An Analysis of Individual Differences for a Computer Self-Regulated Reading Comprehension Task
Data(s) |
01/09/2016
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Resumo |
Recent developments in brain imagery have made it possible to explore links between brain functions and psychological phenomena, opening a window between mind, brain and behavior. However, behavior cannot be understood solely by looking at the brain alone; the roles of the context, task, and practice are potent forces in shaping behavior. According to these ideas, we present a work experience to reflect on: 1) the variations of how people learn, 2) the learning potential of students with learning disabilities, and 3) computers as a tool to learn and to analyze student’s reading comprehension processes. In this vein, we present and discuss an example of how different types of readers (average, dyslexia, and hemispherectomy) undertake a computer self-regulated reading comprehension task. This is not an experimental research study and results cannot be generalized. Theoretical and educational implications are discussed in line with the proposed aims. |
Formato |
application/pdf |
Identificador |
http://eprints.ucm.es/39203/1/Individual%20differences_E_Prints_LopezEscribano_MorenoIngelmo-1.pdf |
Idioma(s) |
es |
Relação |
http://eprints.ucm.es/39203/ |
Direitos |
info:eu-repo/semantics/openAccess |
Palavras-Chave | #Educación especial #Métodos de enseñanza #Psicología de la educación #Trastornos del aprendizaje |
Tipo |
info:eu-repo/semantics/workingPaper NonPeerReviewed |