<?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>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322016000202412</article-id>
<article-id pub-id-type="doi">10.1016/j.aipprr.2016.06.004</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Construcción de causalidad y contracausalidad en sujetos con distinto nivel educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Construction of causality and counter-causality in subjects with different level of education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zunino]]></surname>
<given-names><![CDATA[Gabriela Mariel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<fpage>2412</fpage>
<lpage>2421</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322016000202412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322016000202412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322016000202412&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo se inserta en un proyecto más amplio que busca estudiar el modo en que los hablantes de español rioplatense producen y comprenden relaciones de causalidad y contracausalidad. Nuestra hipótesis general plantea que la causalidad es una relación conceptual/semántica básica que se procesa «por defecto» y de modo más sencillo que otras relaciones, como la contracausalidad. En esta ocasión nuestros objetivos específicos fueron: 1) evaluar en qué medida la escolarización formal influye en este procesamiento; 2) cuál es el efecto de la ausencia/presencia de partícula conectiva específica &#8212;especialmente, en relación con el nivel de escolarización formal de los sujetos&#8212;. Llevamos adelante una prueba psicolingüística diseñada para elicitar continuaciones causales y contracausales de textos breves, con y sin partícula conectiva presente. Evaluamos 2 grupos de sujetos con distintos niveles de escolarización formal. Los resultados obtenidos exhiben que: a) en ausencia de conector, la tendencia a establecer causalidad es fuerte y consistente; b) con conector presente los niveles de error son mayores para las relaciones contracausales, y los tiempos requeridos para su procesamiento significativamente mayores. Este patrón se sostiene para los 2 grupos de sujetos analizados, por lo que los mecanismos de procesamiento no dependerían de la escolarización, sino de procesos lingüísticos más básicos, compartidos por todos los hablantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work is part of a larger project in which we seek to analize how Spanish speakers produce and understand causal and counter-causal relations. Our general hypothesis is that causality is a basic conceptual / semantic relation that is processed &#8220;by default&#8221; and more easily than other relations, such as counter-causality. On this occasion, our specific objectives were: 1) to evaluate the extent to which formal education influences this process; 2) what is the effect of the absence / presence of specific connectives, especially in relation to the level of formal education of the subject. We carry out a psycholinguistic experiment designed to elicit causal and counter-causal continuations of short texts with and without connective. We evaluated two groups of subjects with different levels of formal education. The results show that: a) in the absence of connective, the tendency to establish causality is strong and consistent; b) with connective, error levels are higher for counter-causal relations and the time required to process them is significantly higher. This pattern holds for the two groups of subjects analyzed, so do not depend on schooling but, instead, seems to be a more basic linguistic process shared by all speakers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Psicolingüística]]></kwd>
<kwd lng="es"><![CDATA[Causalidad]]></kwd>
<kwd lng="es"><![CDATA[Semántica]]></kwd>
<kwd lng="es"><![CDATA[Partículas conectivas]]></kwd>
<kwd lng="es"><![CDATA[Escolarización]]></kwd>
<kwd lng="en"><![CDATA[Psycholinguistics]]></kwd>
<kwd lng="en"><![CDATA[Causality]]></kwd>
<kwd lng="en"><![CDATA[Semantics]]></kwd>
<kwd lng="en"><![CDATA[Connectives]]></kwd>
<kwd lng="en"><![CDATA[Formal education]]></kwd>
</kwd-group>
</article-meta>
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