<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212018000200177</article-id>
<article-id pub-id-type="doi">10.22235/cp.v12i2.1680</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensión de textos expositivos académicos en e-book Reader y en papel: Influencia del conocimiento previo de dominio y la aptitud verbal]]></article-title>
<article-title xml:lang="en"><![CDATA[Comprehension of academic expository texts in e-book Reader vs. paper:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piovano]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Irrazabal]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burin]]></surname>
<given-names><![CDATA[Débora I.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad CAECE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Palermo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>177</fpage>
<lpage>185</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212018000200177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212018000200177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212018000200177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En un estudio del que participaron 102 estudiantes universitarios, se comparó la comprensión en la lectura de textos expositivos académicos impresos versus en formato de e-book Reader. Se examinaron los efectos del soporte, del conocimiento específico de dominio previo del lector y la aptitud verbal. Asimismo se indagaron las actitudes de los estudiantes hacia los soportes textuales antes y después de la experiencia. Los resultados sugieren que el e-book Reader beneficiaría a los lectores competentes, y/o que podría promover mayor actividad metacognitiva en los procesos de comprensión. Asimismo, las opiniones hacia el e-book Reader cambiaron después de la experiencia, aunque los juicios de autoevaluación evidenciaron que se sigue prefiriendo el formato impreso]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In a study involving 102 university students, reading comprehension of printed academic texts versus e-book Reader format was compared. Eff ects of specifi c previous domain knowledge and verbal ability were examined. Students&#8217; attitudes towards the e-book Reader before and after the experiment were also investigated. Results suggest that the e-book Reader would benefit more competent readers, and that it could promote greater metacognitive activity in comprehension processes. Also, attitudes towards the e-book Reader changed after the experience, although self-evaluation judgments showed that the printed format is still preferred]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[E-book Reader]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[textos expositivos]]></kwd>
<kwd lng="es"><![CDATA[aptitud verbal]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="en"><![CDATA[E-book Reader]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[expository texts]]></kwd>
<kwd lng="en"><![CDATA[verbal aptitude]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
</kwd-group>
</article-meta>
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