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Raquel Cerdan
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Cited by
Year
The effects of tasks on integrating information from multiple documents.
R Cerdán, E Vidal-Abarca
Journal of Educational Psychology 100 (1), 209, 2008
2552008
Impact of question-answering tasks on search processes and reading comprehension
R Cerdán, E Vidal-Abarca, T Martínez, R Gilabert, L Gil
Learning and Instruction 19 (1), 13-27, 2009
2152009
Selecting information to answer questions: Strategic individual differences when searching texts
R Cerdán, R Gilabert, E Vidal-Abarca
Learning and Individual Differences 21 (2), 201-205, 2011
882011
Recording online processes in task-oriented reading with Read&Answer
E Vidal-Abarca, T Martinez, L Salmerón, R Cerdán, R Gilabert, L Gil, ...
Behavior Research Methods 43 (1), 179-192, 2011
812011
Papel de los procesos metacognitivos en una tarea de pregunta-respuesta contextos escritos
A Mañá, E Vidal-Abarca, C Domínguez, L Gil, R Cerdán
Infancia y Aprendizaje 32 (4), 553-565, 2009
492009
TuinLEC, an intelligent tutoring system to improve reading literacy skills/TuinLEC, un tutor inteligente para mejorar la competencia lectora
E Vidal-Abarca, R Gilabert, A Ferrer, V Ávila, T Martínez, A Mañá, ...
Infancia y Aprendizaje 37 (1), 25-56, 2014
322014
TuinLEC, an intelligent tutoring system to improve reading literacy skills/TuinLEC, un tutor inteligente para mejorar la competencia lectora
E Vidal-Abarca, R Gilabert, A Ferrer, V Ávila, T Martínez, A Mañá, ...
Infancia y Aprendizaje 37 (1), 25-56, 2014
322014
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
R Cerdán, A Pérez, E Vidal-Abarca, JF Rouet
Reading and Writing 32 (8), 2111-2124, 2019
272019
Exploring fourth graders’ sourcing skills/Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado
J Paul, R Cerdán, JF Rouet, M Stadtler
Infancia y Aprendizaje 41 (3), 536-580, 2018
272018
Formative feedback to transfer self‐regulation of task‐oriented reading strategies
AC Llorens, E Vidal‐Abarca, R Cerdán
Journal of Computer Assisted Learning 32 (4), 314-331, 2016
272016
Adaptive formative feedback to improve strategic search decisions in task‐oriented reading
AC Llorens, R Cerdán, E Vidal‐Abarca
Journal of Computer Assisted Learning 30 (3), 233-251, 2014
252014
How adolescents navigate Wikipedia to answer questions/¿ Cómo navegan los adolescentes en Wikipedia para contestar preguntas?
L Salmerón, R Cerdán, J Naumann
Infancia y Aprendizaje 38 (2), 435-471, 2015
232015
How adolescents navigate Wikipedia to answer questions/¿ Cómo navegan los adolescentes en Wikipedia para contestar preguntas?
L Salmerón, R Cerdán, J Naumann
Infancia y aprendizaje 38 (2), 435-471, 2015
232015
READ-COGvid: a database from reading and media habits during COVID-19 confinement in Spain and Italy
L Salmerón, B Arfé, V Avila, R Cerdán, R De Sixte, P Delgado, I Fajardo, ...
Frontiers in Psychology, 2639, 2020
222020
Effects of timing of formative feedback in computer‐assisted learning environments
C Candel, E Vidal‐Abarca, R Cerdán, M Lippmann, S Narciss
Journal of Computer Assisted Learning 36 (5), 718-728, 2020
212020
Cognitive load and learning in the study of multiple documents
R Cerdan, C Candel, J Leppink
Frontiers in Education 3, 59, 2018
192018
Assessing the Comprehension of Questions in Task-Oriented-Reading//Evaluación de la comprensión de las preguntas en lectura-orientada-a-tareas
AC Llorens, R Cerdán
Revista de Psicodidáctica 17 (2), 2012
182012
Assessing the Comprehension of Questions in Task-Oriented-Reading//Evaluación de la comprensión de las preguntas en lectura-orientada-a-tareas
AC Llorens, R Cerdán
Revista de Psicodidáctica 17 (2), 2012
182012
Assessing the Comprehension of Questions in Task-Oriented-Reading//Evaluación de la comprensión de las preguntas en lectura-orientada-a-tareas
AC Llorens, R Cerdán
Revista de Psicodidáctica/Journal of Psychodidactics 17 (2), 2012
182012
Self-generated explanations on the question demands are not always helpful
R Cerdán, R Gilabert, E Vidal-Abarca
The Spanish journal of psychology 16, 2013
162013
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Articles 1–20