| Popis: |
Reading, taken to be the development of mental representation, is structured through the establishment of causal networks constructed by the reader. These are based on the causal network taken from the text and its causal relationships. Several authors support the idea that causal relationships play a key role in the process of understanding as part of the mental model. In the present study, we analyze reading comprehension from the point of view of causality, in students at university and in the 4th year of secondary school. This is done through reviewing the structure of causal networks of nodes with different causal densities, both in the text and in the reader, in a summary task of a narrative text. The working hypothesis is that the causal density, or more specifically, those nodes that have a greater number of causal relationships in the text, will have the greatest impact on reading comprehension, with these causal relationships being the determining factor between competent readers and less competent ones in the two groups studied. The results support these hypotheses; we also detected a predictive value between types of readers and causal nodes. |
