<?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>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792017000100011</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia argumentativa psicosocial: esquemas, estructura y tipos de argumentos en estudiantes universitarios chilenos]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychosocial argumentative competence: schemes, structures and types of arguments among Chilean university students]]></article-title>
<article-title xml:lang="fr"><![CDATA[Compétence argumentative psychosociale: schémas, structure et types d&#8217;arguments chez les étudiants universitaires chiliens]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Noemi]]></surname>
<given-names><![CDATA[Cristián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossel]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Serena Departamento de Artes y Letras ]]></institution>
<addr-line><![CDATA[La Serena ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Serena Departamento de Artes y Letras ]]></institution>
<addr-line><![CDATA[La Serena ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>45</volume>
<numero>1</numero>
<fpage>11</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792017000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792017000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792017000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El trabajo ha develado parte de los conocimientos de naturaleza psicosocial asociados a la práctica argumentativa de estudiantes universitarios chilenos; y por otra, ha referido su desempeño argumental. Para esto, se utilizó una muestra de 418 estudiantes pertenecientes a universidades privadas y estatales de la Región Coquimbo a quienes se les aplicó un instrumento tipo Likert. El trabajo permitió descubrir que, a inicios del proceso curricular, los estudiantes utilizan preferentemente esquema sintomático a través de una estructura múltiple coordinada que vehicula argumento causal, ad misericordiam y por el ejemplo. En igual sentido, se pudo establecer que el esquema analógico predomina en el género femenino en etapa de término curricular; y que el esquema instrumental constituye una característica vinculada con el género masculino]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The current study identified the psychosocial knowledge associated with the argumentative performance of Chilean university students. For this purpose, a Likert-type instrument was administered to a sample of 418 students from private and public universities from the region of Coquimbo. The analysis showed that students starting higher education use a symptomatic scheme by means of a multiple coordinated structure leading to causal, ad misericordiam and by example arguments. It was also established that the analogic scheme is more frequent among female students towards the end of their studies while the instrumental scheme is more frequent among male students at this point of their studies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les résultats de cette recherche ont révélé de la connaissance psychosociale liée à la pratique argumentative des étudiants universitaires chiliens et ont indiqué leur niveau de performance argumentative. Pour ce faire, l´on a pris un échantillon de 418 étudiants appartenant à des universités privées et publiques de la région de Coquimbo, qui ont fourni des informations à propos de leurs pratiques argumentatives à partir d´un instrument type Likert a été appliqué. Cela a permis d´établir qu´au début de la formation, les étudiants préfèrent se servir d´un schéma symptomatique à travers une structure multiple coordonnée qui véhicule un argument de la cause, ad misericordiam et d&#8217;exemple. De même, l´on a pu constater que le schéma analogique est plus présent chez les femmes à la fin de leur formation; et que le schéma instrumental est plutôt lié à la production argumentative des hommes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencia argumentativa]]></kwd>
<kwd lng="es"><![CDATA[esquemas argumentativos]]></kwd>
<kwd lng="es"><![CDATA[norma argumentativa]]></kwd>
<kwd lng="es"><![CDATA[práctica argumentativa]]></kwd>
<kwd lng="en"><![CDATA[argumentative competence]]></kwd>
<kwd lng="en"><![CDATA[argumentative schemes]]></kwd>
<kwd lng="en"><![CDATA[argumentative rule]]></kwd>
<kwd lng="en"><![CDATA[argumentative practice]]></kwd>
<kwd lng="fr"><![CDATA[compétence argumentative]]></kwd>
<kwd lng="fr"><![CDATA[schémas argumentatifs]]></kwd>
<kwd lng="fr"><![CDATA[norme argumentative]]></kwd>
<kwd lng="fr"><![CDATA[pratique argumentative]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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