Comprensión de textos: conceptos básicos y avances en la investigación actual
Resumen En las últimas décadas una parte significativa de la investigación en Psicología Básica y Educativa se ha dedicado a estudiar cómo procesamos el discurso y, en particular, los textos. Gracias a ello, contamos hoy día con una imagen más o menos clara de lo que pasa y de lo que queda en nuestra mente cuando leemos un discurso escrito. En las páginas que siguen trataremos de divulgar ese conocimiento acumulado. En concreto, explicaremos qué es comprender un texto, qué operaciones mentales llevamos a cabo para conseguirlo y por qué en ocasiones no comprendemos. Por fortuna para estudiosos y profesionales, la investigación en comprensión de textos no está estancada ni mucho menos: aún quedan múltiples interrogantes por despejar, los cuales animan la investigación actual. En la segunda parte del artículo hacemos un recorrido somero por las líneas más vivas actualmente y pasaremos revista a algunos de sus resultados más sobresalientes. Concretamente, hablaremos sobre el papel de lo extratextual, las nuevas situaciones de lectura, el aprendizaje de conceptos a partir de textos, la naturaleza de la representación mental del significado y el desarrollo de nuevas técnicas de investigación.
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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.
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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.
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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.
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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.
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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.
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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.
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.
Sánchez Miguel, E., & García-Rodicio, H. (2014). Comprensión de textos: conceptos básicos y avances en la investigación actual. Aula, 20, 83–103. https://doi.org/10.14201/12563
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