Publikationen, an denen er mitarbeitet José Antonio León Cascón (30)

2022

  1. Distilling vector space model scores for the assessment of constructed responses with bifactor Inbuilt Rubric method and latent variables

    Behavior Research Methods, Vol. 54, Núm. 5, pp. 2579-2601

2019

  1. Metacomprehension skills depend on the type of text: An analysis from Differential Item Functioning

    Psicothema, Vol. 31, Núm. 1, pp. 66-72

  2. Selective attention to question-relevant text information precedes high-quality summaries: Evidence from eye movements

    Journal of Eye Movement Research, Vol. 12, Núm. 1, pp. 1-16

  3. Specific relevance instructions promote selective reading strategies: evidences from eye tracking and oral summaries

    Journal of Research in Reading, Vol. 42, Núm. 2, pp. 432-453

2017

  1. Casual inferences in reading comprehension: State of the art

    Reading comprehension in educational settings (Amsterdam: John Benjamins Publishing Compan, cop. 2017), pp. 63-99

  2. Do Causal and Concessive Connectives Guide Emotional Expectancies in Comprehension? A Double-Task Paradigm Using Emotional Icons

    Discourse Processes, Vol. 54, Núm. 8, pp. 583-598

  3. Reading comprehension in educational settings

    Amsterdam: John Benjamins Publishing Compan, cop. 2017

2016

  1. Psychometric properties of the reading comprehension test ECOMPLEC.Sec

    Psicothema, Vol. 28, Núm. 1, pp. 89-95

  2. Transforming LSA space dimensions into a rubric for an automatic assessment and feedback system

    Information Processing and Management, Vol. 52, Núm. 3, pp. 359-373

2015

  1. Efectos de la valencia y la dirección causal en el procesamiento de inferencias: evidencia mediante una tarea de decisión léxica

    Anales de psicología, Vol. 31, Núm. 2, pp. 677-686

2014

  1. Transforming Selected Concepts Into Dimensions in Latent Semantic Analysis

    Discourse Processes, Vol. 51, Núm. 5-6, pp. 494-510

2013

  1. Are discourse comprehension and cognitive porcesses influenced by the type of language (English and Spanish)? A cross-language study based on eleborative inferences generation

    Revista de investigación educativa, RIE, Vol. 31, Núm. 1, pp. 223-238

  2. Using latent semantic analysis to grade brief summaries: A study exploring texts at different academic levels

    Literary and Linguistic Computing, Vol. 28, Núm. 3, pp. 388-403

2011

  1. Hitos y Retos del Psicólogo Educativo

    Psicología educativa, Vol. 17, Núm. 1, pp. 3-11

  2. La generación de inferencias dentro de un contexto social: un análisis de la comprensión lectora a través de protocolos verbales y una tarea de resumen oral

    Revista de investigación educativa, RIE, Vol. 29, Núm. 1, pp. 13-42

  3. The representation of polysemy through vectors: Some building blocks for constructing models and applications with LSA

    International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, Núm. 4, pp. 328-342

  4. Using latent semantic analysis to grade brief summaries: Some proposals

    International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 21, Núm. 2-3, pp. 192-209

2010

  1. Cognición casual durante la lectura: influencia de las creencias causales en la activación de inferencias

    Modos y formas de la comunicación humana

  2. Comprensión lectora

    Revista Padres y Maestros / Journal of Parents and Teachers, Núm. 333, pp. 10-11

  3. Latent semantic analysis parameters for essay evaluation using small-scale corpora

    Journal of Quantitative Linguistics, Vol. 17, Núm. 1, pp. 1-29