Reading in Psychology: which elements of academics texts do students of an advanced course recognize?

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.