<?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>1659-3820</journal-id>
<journal-title><![CDATA[Comunicación]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicación]]></abbrev-journal-title>
<issn>1659-3820</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-38202021000200004</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aportes de la psicología cognitiva al estudio y mejoramiento de la comprensión lectora en la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of cognitive psychology to the study and improvement of reading comprehension in higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brizuela-Rodríguez]]></surname>
<given-names><![CDATA[Armel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Villagra]]></surname>
<given-names><![CDATA[Odir Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalobos-Cardozo]]></surname>
<given-names><![CDATA[L. Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de Lovaina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Bélgica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<fpage>4</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-38202021000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-38202021000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-38202021000200004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Un nivel adecuado de comprensión lectora es imprescindible para desempeñarse exitosamente en la educación universitaria, de allí la importancia de la investigación y el mejoramiento de esta destreza cognitiva. El objetivo del presente artículo de revisión bibliográfica es explorar algunos mecanismos cognitivos que influyen en la capacidad de comprensión lectora de los estudiantes universitarios, por lo cual, se brindan algunas herramientas teórico-conceptuales para ahondar en los mecanismos cognitivos que subyacen a la capacidad de comprensión lectora. El problema es dilucidar cuáles herramientas proporciona la psicología cognitiva para entender y mejorar la comprensión lectora en estudiantes universitarios. A partir de lo anterior, se concluye que el estudio y el mejoramiento de la comprensión lectora requieren tomar en cuenta mecanismos cognitivos de dominios general y específico, los cuales están en la base de las fortalezas y debilidades que se manifiestan en los instrumentos de evaluación tradicionales de la comprensión lectora. Asimismo, se concluye que la técnica de seguimiento ocular aplicada al proceso de la lectura es de gran utilidad para identificar las dificultades que pueden presentarse al comprender textos escritos. Estas herramientas teórico-conceptuales se han identificado como parte del proyecto de investigación El rol de las funciones ejecutivas y la inteligencia fluida en las habilidades verbales y la compresión lectora de los estudiantes universitarios: un estudio de movimientos oculares, el cual se desarrolla en el Instituto de Investigaciones Psicológicas de la Universidad de Costa Rica]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract An appropriate adequate level of reading comprehension is essential to perform successfully in university education; hence the importance of research and improvement of this cognitive skill. This bibliographic review article seeks to explore some cognitive mechanisms that influence the reading comprehension capacity of university students, for which some theoreticalconceptual tools are provided to delve into the cognitive mechanisms that underlie the reading comprehension capacity. This study attempts to elucidate which tools cognitive psychology provides to understand and improve reading comprehension in university students. Based on the above, it is concluded that the study and improvement of reading comprehension requires accounting for cognitive mechanisms of general domain and specific domain, which are at the base of the strengths and weaknesses manifested in the traditional evaluation instruments of reading comprehension. Likewise, it is concluded that the eye tracking technique applied to the reading process is a very useful tool to identify the difficulties that may arise when understanding written texts. Finally, it is worth mentioning that these theoretical-conceptual tools have been identified as part of the research project The role of executive functions and fluid intelligence in verbal skills and reading comprehension of university students: a study of eye movements, developed at the Institute of Psychological Research of the University of Costa Rica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Procesos cognitivos]]></kwd>
<kwd lng="es"><![CDATA[comprensión]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[psicología experimental]]></kwd>
<kwd lng="en"><![CDATA[Cognitive processes]]></kwd>
<kwd lng="en"><![CDATA[Comprehension]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
<kwd lng="en"><![CDATA[Experimental psycholog]]></kwd>
</kwd-group>
</article-meta>
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