In this second issue of volume 26 of Liberabit, Peruvian Journal of Psychology, we present eight reports to the national and international academic community. The first is by Mariano Scandar and Natalia Irrazabal and deals with emotion, memory and reading comprehension in high school students. The authors study whether the valence, activation, and dominance of the The study of the emotional impact on the comprehension and recovery of written texts in Argentinean adolescents concluded that the Positive validation allows for improvements in text comprehension, but not for delayed recovery, while the activation is linked to the memory and storage of information.
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