Verbal comprehension of university students
- Autores
- Piacente, Telma
- Año de publicación
- 2012
- Idioma
- inglés
- Tipo de recurso
- artículo
- Estado
- versión publicada
- Descripción
- This paper presents the preliminary results of a broader research on performance and selfperception in reading and writing of university students. In particular, it focuses on verbal comprehension given its connection with reading comprehension. Reading comprehension is crucial, especially while constructing a situational model—achieved by integrating the information provided in the text with relevant prior knowledge. A random pilot sample of 60 students from third year, male and female, of an average age of 23 was selected. The Vocabulary, Information and Analogies tests from WAIS III were administered. The Verbal Comprehension findings show central tendency scores similar to those of the standardization sample with minor dispersion, with specific cases of scores in the lower average limit. Several comments are given on the performance of university students and other observations regarding the type of mistakes made in the answers provided which deserve further considerations. Preliminary conclusions point to a lack of and/or insufficient information, conceptual confusion with some terms of relatively high frequency and difficulties in the conceptualization process. These preliminary findings deserve further attention due to their impact in successful learning from texts.
Facultad de Psicología - Fuente
- Memoria académica
- Materia
-
Psicología
verbal comprehension
reading
university students
Educación Superior
comprensión lectora - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- http://creativecommons.org/licenses/by-nc-nd/2.5/ar/
- Repositorio
- Institución
- Universidad Nacional de La Plata
- OAI Identificador
- oai:sedici.unlp.edu.ar:10915/49689
Ver los metadatos del registro completo
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Verbal comprehension of university studentsPiacente, TelmaPsicologíaverbal comprehensionreadinguniversity studentsEducación Superiorcomprensión lectoraThis paper presents the preliminary results of a broader research on performance and selfperception in reading and writing of university students. In particular, it focuses on verbal comprehension given its connection with reading comprehension. Reading comprehension is crucial, especially while constructing a situational model—achieved by integrating the information provided in the text with relevant prior knowledge. A random pilot sample of 60 students from third year, male and female, of an average age of 23 was selected. The Vocabulary, Information and Analogies tests from WAIS III were administered. The Verbal Comprehension findings show central tendency scores similar to those of the standardization sample with minor dispersion, with specific cases of scores in the lower average limit. Several comments are given on the performance of university students and other observations regarding the type of mistakes made in the answers provided which deserve further considerations. Preliminary conclusions point to a lack of and/or insufficient information, conceptual confusion with some terms of relatively high frequency and difficulties in the conceptualization process. These preliminary findings deserve further attention due to their impact in successful learning from texts.Facultad de Psicología2012info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArticulohttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttp://sedici.unlp.edu.ar/handle/10915/49689<a href="http://www.memoria.fahce.unlp.edu.ar" target="_blank">Memoria académica</a>reponame:SEDICI (UNLP)instname:Universidad Nacional de La Platainstacron:UNLPenginfo:eu-repo/semantics/altIdentifier/url/http://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.5554/pr.5554.pdfinfo:eu-repo/semantics/altIdentifier/issn/1515-6877info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/2.5/ar/Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5)2025-09-03T10:36:22Zoai:sedici.unlp.edu.ar:10915/49689Institucionalhttp://sedici.unlp.edu.ar/Universidad públicaNo correspondehttp://sedici.unlp.edu.ar/oai/snrdalira@sedici.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13292025-09-03 10:36:23.143SEDICI (UNLP) - Universidad Nacional de La Platafalse |
dc.title.none.fl_str_mv |
Verbal comprehension of university students |
title |
Verbal comprehension of university students |
spellingShingle |
Verbal comprehension of university students Piacente, Telma Psicología verbal comprehension reading university students Educación Superior comprensión lectora |
title_short |
Verbal comprehension of university students |
title_full |
Verbal comprehension of university students |
title_fullStr |
Verbal comprehension of university students |
title_full_unstemmed |
Verbal comprehension of university students |
title_sort |
Verbal comprehension of university students |
dc.creator.none.fl_str_mv |
Piacente, Telma |
author |
Piacente, Telma |
author_facet |
Piacente, Telma |
author_role |
author |
dc.subject.none.fl_str_mv |
Psicología verbal comprehension reading university students Educación Superior comprensión lectora |
topic |
Psicología verbal comprehension reading university students Educación Superior comprensión lectora |
dc.description.none.fl_txt_mv |
This paper presents the preliminary results of a broader research on performance and selfperception in reading and writing of university students. In particular, it focuses on verbal comprehension given its connection with reading comprehension. Reading comprehension is crucial, especially while constructing a situational model—achieved by integrating the information provided in the text with relevant prior knowledge. A random pilot sample of 60 students from third year, male and female, of an average age of 23 was selected. The Vocabulary, Information and Analogies tests from WAIS III were administered. The Verbal Comprehension findings show central tendency scores similar to those of the standardization sample with minor dispersion, with specific cases of scores in the lower average limit. Several comments are given on the performance of university students and other observations regarding the type of mistakes made in the answers provided which deserve further considerations. Preliminary conclusions point to a lack of and/or insufficient information, conceptual confusion with some terms of relatively high frequency and difficulties in the conceptualization process. These preliminary findings deserve further attention due to their impact in successful learning from texts. Facultad de Psicología |
description |
This paper presents the preliminary results of a broader research on performance and selfperception in reading and writing of university students. In particular, it focuses on verbal comprehension given its connection with reading comprehension. Reading comprehension is crucial, especially while constructing a situational model—achieved by integrating the information provided in the text with relevant prior knowledge. A random pilot sample of 60 students from third year, male and female, of an average age of 23 was selected. The Vocabulary, Information and Analogies tests from WAIS III were administered. The Verbal Comprehension findings show central tendency scores similar to those of the standardization sample with minor dispersion, with specific cases of scores in the lower average limit. Several comments are given on the performance of university students and other observations regarding the type of mistakes made in the answers provided which deserve further considerations. Preliminary conclusions point to a lack of and/or insufficient information, conceptual confusion with some terms of relatively high frequency and difficulties in the conceptualization process. These preliminary findings deserve further attention due to their impact in successful learning from texts. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Articulo http://purl.org/coar/resource_type/c_6501 info:ar-repo/semantics/articulo |
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article |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://sedici.unlp.edu.ar/handle/10915/49689 |
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eng |
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eng |
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info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/2.5/ar/ Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5) |
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http://creativecommons.org/licenses/by-nc-nd/2.5/ar/ Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5) |
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