Ler em contextos de distração: o papel da inibição e a definição de objetivos na compreensão de textos acadêmicos em formatos digitais
DOI:
https://doi.org/10.17533/udea.ikala.v27n1a04Palavras-chave:
compreensão de leitura, contextos de distração, ensino superior, definiçã de objetivos, inibição, textos académicos digitaisResumo
O texto escrito é o principal instrumento de acesso ao conhecimento disciplinar no ensino superior. Hoje, as tarefas de leitura são mais frequentemente realizadas sobre textos digitais, o que implica um ambiente de leitura suscetível de distração, o que exige do leitor controlar processos cognitivos chave para garantir a compreensão do conteúdo. Este artigo relata os resultados de um estudo piloto experimental, cujo objetivo era analisar o efeito de duas funções executivas: a capacidade de inibição na frente de um estímulo perturbador e a capacidade de definir objetivos, para a compreensão de textos académicos digitais. Para este fim, nós utilizamos a técnica de registro de movimentos oculares durante a leitura. Trinta e nove estudantes de Psicologia do primeiro e segundo anos de uma universidade chilena participaram no teste. Os resultados revelaram que, em contextos de distração, a possibilidade de definir objetivos com base em instruções relevantes melhora a compreensão de textos académicos digitais. Conclui-se que, nestas situações de leitura, ter instruções relevantes está associado a um processamento focalizado e eficiente do texto, o qual reduz o efeito negativo, na compreensão, de elementos estranhos da tarefa.
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