Publicaciones (38) Publicaciones de RAQUEL CERDAN OTERO

2024

  1. Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?

    Journal of Computer Assisted Learning

  2. Examining pre-service teachers’ feedback on low- and high-quality written assignments

    Educational Assessment, Evaluation and Accountability

2023

  1. What research is important today in human development, learning and education?: JSED Editors’ reflections and research calls

    Journal for the Study of Education and Development, Infancia y Aprendizaje, Vol. 46, Núm. 1, pp. 1-38

2022

  1. Leer en contextos de distracción: el rol de la inhibición y el establecimiento de objetivos en la comprensión de textos académicos digitales

    Íkala, Vol. 27, Núm. 1, pp. 66-83

2021

  1. Delaying elaborated feedback within computer-based learning environments: The role of summative and question-based feedback

    Journal of Computer Assisted Learning, Vol. 37, Núm. 4, pp. 1015-1029

  2. Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading

    Journal of Research in Reading, Vol. 44, Núm. 4, pp. 837-858

  3. Reading From Multiple Documents: The Role of Text Availability and Question Type

    Reading Research Quarterly

2020

  1. Effects of timing of formative feedback in computer-assisted learning environments

    Journal of Computer Assisted Learning, Vol. 36, Núm. 5, pp. 718-728

  2. Estudiantes con necesidades educativas especiales y dificultades específicas de aprendizaje

    Aprendizaje y desarrollo de la personalidad (Alianza), pp. 371-371

  3. Introduction to the special issue ‘How adolescents read and learn on the Web: internal and external factors

    Journal for the Study of Education and Development, Infancia y Aprendizaje, Vol. 43, Núm. 1, pp. 9-18

  4. READ-COGvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy

    Frontiers in Psychology, Vol. 11

2019

  1. The Role of General and Selective Task Instructions on Students’ Processing of Multiple Conflicting Documents

    Frontiers in Psychology, Vol. 10

  2. To answer questions from text, one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill

    Reading and Writing, Vol. 32, Núm. 8, pp. 2111-2124

2018

  1. Claves para la práctica de la psicología educativa coord.

    Paraninfo

  2. Cognitive Load and Learning in the Study of Multiple Documents

    Frontiers in Education, Vol. 3

  3. Introducción a la Psicología Educativa: aproximación histórica y retos de futuro

    Claves para la práctica de la psicología educativa (Paraninfo), pp. 1-15

  4. Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado

    Journal for the Study of Education and Development, Infancia y Aprendizaje, Vol. 41, Núm. 3, pp. 556-580

2016

  1. Formative feedback to transfer self-regulation of task-oriented reading strategies

    Journal of Computer Assisted Learning, Vol. 32, Núm. 4, pp. 314-331

2015

  1. ¿Ayuda la retroalimentación formativa sobre el comportamiento de búsqueda a contestar preguntas de comprensión en lecturas con texto disponible?

    Journal for the Study of Education and Development, Infancia y Aprendizaje, Vol. 38, Núm. 4, pp. 824-841

  2. ¿Cómo navegan los adolescentes en Wikipedia para contestar preguntas?

    Journal for the Study of Education and Development, Infancia y Aprendizaje, Vol. 38, Núm. 2, pp. 435-471