal of Educational Research, 103, 407-423.

CERDÁN, R.; VIDAL-ABARCA, E.; MARTÍNEZ, T.; GILABERT, R. y GIL, L. (2009) Impact of questionanswering tasks on search processes and reading comprehension. Learning and Instruction, 19, 13-27.

COLTHEART, M. (2005) Modeling reading: The Dual Route approach. En M. J. SNOWLING y C. HULME (eds.) The science of reading: a handbook (pp. 6-23). Oxford: Blackwell publishing.

DE VEGA, M. (2005) Lenguaje, corporeidad y cerebro: Una revisión crítica. Revista Signos, 38, 157-176.

GLENBERG, A. M.; JAWORSKI, B.; RISCHAL, M. y LEVIN, J. R. (2007) What brains are for: Action, meaning, and reading comprehension. En D. MCNAMARA (ed.) Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 221-240). Mahwah, NJ: Lawrence Erlbaum Publishers.

HYÖNÄ, J.; LORCH, R. F. y KAAKINEN, J. (2002) Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. Journal of Educational Psychology, 94, 44-55.

HYÖNÄ, J. y NURMINEN, A. M. (2006) Do adult readers know how they read? Evidence from eye movement patterns and verbal reports. British Journal of Educational Psychology, 97, 31-50.

KAAKINEN, J.; HYÖNÄ, J. y KEENAN, J. M. (2002) Perspective Effects on Online Text Processing. Discourse Processes, 33, 159-173.

KENDEOU, P. y VAN DEN BROEK, P. (2007) The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567-1577.

KINTSCH, W. (1998) Comprehension: A paradigm for cognition. New York: Cambridge University Press.

MAÑÁ, A.; VIDAL-ABARCA, E.; DOMÍNGUEZ, C.; GIL, L. y CERDÁN, R. (2009) Papel de los procesos metacognitivos en una tarea de pregunta-respuesta con textos escritos. Infancia y Aprendizaje, 32, 553-565.

MOSS, J.; SCHUNN, C. D.; SCHNEIDER, W.; MCNAMARA, D. y VANLEHN, K. (2011) The neural correlates of strategic reading comprehension: cognitive control and discourse comprehension. Neuroimage, 58, 675-686.

OECD (2011) PISA 2009 Results: Students on Line: Digital Technologies and Performance (Volume VI). Paris: OECD.

O’REILLY, T. & MCNAMARA, D. S. (2007) Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers. Discourse Processes, 43, 121-152.

ORRANTIA, J. y NÚÑEZ, D. (2013) Arithmetic word problem solving: evidence for a magnitude-based mental representation. Memory & Cognition, 41, 98-108.

OZURU, Y.; DEMPSEY, K. y MCNAMARA, D. S. (2009) Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning & Instruction, 19, 228-242.

POLMAN, J. L. (2004) Dialogic activity structures for project-based learning enviroments. Cognition and Instruction, 22, 431-466.

RATCLIFF, G. y MCKOON, G. (1978) Priming in item recognition: Evidence for the propositional structure of sentences. Journal of Verbal Learning and Verbal Behavior, 17, 403-417.

ROUET, J.-F. (2006) The skills of document use: from text comprehension to Web-based learning. Mahwah, NJ: Erlbaum.

ROUET, J.-F.; ROS, C.; GOUMI, A.; MACEDO-ROUET, M. y DINET, J. (2011) The influence of surface and deep cues on primary and secondary school students’ assessment of relevance in Web menus. Learning and Instruction, 21, 205-219.

SALMERÓN, L.; KAMMERER, Y. y GARCÍA-CARRIÓN, P. (2013) Searching the Web for conflicting topics: Page and user factors. Computers in Human Behavior, 29, 2161-2171.

SÁNCHEZ, E.; GARCÍA, J. R. y ROSALES, J. (2010) La lectura en el aula. Barcelona: Graó. SÁNCHEZ, E. y GARCÍA-RODICIO, H. (2013) Using online measures to determine how learners process instructional explanations. Learning and Instruction, 26, 1-11.

SNOWLING, M. J. (2000) Dyslexia. Oxford: Blackwell Publishers.

TABAK, I. y BAUMGARTNER, E. (2004) The teacher as partner, exploring participant structures, symmetry, and identity work in scaffolding. Cognition and Instruction, 22, 303-429.

TETTAMANTI, M.; BUCCINO, G.; SACCUMAN, M.; GALLESE, V.; DANNA, M. y SCIFO, P. et al. (2005) Listening to action-related sentences activates fronto-parietal motor circuits. Journal of Cognitive Neuroscience, 17, 273-281.

TIPPETT, C. D. (2010) Refutation text in science education: a review of two decades of research. International Journal of Science and Mathematics Education, 8, 951-970.

VAN DIJK, T. y KINTSCH, W. (1983) Strategies of discourse comprehension. New York: Academic Press.

ZWAAN, R. A.; STANFIELD, R. A. y YAXLEY, R. H. (2002) Language comprehenders mentally represent the shapes of objects. Psychological Science, 13, 168-171.