Improvement of strategical text analysis abilities in College Students

Abstract

Some of the abilities and skills expected by the American Psychological Association (APA) in the performance of undergraduate psychology students, may be developed and practiced through strategic comprehension of specialized literature. Undergraduate Psychology students of different levels analyzed three different scientific behavioral readings using the Strategic Text Analysis Model. The procedure included four stages: (1) diagnostic evaluation, (2) modeling and feedback of the text analysis strategy, (3) didactic use of the model in classes, and (4) two more evaluations of text analysis. General findings show a generalized progress in the adequate use of model categories for all groups, which is considered as evidence of the ecological validity of the Model. Students reported a high level of satisfaction suggesting also high social validity of the model. Educative implications of the strategy for the instruction of professionals in Behavioral Sciences are discussed.