22
Session 1: Pre-test. In the first session, the Test of Prior Knowledge on Sciences
(PKT) was administered, oscillating its application between 15 - 20 minutes.
Session 2. Experimental Phase. Two or three days later, the experimental task of
studying the text was carried out using Read&Learn. For this, verbal and visual
instructions
functioning
approximately 45 - 50 minutes. Both experimental conditions were characterized
by the text available during the performance of the task to avoid the influence of
the memory effect.
Session 3. Post-test. One day after the training phase, the students answered the
20
minutes.
Measures
In
measure,
model (SMLearnPost). Measures relating to processing strategies during the experimental
task were also analysed: total paraphrases (nTotPar) and total elaborations (nTotElab),
differentiating
paraphrases
elaborations (nElab0). On the other hand, as on-line measurements, we used the total time
reading the text (tRead) and the total time responding (tResp).
In
between
measures.
carried out, using the corresponding indicators when it was not possible to assume equal
variances.
Results
Profile of strategies for processing learning techniques
An ANOVA 2 (AOQ, SE) x 2 (nTotPar, nTotElab) showed significant differences
in
2
=
independent
2
=
strategies in a more balanced way. They used significantly more elaborations (t(62.447)
= 4.31, p <.001) and less paraphrases (t(75) = -5.092, p <.001) compared to SE students,
who focused on this last superficial processing strategy (see Figure 3).