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Raquel De Sixte, Amelia Mañá, Vicenta Ávila & Emilio Sánchez. (2020) Warm elaborated feedback. Exploring its benefits on post-feedback behaviour. Educational Psychology 40:9, pages 1094-1112.
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Francisco Cano, Ángela García, A.B.G. Berbén & Fernando Justicia. (2014) Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement. International Journal of Science Education 36:10, pages 1710-1732.
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Liliana Tolchinsky & Isabel Solé. (2009) Las condiciones del aprendizaje de la lengua escrita. Journal for the Study of Education and Development 32:2, pages 131-140.
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Jordan Lombard, Ivar Bråten, Cécile van de Leemput & Franck Amadieu. (2021) Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?. Instructional Science 49:2, pages 197-221.
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Luis A. Rojas P.Maria Elena Truyol, Juan Felipe Calderon Maureira, Mayron Orellana Quiñones & Aníbal Puente. 2020. Social Computing and Social Media. Design, Ethics, User Behavior, and Social Network Analysis. Social Computing and Social Media. Design, Ethics, User Behavior, and Social Network Analysis
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Raquel Cerdán & Maria del Carmen Marín. (2019) The Role of General and Selective Task Instructions on Students’ Processing of Multiple Conflicting Documents. Frontiers in Psychology 10.
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Ignacio Máñez, Eduardo Vidal-Abarca, Panayiota Kendeou & Tomás Martínez. (2019) How do students process complex formative feedback in question-answering tasks? A think-aloud study. Metacognition and Learning 14:1, pages 65-87.
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M.-Á. Serrano, E. Vidal-Abarca & A. Ferrer. (2018) Teaching self-regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low-skilled comprehenders. Journal of Computer Assisted Learning 34:5, pages 515-525.
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Antonio Ferrer, Eduardo Vidal-Abarca, Maria-Ángeles Serrano & Ramiro Gilabert. (2017) Impact of text availability and question format on reading comprehension processes. Contemporary Educational Psychology 51, pages 404-415.
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Amelia Mañá, Eduardo Vidal-Abarca & Ladislao Salmerón. (2016) Effect of delay on search decisions in a task-oriented reading environment. Metacognition and Learning 12:1, pages 113-130.
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A.C. Llorens, E. Vidal-Abarca & R. Cerdán. (2016) Formative feedback to transfer self-regulation of task-oriented reading strategies. Journal of Computer Assisted Learning 32:4, pages 314-331.
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Manuel Perea, Lourdes Giner, Ana Marcet & Pablo Gomez. (2016) Does Extra Interletter Spacing Help Text Reading in Skilled Adult Readers?. The Spanish Journal of Psychology 19.
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Laura Gil, Tomas Martinez & Eduardo Vidal-Abarca. (2015) Online assessment of strategic reading literacy skills. Computers & Education 82, pages 50-59.
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Tomás Martínez, Eduardo Vidal-Abarca, Laura Gil & Ramiro Gilabert. (2013) On-line Assessment of Comprehension Processes. The Spanish journal of psychology 12:1, pages 308-319.
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