Comprensión lectora y representación de múltiples fuentes de información en estudiantes universitarios: influencia de las discrepancias textuales sobre una tarea de producción de títulos y una tarea de reconocimiento de "quién dice qué"
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Resumo
Se estudió experimentalmente el supuesto de que los enunciados discrepantes de un texto influyen en la codificación y posterior reconocimiento de las fuentes de información de dichos enunciados en comparación con enunciados consistentes. Cuarenta y dos estudiantes universitarios (Edad M = 20, SD = 1.55) leyeron 24 noticias ficticias cortas que presentaron dos enunciados producidos por dos fuentes diferentes (i.e., dos personajes dentro de la noticia). Los enunciados se manipularon para que resultasen discrepantes o consistentes entre sí. Se recolectaron dos medidas dependientes: producción de títulos (durante la lectura) y tarea de reconocimiento de fuentes (luego de la lectura). Los enunciados discrepantes favorecieron tanto la producción de títulos centrados en la contradicción como el reconocimiento posterior de las fuentes. Estos resultados señalan la importancia de las discrepancias como elemento de promoción de lectura crítica de múltiples perspectivas en un texto.
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