<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722016000300157</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Leer en Psicología: ¿qué elementos de los textos académicos reconocen los estudiantes de un curso avanzado?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ler em Psicologia: quais os elementos dos textos acadêmicos que os estudantes de um curso avançado reconhecem?]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading in Psychology: which elements of academics texts do students of an advanced course recognize?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalonga-Penna]]></surname>
<given-names><![CDATA[María-Micaela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hael]]></surname>
<given-names><![CDATA[María-Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo de Investigaciones Científicas y Técnicas (CONICET) Instituto de Investigaciones sobre el Lenguaje y la Cultura ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Consejo de Investigaciones Científicas y Técnicas (CONICET) Instituto de Investigaciones sobre el Lenguaje y la Cultura ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>7</volume>
<numero>20</numero>
<fpage>157</fpage>
<lpage>171</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722016000300157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722016000300157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722016000300157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo indagamos acerca de qué elementos propios de los textos académicos logran reconocer estudiantes de un curso avanzado de Psicología de una universidad pública argentina. Administramos un cuestionario elaborado para este estudio a 55 alumnos que cursan una asignatura del cuarto año de la carrera. Entre los resultados destacamos que los alumnos declaran haber leído mayormente textos académicos derivados de textos científicos predominantemente expositivos y argumentativos; reconocen sólo algunos elementos de una referencia bibliográfica; han trabajado mayormente con material bibliográfico con escasa contextualización, y desconocen en mayor medida las pautas formales de citación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho indagamos sobre quais os elementos próprios dos textos acadêmicos que os estudantes de um curso avançado de Psicologia de uma universidade pública argentina conseguem reconhecer. Um questionário elaborado para este estudo foi aplicado a 55 alunos cursando uma disciplina do quarto ano da carreira. Entre os resultados, salientamos que os alunos declaram ter lido principalmente textos acadêmicos derivados de textos científicos predominantemente expositivos e argumentativos; reconhecem apenas alguns elementos das referências bibliográficas; eles têm trabalhado principalmente com material bibliográfico com escassa contextualização e desconhecem em maior medida as diretrizes formais de citação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we find out about which elements of academic texts students of an advanced Psychology course in an Argentinian public university fail to recognize. We administered a questionnaire developed for this study to 55 students attending a course in the fourth year of the Undergraduate Major. Among the results we highlight the fact that students report having read academic texts mostly derived from predominantly expository and argumentative scientific texts; they only recognize a few elements of a bibliographic reference; they have worked mostly with bibliographical material with little contextualization; further, they ignore formal citation guidelines to a large extent.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[textos]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="es"><![CDATA[Argentina]]></kwd>
<kwd lng="pt"><![CDATA[textos]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[psicologia]]></kwd>
<kwd lng="pt"><![CDATA[Argentina]]></kwd>
<kwd lng="en"><![CDATA[texts]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="en"><![CDATA[Argentina]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</name>
</person-group>
<source><![CDATA[Qué leen los estudiantes universitarios de Psicología. Una aproximación analítica al material bibliográfico en cuatro asignaturas]]></source>
<year>novi</year>
<month>em</month>
<day>br</day>
<conf-name><![CDATA[ VIICongreso internacional Cátedra UNESCO para el mejoramiento de la calidad y equidad de la educación en América Latina, con base en la lectura y en la escritura]]></conf-name>
<conf-date>noviembre de 2013</conf-date>
<conf-loc>Córdoba </conf-loc>
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<source><![CDATA[¿Qué leen los alumnos del primer año de la carrera de Psicología? Algunas consideraciones sobre el material bibliográfico]]></source>
<year>2013</year>
<conf-name><![CDATA[ IIICongreso de Psicología del Tucumán]]></conf-name>
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</article>
