Lectura digital en estudiantes universitarios: contribuciones del funcionamiento ejecutivo y hábitos lectores
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Resumen
El presente estudio examinó la comprensión de textos expositivos y narrativos en pantalla y su relación con las funciones ejecutiva, los hábitos lectores y el soporte preferido (papel o pantallas) para lectura de estudio o recreativa, en estudiantes universitarios. Participaron noventa y ocho estudiantes universitarios (76.8% mujeres, edad promedio: M = 20.6, DS = 5.24 años), quienes completaron una tarea de comprensión de un texto expositivo y uno narrativo presentados en pantalla, una evaluación computarizada de las funciones ejecutivas (memoria de trabajo, flexibilidad cognitiva, inhibición), una encuesta de hábitos lectores y un test de reconocimiento de autores. La memoria de trabajo fue un predictor de la comprensión en general, mientras que la flexibilidad se asoció al texto expositivo. La exposición a la ficción contribuyó específicamente al texto narrativo. Los alumnos acostumbrados a estudiar en pantalla tuvieron un mejor desempeño en el texto expositivo que quienes prefieren el papel. La contribución de las funciones ejecutivas a la comprensión en pantallas es similar a la observada en estudios de lectura en papel. El efecto del soporte preferido sugiere que la práctica podría compensar la modalidad de lectura más superficial que se observa típicamente en estudios de lectura en medios digitales.
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