Inferencias y preguntas en la comprensión de textos científicos

• Autores: Arthur C. Graesser, Scotty Craig, Shannon Whitten, Brent Olde, Victoria Pomeroy, Shulan Lu
• Localización: Tarbiya: Revista de investigación e innovación educativa, ISSN 1132-6239, Nº 36, 2005, págs. 103-128
• Idioma: español
• Enlaces
  • Texto completo
• Dialnet Métricas: 8 Citas
• Resumen

  • El propósito de este artículo es discutir el papel de las inferencias y las preguntas cuando se intenta comprender un texto científico. Si el texto científico es comprendido, el lector debería ser capaz de generar inferencias a un nivel más profundo de representación, es decir, en el nivel de los mecanismos causales. El artículo está dividido en tres partes. La primera bosqueja las habilidades cognitivas necesarias para la alfabetización cognitiva en la moderna era de la informática. La segunda parte trata sobre las representaciones cognitivas que se construyen durante la comprensión profunda, así como los mecanismos de generación de preguntas. Como avance, diremos que nuestra hipótesis es que la comprensión profunda se pone de manifiesto en las preguntas que realiza una persona cuando se enfrenta a una situación problemática. La tercera parte trata sobre un estudio que llevamos a cabo sobre la comprensión de textos ilustrados que se refieren a aparatos cotidianos.

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