<?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>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322022000100066</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v27n1a04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Leer en contextos de distracción: el rol de la inhibición y el establecimiento de objetivos en la comprensión de textos académicos digitales]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading in Distracting Settings: The Role of Inhibition and Setting Goals in the Comprehension of Digital Academic Texts]]></article-title>
<article-title xml:lang="fr"><![CDATA[Lire dans des contextes distractifs : le rôle de l&#8217;inhibition et la fixation des objectifs dans la compréhension de textes numériques à l&#8217;académie]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ler em contextos de distração: o papel da inibição e a definição de objetivos na compreensão de textos acadêmicos em formatos digitais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Peña]]></surname>
<given-names><![CDATA[Pamela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Salas]]></surname>
<given-names><![CDATA[Claudia Paz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Riffo-Ocares]]></surname>
<given-names><![CDATA[Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerdán-Otero]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción Departamento de Español ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción Departamento de Español ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Valencia Facultad de Psicología ERI Lectura (Estructura de Investigación en Lectura)]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>66</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322022000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322022000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322022000100066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto es la principal herramienta para acceder al conocimiento disciplinar en la educación superior. En la actualidad, las tareas de lectura se desarrollan con frecuencia con textos digitales, lo que implica un entorno de lectura susceptible a la distracción, que requiere de un lector capaz de controlar procesos cognitivos clave para la comprensión. Este artículo reporta los resultados de un estudio piloto experimental, cuyo objetivo fue analizar el efecto de dos funciones ejecutivas: la habilidad de inhibición ante un estímulo distractor y la habilidad de establecimiento de objetivos en la comprensión de textos académicos digitales. Para ello, se empleó la técnica de registro de movimientos oculares durante la lectura. En la prueba participaron 39 estudiantes de primer y segundo año de la carrera de Psicología de una universidad chilena. Los resultados revelaron que, en contextos de distracción, la posibilidad de establecer objetivos a partir de instrucciones de relevancia mejora la comprensión de textos académicos digitales. Se concluye que, en estas situaciones de lectura, disponer de instrucciones de relevancia se asocia con un procesamiento focalizado y eficiente del texto, disminuyendo el efecto negativo, en la comprensión, de elementos ajenos a la tarea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Written texts are the main tool for accessing disciplinary knowledge in higher education. Nowadays, reading tasks are frequently developed by means of digital texts, which implies a reading environment susceptible to distraction, and requires a reader capable of controlling key cognitive processes in order to adequately understand the content. This article reports the results of an experimental pilot study, which aimed to analyze the effect of two executive functions: The ability to inhibit in the face of a distracting stimulus and the ability to set goals, on the comprehension of digital academic texts. For this purpose, the technique of recording eye movements during reading was used. Thirty-nine Psychology students attending the first and second years at a Chilean university participated in the test. The results revealed that, in contexts of distraction, setting goals based on relevant instructions improves the comprehension of digital academic texts. Findings suggest that in these reading situations clear instructions are associated with a focused and efficient processing of the text, which in turn reduces the negative effect on comprehension from elements outside the task.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le texte écrit est le principal outil d&#8217;accès aux connaissances disciplinaires dans l&#8217;enseignement supérieur. De nos jours, les tâches de lecture sont souvent effectuées avec des textes numériques, ce qui implique un environnement de lecture susceptible d&#8217;être distrait, nécessitant un lecteur capable de contrôler les processus cognitifs clés pour la compréhension. Cet article rapporte les résultats d&#8217;une étude pilote expérimentale dont l&#8217;objectif était d&#8217;analyser l&#8217;effet de deux fonctions exécutives : la capacité d&#8217;inhibition face à un stimulus distrayant et la capacité de se fixer des objectifs, sur la compréhension de textes académiques numériques. Pour ce faire, la technique d&#8217;enregistrement des mouvements oculaires pendant la lecture a été utilisée. Trente-neuf étudiants en première et deuxième année de psychologie d&#8217;une université chilienne ont participé au test. Les résultats ont révélé que, dans des contextes de distraction, la possibilité de fixer des objectifs basés sur des instructions pertinentes améliore la compréhension de textes académiques numériques. Il est conclu que dans ces situations de lecture, le fait de disposer d&#8217;instructions pertinentes est associé à un traitement ciblé et efficace du texte, réduisant l&#8217;effet négatif sur la compréhension des éléments étrangers à la tâche. Les implications de ces résultats sont discutées et les futures questions de recherche sont projetées.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[contextos de distracción]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[establecimiento de objetivos]]></kwd>
<kwd lng="es"><![CDATA[inhibición]]></kwd>
<kwd lng="es"><![CDATA[textos académicos digitales]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[distracting contexts]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[goal setting]]></kwd>
<kwd lng="en"><![CDATA[inhibition]]></kwd>
<kwd lng="en"><![CDATA[digital academic texts]]></kwd>
<kwd lng="fr"><![CDATA[compréhension de la lecture]]></kwd>
<kwd lng="fr"><![CDATA[contextes de distraction]]></kwd>
<kwd lng="fr"><![CDATA[enseignement supérieur]]></kwd>
<kwd lng="fr"><![CDATA[fixation d&#8217;objectifs]]></kwd>
<kwd lng="fr"><![CDATA[inhibition]]></kwd>
<kwd lng="fr"><![CDATA[textes académiques numériques]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[contextos de distração]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[definiçã de objetivos]]></kwd>
<kwd lng="pt"><![CDATA[inibição]]></kwd>
<kwd lng="pt"><![CDATA[textos académicos digitais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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