[French translation, cultural adaptation and assessment of preliminary psychometric properties of the Protective Behavioral Strategies for Marijuana Scale]. / Traduction française, adaptation culturelle et évaluation des propriétés psychométriques préliminaires de l'échelle des stratégies de protection comportementale liées à la consommation de cannabis.

OBJECTIVE: Young adults (18- to 24-year-olds) constitute the age group with the highest proportion of cannabis users. In the context of legalization, it is important to promote lower-risk cannabis use. The Protective Behavioral Strategies for Marijuana Scale (PBSM-17) identifies strategies used by consumers. However, this scale is not available in French and is not adapted to the Canadian context. This article presents the process that led to the translation, cultural adaptation and evaluation of the preliminary psychometric properties of PBSM-17. METHOD: The methodological study was carried out in six steps. The first four steps led to the translation towards French and adaptation of the scale. A validation among 12 young people contributed to establish the criterion equivalency (step 5). The evaluation of psychometric properties (step 6) was carried out among 211 bilingual university students (61 % women; mean age 22 years old). RESULTS: The French version presents satisfactory preliminary psychometric properties: internal consistency is acceptable (α = 0.88); criterion equivalency was established between the French and the original English version (t (210) = 1.04, p = 0.30; 95% CI [-0.20, 0.63]). The scores obtained on both versions by the same participant were found to be strongly correlated (r = 0.95, p <0.001). CONCLUSION: The results support the use of the French version of PBSM-17. The proposed protective strategies can be used as a measurement tool and represent behaviors that can be targeted in a lower-risk cannabis use context.

OBJECTIF: Les jeunes de 18 à 24 ans constituent la plus grande proportion de consommateurs de cannabis. Dans un contexte de légalisation de cette substance, il importe de promouvoir une consommation à moindre risque. L'échelle Protective Behavioral Strategies for Marijuana Scale (PBSM-17) permet d'identifier les stratégies de protection comportementale utilisées chez les consommateurs. Toutefois, cette échelle n'est pas disponible en français et n'est pas adaptée au contexte canadien. Cet article présente la démarche ayant mené à la traduction, l'adaptation culturelle et l'évaluation des propriétés psychométriques préliminaires du PBSM-17. MÉTHODE: L'étude méthodologique s'est déroulée en six étapes. Les quatre premières étapes ont mené à la traduction et l'adaptation de l'échelle. La validation auprès de 12 jeunes a permis d'établir l'équivalence conceptuelle. L'évaluation des propriétés psychométriques a été réalisée auprès de 211 étudiants universitaires bilingues (61 % femme; âge moyen 22 ans). RÉSULTATS: La version traduite et adaptée présente des propriétés psychométriques préliminaires satisfaisantes : la cohérence interne est acceptable (α = 0,88); l'équivalence de critères (validité de construit) est établie entre la version française et la version anglaise (t (210) = 1,04, p = 0,30 ; IC 95 % [-0,20, 0,63]). Les scores obtenus aux deux versions par le même participant s'avèrent fortement corrélées (r = 0,95, p < 0,001). CONCLUSION: Les résultats soutiennent l'utilisation de la version française du PBSM-17. Les stratégies de protection proposées peuvent être utilisées comme outil de mesure et représentent des comportements à adopter dans un contexte d'usage du cannabis à moindre risque.

Sofrimento psíquico na universidade: reflexões sobre pertencimento e racismo / Psychic suffering at the university: reflections on belonging and racism / Sufrimiento psíquico en la universidad: reflexiones sobre la pertenencia y el racismo / Souffrance psychique à l'université: réflexions sur l'appartenance et le racisme

Este artigo propõe reflexões sobre o sofrimento psíquico no contexto universitário, destacando a problemática do racismo com base em uma vinheta clínica. Como referencial teórico diante de tal tarefa utilizaremos as contribuições das teorias psicanalíticas de grupo, particularmente o pensamento do psicanalista francês René Kaës. O acesso ao ensino superior para algumas camadas sociais não se dá sem a existência de diversas barreiras que afetam as condições de pertencimento efetivo à universidade, tais barreiras incluem questões relativas a classe, raça e gênero. A partir da experiência apresentada, propomos uma problematização que posiciona o racismo brasileiro no campo do pacto denegativo. A invisibilização do debate em relação à questão da cor da pele juntamente com a suposta democracia racial no Brasil se constituem em mecanismos que sustentam o racismo institucional no país.Dessa forma, entendemos que a luta contra o racismo demanda o rompimento do pacto de silêncio e do imobilismo que o sustenta.

This article proposes reflections on psychic suffering in the university context, highlighting the problem of racism. Our theoretical framework is based on the contributions of Group Psychoanalytic Theories, particularly the thinking of René Kaës. For some social layers, the university access does not take place without the existence of several barriers that affect the conditions of effective belonging. Such barriers include issues relating to class, race and gender. By presenting a clinical experience, we aim to problematize racism within the denegative pact. The invisibility of the debate regarding the issue of skin color along with our supposed racial democracy: those are the mechanisms that support institutional racism in Brazil. Thus, the fight against racism demands the breaking of the pact of silence and the immobility that sustains it.

Este artículo propone reflexiones sobre el sufrimiento psíquico en el contexto universitario, destacando el problema del racismo desde una viñeta clínica. Como referencia teórica a esta tarea utilizaremos las contribuciones de las Teorías Psicoanalíticas de Grupo, en particular el pensamiento del psicoanalista francés René Kaës. El acceso a la educación superior para algunos estratos sociales no se da sin la existencia de varias barreras que afectan las condiciones de pertenencia efectiva a la universidad; esas barreras incluyen cuestiones de clase, raza y género. A partir de la experiencia presentada, proponemos una problematización que coloca el racismo brasileño en el campo del pacto denegativo. La invisibilidad del debate sobre el tema del color de la piel frente a la supuesta democracia racial en Brasil son mecanismos que sustentan el racismo institucional en el país. De esta manera, entendemos que la lucha contra el racismo exige la ruptura del pacto de silencio y la inmovilidad que lo sustenta.

Cet article propose des réflexions sur la souffrance psychique en contexte universitaire, mettant en lumière le problème du racisme à partir d'une vignette clinique. Comme cadre théorique à cette tâche, nous utiliserons les apports des théories psychanalytiques de groupe, en particulier la pensée du psychanalyste français René Kaës. L'accès à l'enseignement supérieur pour certaines classes sociales ne se fait pas sans l'existence de plusieurs obstacles qui affectent les conditions d'appartenance effective à l'université; ces obstacles comprennent des questions de classe, de race et de sexe. Sur la base de l'expérience présentée, nous proposons une problématisation qui place le racisme brésilien dans le champ du pacte denégatif. L'invisibilité du débat sur la question de la couleur de la peau face à la prétendue démocratie raciale au Brésil constitue un mécanisme qui entretiennent le racisme institutionnel dans le pays. Ainsi, nous comprenons que la lutte contre le racisme exige la rupture du pacte du silence et de l'immobilité qui le soutient.

Pobreza, permanência de universitários e assistência estudantil: uma análise psicossocial / Pauvreté, permanence universitaire et aide aux étudiants: une analyse psychosociale / La pobreza, la permanencia en la universidad y la asistencia a los estudiantes: un análisis psicosocial / Poverty, University Permanence and Student Support: a psychosocial analysis

Resumo Este artigo busca compreender as implicações psicossociais da pobreza para a permanência de universitários a partir das políticas de assistência estudantil. Com abordagem de natureza qualitativa, investigou oito estudantes pobres de diversos cursos em duas universidades públicas brasileiras. Para a dimensão material, destacam-se: falta de recursos para a subsistência, moradia distante ou deslocamento do local de origem, necessidade de trabalhar, falta de acesso a livros e equipamentos. Nesses aspectos, há imprescindibilidade da assistência, embora insuficiência para os que demandam. Na dimensão subjetiva, emerge a integração social no meio acadêmico, com destaque para o fator socioeconômica como marcador de fronteiras entre grupos. Os aspectos pedagógicos perpassam a defasagem na educação básica e domínio da língua estrangeira, falta de tempo e ambiente para estudo. Conclui-se que a complexidade das questões apresentadas requer uma reestruturação intersetorial das universidades.

Résumé Cet article vise à comprendre les implications psychosociales de la pauvreté pour la permanence des étudiants universitaires pas rapport aux politiques d'aide sociale aux étudiants. Avec une approche qualitative, on a interviewé huit étudiants pauvres de différents cours dans deux universités publiques brésiliennes. Pour la dimension matérielle, nous soulignons : le manque de ressources pour la subsistance, logement éloigné ou déplacement du lieu d'origine, le besoin de travailler, le manque d'accès aux livres et aux équipements. Sur ces aspects, l'assistance est indispensable, bien qu'insuffisante pour ceux qui la demandent. Dans la dimension subjective, c'est l'intégration sociale dans l'environnement universitaire qui ressort, en mettant l'accent sur le facteur socio-économique comme marqueur des frontières entre les groupes. Les aspects pédagogiques concerne l'écart entre l'éducation de base et la maîtrise de la langue étrangère, le manque de temps et d'environnement pour les études. On conclut que la complexité des questions présentées nécessite une restructuration intersectorielle des universités.

Resumen Este artículo busca entender las implicaciones psicosociales de la pobreza para la permanencia de los estudiantes universitarios a partir de las políticas de bienestar estudiantil. Con un enfoque cualitativo, se investigó a ocho estudiantes pobres de varios cursos en dos universidades públicas brasileñas. En cuanto a la dimensión material, destacamos: la falta de recursos para la subsistencia, la vivienda lejana o el desplazamiento del lugar de origen, la necesidad de trabajar, y la falta de acceso a libros y equipos. En estos aspectos, la asistencia es indispensable, aunque insuficiente para quienes la solicitan. En la dimensión subjetiva, surge la integración social en el entorno académico, con énfasis en el factor socioeconómico como marcador de fronteras. Los aspectos pedagógicos van a la zaga en cuanto a la educación básica y el dominio del idioma extranjero, la falta de tiempo y de ambiente para el estudio. Se llega a la conclusión de que la complejidad de las cuestiones presentadas requiere una reestructuración intersectorial de las universidades.

Abstract This article seeks to understand the psychosocial implications of poverty for the permanence of university students regarding student welfare policies. With a qualitative approach, it investigated eight poor students from various courses at two public Brazilian universities. For the material dimension, we emphasize the lack of resources for subsistence, distant housing or displacement from the place of origin, need to work, and lack of access to books and equipment. In these aspects, assistance is indispensable, although insufficient for those who demand it. In the subjective dimension, social integration in the academic world emerges, with emphasis on the socioeconomic factor as a marker of boundaries between groups. The pedagogical aspects reveal the gap in basic education and mastery of the foreign language, lack of time and study setting. It can be concluded that the complexity of the issues presented requires an intersectoral restructuring of universities.

Anthropometric status and body image perception among Moroccan university students.

BACKGROUND: University students aged between 18 and 25 undergo several physical changes as a result of transition from adolescence to adulthood. Students do not always accept those changes and sometimes develop dissatisfaction towards their figures. In such cases, it is still not clear how actual body weight status can be affected by socio-cultural factors such as body image perception. The objective of this study was to determine the link between anthropometric status and body image perception among university students. METHODS: Two hundred and forty six (246) university students from the Faculty of Sciences and Technologies within the Beni Mellal-Khenifra region in Morocco, aged 20-24 years were interviewed using face-to-face questionnaires. Anthropometric measurements and Body Mass Index were collected. Body image perception was assessed by Figure Rating Scale, and body size dissatisfaction was calculated as Feel minus Ideal Discrepancy (FID). Data were described using means and proportions. The Student t-test and the chi-square test have been used to assess the statistical significance of group differences. RESULTS: Underweight students represented 16.7% of the investigated sample, while 11.4% suffered from overweight and obesity, higher in females students (14.4%) than in males (7.9%). Regarding body image perception, 43.9% of participants considered themselves underweight; whereas only 4.2% considered themselves overweight with no significant differences related to gender. Of note, the total prevalence of body image dissatisfaction was around 69.8%. Finally, among overweight/obese students, 88.9% of females and 71.4% of males expressed the wish to become thinner while 28.6% of the overweight/obese males wanted to get heavier. CONCLUSION: The results of this study indicate a high rate of body image dissatisfaction and a tendency of participants to underestimate their body weight. This behavior may be a reflection of a real influence of social and psychological factors occurring during this critical period and may make university students vulnerable to many risk-taking behaviors. Thus, there is a need for suitable interventional programs and innovative strategies to ensure the understanding of the health consequences of overweight and obesity and to prevent associated comorbidities.

What drives intentional overdose with non-prescription drugs? A cross-sectional study.

BACKGROUND: Use of overdosage of Non-Prescription Drugs (NPD) among university students is a serious public health issue. However, there are no extensive studies that measured the prevalence of taking more than the recommended dose of NPD and/or identified the risk associated with this behavior among university students. OBJECTIVES: This study was undertaken to assess the prevalence and associated risks of self-overdosage with NPDs in university students in United Arab Emirates (UAE). METHODS: A cross-sectional survey-based study was conducted from January to April 2014, among 2875 students in three randomly selected universities. A structured and validated questionnaire was used to collect the responses of the students. SPSS version 20 was used to analyze the data. RESULTS: Out of 2875 students, only 2355 surveys were fully answered, returned back and included in the present study. Of 2355, more than half (1348; 57.2%) the participants reported using Oral NPD (ONPD) in the past 90 days before conducting the study and were asked to complete the survey. Only 290 (22%) of a total 1348 participants reported taking more than the recommended dose of ONPD in the previous three months before conducting the study. Analgesic/antipyretic (223, 16.5%) and anti-allergic (67, 4.9%) drugs were more than other classes of the ONPD, reported to be taken in a dose, more than the recommended dosage. The most common justifications for taking more than the recommended dose of ONPD among respondents were severe symptoms (6%), the belief that the recommended dose would not be sufficient to relieve the symptom (5%), the belief that a stronger dose would relieve the symptoms faster (11%), and previous experience (4%). Our results identified three risk factors for taking more than the recommended dose of NPD. High frequently drug-users of daily use (OR=3.494, 95% CI: 1.677-7.279) (P<0.001), and students from non-medical colleges had higher odds of taking more than the recommended dosage as compared to students from medical colleges (OR=1.486, 95% CI: 1.060-2.085, P-value<0.05). Furthermore\re, participants with a poly-pharmacy behavior had higher odds of taking overdosage of ONPD than single NPD users (OR=1.918, 95% CI: 1.440-2.555) (P<0.001). CONCLUSION: There are a sizable proportion of university students that use overdosage of NPD, but it is more serious issue when it comes to non-medical student. There is a need for educational programs designed to increase awareness among all university students and to motivate them not to use overdosage of NPD. Further studies are also required to investigate additional explanatory variables that could influence the practice of overdosage with NPD.

Factors that influence utilisation of HIV/AIDS prevention methods among university students residing at a selected university campus.

Various studies have reported that university students, who are mostly young people, rarely use existing HIV/AIDS preventive methods. Although studies have shown that young university students have a high degree of knowledge about HIV/AIDS and HIV modes of transmission, they are still not utilising the existing HIV prevention methods and still engage in risky sexual practices favourable to HIV. Some variables, such as awareness of existing HIV/AIDS prevention methods, have been associated with utilisation of such methods. The study aimed to explore factors that influence use of existing HIV/AIDS prevention methods among university students residing in a selected campus, using the Health Belief Model (HBM) as a theoretical framework. A quantitative research approach and an exploratory-descriptive design were used to describe perceived factors that influence utilisation by university students of HIV/AIDS prevention methods. A total of 335 students completed online and manual questionnaires. Study findings showed that the factors which influenced utilisation of HIV/AIDS prevention methods were mainly determined by awareness of the existing university-based HIV/AIDS prevention strategies. Most utilised prevention methods were voluntary counselling and testing services and free condoms. Perceived susceptibility and perceived threat of HIV/AIDS score was also found to correlate with HIV risk index score. Perceived susceptibility and perceived threat of HIV/AIDS showed correlation with self-efficacy on condoms and their utilisation. Most HBM variables were not predictors of utilisation of HIV/AIDS prevention methods among students. Intervention aiming to improve the utilisation of HIV/AIDS prevention methods among students at the selected university should focus on removing identified barriers, promoting HIV/AIDS prevention services and providing appropriate resources to implement such programmes.

Soil-transmitted helminths in southern highland Rwanda: associated factors and effectiveness of school-based preventive chemotherapy.

OBJECTIVES: Preventive chemotherapy of schoolchildren against soil-transmitted helminths (STHs) is widely implemented in Rwanda. However, data on its actual efficacy are lacking. We assessed prevalence, associated factors and manifestation of STH infection among schoolchildren in southern highland Rwanda as well as cure and reinfection rates. METHODS: Six hundred and twenty-two children (rural, 301; urban, 321) were included preceding the administration of a single dose of 500 mg mebendazole. Before treatment, and after 2 and 15 weeks, STH infection was determined by Kato-Katz smears and by PCR assays for Ascaris lumbricoides. Clinical and anthropometric data, socio-economic status and factors potentially associated with STH infection were assessed. RESULTS: Soil-transmitted helminth (STH) infection was present in 38% of rural and in 13% of urban schoolchildren. Ascaris lumbricoides accounted for 96% of infections. Of these, one-third was detected by PCR exclusively. Factors associated with STH infection differed greatly between rural and urban children. Likewise, STH infection was associated with stunting and anaemia only among urban children. The cure rate after 2 weeks was 92%. Among eight non-cleared A. lumbricoides infections, seven were submicroscopic. Reinfection within 3 months occurred in 7%, but the rate was higher among rural children, and with initially present infection, particularly at comparatively high intensity. CONCLUSIONS: The rural-urban difference in factors associated with STH infection and in reinfection rates highlights the need for targeted interventions to reduce transmission. PCR assays may help in detecting low-level infections persisting after treatment. In southern Rwanda, mebendazole is highly effective against the STH infections predominated by A. lumbricoides.

Leitura recombinativa de pseudopalavras impressas em pseudoalfabeto: similaridade entre palavras e extensão da unidade ensinada / Recombinative reading of pseudo-words printed with a pseudo-alphabet: similarity between words and teaching unit size / Lecture Recombinative de pseudomots imprimés avec le pseudo-alphabet: similitude entre les mots et l'extension de l'unité d'enseignement / La lectura con recombinación de pseudopalabras impresas en pseudo-alfabeto: semejanza entre las palabras y el tamaño de la unidad enseñada

Controle discriminativo por elementos textuais é requisito para a leitura de palavras novas (leitura recombinativa). Este estudo empregou pseudopalavras ditadas e impressas em pseudo-alfabeto para avaliar os efeitos da similaridade entre palavras e da extensão da unidade textual ensinada sobre o desenvolvimento de leitura recombinativa. No Experimento 1 universitários aprenderam relações condicionais entre pseudopalavras ditadas e impressas que diferiam das incorretas em 25 por cento ou 75 por cento dos elementos. No Experimento 2 outros universitários aprenderam a relacionar letras ou sílabas ditadas às correspondentes modalidades impressas e subsequentemente aprenderam relações envolvendo pseudopalavras. A aquisição das discriminações foi mais rápida na Condição Diferença 75 por cento; a leitura recombinativa dependeu da quantidade de palavras ensinadas (Exp.1). A leitura foi mais precisa após a aprendizagem de sílabas, mas ocorreu mais recombinação após a aprendizagem de letras (Exp. 2). Combinar o ensino de palavras dissimilares e de unidades menores que a palavra pode acelerar a leitura recombinativa

Discriminative control by textual elements is a requisite for reading new words (recombinative reading). This study used pseudowords printed with pseudo-alphabet to evaluate the effects of the similarity between words and the size of teaching units on the development of recombinative reading. In Exp. 1, undergraduate students learned conditional relations between spoken and printed pseudowords which differed from incorrect words in 25 percent and 75 percent of the elements. In Exp. 2, undergraduate students learned to relate spoken letters or syllables to the corresponding printed units and afterwards they learned the conditional relations with pseudowords. The acquisition of discriminations was faster during the Condition 75 percent; recombinative reading was related to the amount of trained words (Exp. 1). Reading accuracy was higher after learning syllables, but more recombinative reading occurred after learning letters (Exp. 2). The teaching that combines dissimilar words and units smaller than words may accelerate recombinative reading

La discrimination des textuels est essentielle pour la lecture de nouveaux mots (lecture recombinant). Cette étude a employé des pseudomots dictés et imprimés avec un pseudo-alphabet pour étudier les effets de la similitude entre les mots et de l'extension de l'unité textuelle enseignée sur le développement de la lecture recombinant. Dans l'Exp. 1, universitaires ont appris des relations conditionnelles entre pseudomots dictés et imprimés qui ont différé des mots incorrects dans 25 percent et 75 percent des éléments. Dans lïExp. 2, d'autres universitaires ont appris a relation des lettres ou des syllabes dictées à correspondantes imprimées et après ils ont appris les relations avec les pseudo-mots. L'acquisition des discriminations était plus rapide à Condition Différence 75 percent; la lecture recombinante a été liée à la quantité de mots enseignés (Exp. 1). La lecture a montré plus d'exactitude juste après l'apprentissage des relations avec des syllabes, mais la lecture recombinante a été favorisée par l'apprentissage des lettres. Combiner l'enseignement des mots plus différents et des unités d'enseignement petites peut accélérer la lecture recombinante

El control discriminatorio por elementos textuales es necesario para que se lea nuevas palabras (lectura con recombinación). Ese estudio utilizó pseudopalabras impresas en pseudo-alfabeto para investigar los efectos de la semejanza entre palabras y del tamaño de la unidad textual enseñada sobre el desarrollo de la lectura con recombinación. En el Exp. 1 universitarios aprendieron relaciones condicionales entre pseudopalabras dictadas e impresas que se diferenciaban de las palabras incorrectas en 25 por ciento y 75 por ciento de los elementos. En el Exp. 2, otros estudiantes aprendieron a relacionar letras o sílabas dictadas con sus correspondientes unidades impresas y después aprendieron las relaciones involucrando las pseudopalabras. Adquisición de las discriminaciones fue más rápida en la Condición Diferencia 75 por ciento; la lectura con recombinación estuvo relacionada con la cantidad de palabras entrenadas (Exp.1). Exp. 2 demostró mayor precisión de lectura después de la aprendizaje de silabas, pero la lectura con recombinación fue favorecida por la aprendizaje de letras. Conciliar la enseñanza de palabras disímiles y de unidades más pequeñas que palabras puede acelerarse la lectura con recombinación

Leitura recombinativa de pseudopalavras impressas em pseudoalfabeto: similaridade entre palavras e extensão da unidade ensinada / Recombinative reading of pseudo-words printed with a pseudo-alphabet: similarity between words and teaching unit size / Lecture Recombinative de pseudomots imprimés avec le pseudo-alphabet: similitude entre les mots et l'extension de l'unité d'enseignement / La lectura con recombinación de pseudopalabras impresas en pseudo-alfabeto: semejanza entre las palabras y el tamaño de la unidad enseñada

Controle discriminativo por elementos textuais é requisito para a leitura de palavras novas (leitura recombinativa). Este estudo empregou pseudopalavras ditadas e impressas em pseudo-alfabeto para avaliar os efeitos da similaridade entre palavras e da extensão da unidade textual ensinada sobre o desenvolvimento de leitura recombinativa. No Experimento 1 universitários aprenderam relações condicionais entre pseudopalavras ditadas e impressas que diferiam das incorretas em 25 por cento ou 75 por cento dos elementos. No Experimento 2 outros universitários aprenderam a relacionar letras ou sílabas ditadas às correspondentes modalidades impressas e subsequentemente aprenderam relações envolvendo pseudopalavras. A aquisição das discriminações foi mais rápida na Condição Diferença 75 por cento; a leitura recombinativa dependeu da quantidade de palavras ensinadas (Exp.1). A leitura foi mais precisa após a aprendizagem de sílabas, mas ocorreu mais recombinação após a aprendizagem de letras (Exp. 2). Combinar o ensino de palavras dissimilares e de unidades menores que a palavra pode acelerar a leitura recombinativa(AU)

Discriminative control by textual elements is a requisite for reading new words (recombinative reading). This study used pseudowords printed with pseudo-alphabet to evaluate the effects of the similarity between words and the size of teaching units on the development of recombinative reading. In Exp. 1, undergraduate students learned conditional relations between spoken and printed pseudowords which differed from incorrect words in 25 percent and 75 percent of the elements. In Exp. 2, undergraduate students learned to relate spoken letters or syllables to the corresponding printed units and afterwards they learned the conditional relations with pseudowords. The acquisition of discriminations was faster during the Condition 75 percent; recombinative reading was related to the amount of trained words (Exp. 1). Reading accuracy was higher after learning syllables, but more recombinative reading occurred after learning letters (Exp. 2). The teaching that combines dissimilar words and units smaller than words may accelerate recombinative reading(AU)

La discrimination des textuels est essentielle pour la lecture de nouveaux mots (lecture recombinant). Cette étude a employé des pseudomots dictés et imprimés avec un pseudo-alphabet pour étudier les effets de la similitude entre les mots et de l'extension de l'unité textuelle enseignée sur le développement de la lecture recombinant. Dans l'Exp. 1, universitaires ont appris des relations conditionnelles entre pseudomots dictés et imprimés qui ont différé des mots incorrects dans 25 percent et 75 percent des éléments. Dans lïExp. 2, d'autres universitaires ont appris a relation des lettres ou des syllabes dictées à correspondantes imprimées et après ils ont appris les relations avec les pseudo-mots. L'acquisition des discriminations était plus rapide à Condition Différence 75 percent; la lecture recombinante a été liée à la quantité de mots enseignés (Exp. 1). La lecture a montré plus d'exactitude juste après l'apprentissage des relations avec des syllabes, mais la lecture recombinante a été favorisée par l'apprentissage des lettres. Combiner l'enseignement des mots plus différents et des unités d'enseignement petites peut accélérer la lecture recombinante(AU)

El control discriminatorio por elementos textuales es necesario para que se lea nuevas palabras (lectura con recombinación). Ese estudio utilizó pseudopalabras impresas en pseudo-alfabeto para investigar los efectos de la semejanza entre palabras y del tamaño de la unidad textual enseñada sobre el desarrollo de la lectura con recombinación. En el Exp. 1 universitarios aprendieron relaciones condicionales entre pseudopalabras dictadas e impresas que se diferenciaban de las palabras incorrectas en 25 por ciento y 75 por ciento de los elementos. En el Exp. 2, otros estudiantes aprendieron a relacionar letras o sílabas dictadas con sus correspondientes unidades impresas y después aprendieron las relaciones involucrando las pseudopalabras. Adquisición de las discriminaciones fue más rápida en la Condición Diferencia 75 por ciento; la lectura con recombinación estuvo relacionada con la cantidad de palabras entrenadas (Exp.1). Exp. 2 demostró mayor precisión de lectura después de la aprendizaje de silabas, pero la lectura con recombinación fue favorecida por la aprendizaje de letras. Conciliar la enseñanza de palabras disímiles y de unidades más pequeñas que palabras puede acelerarse la lectura con recombinación(AU)

Concepções de aprendizagem em estudantes universitários brasileiros / Conceptions of learning in Brazilian university students / Conceptions d’apprentissage chez les étudiants universitaires brésiliens / Concepciones de aprendizage en estudiantes universitarios brasileños

Este artigo relata parte dos resultados de um estudo que procurou caracterizar as concepções de aprendizagem de estudantes universitários brasileiros no enquadramento da perspectiva fenomenográfica. Entre outras dimensões, um grupo de estudantes foi entrevistado sobre o significado, o processo e o contexto da aprendizagem. As respostas foram sujeitas a uma análise de conteúdo que permitiu demonstrar uma replicação da maioria das concepções de aprendizagem descritas pela investigação fenomenográfica (isto é, a distinção entre aprendizagem enquanto memorização e compreensão) bem como o surgimento de concepções aparentemente novas (isto é, aprender é desenvolver concepções sobre as matérias e simultaneamente decorar e aplicar o conhecimento adquirido; aprende-se com os erros; sem exercer qualquer intenção ou esforço; de forma instintiva ou inata; colaborando; vivenciando; sentindo; brincando e observando). Algumas dessas concepções são interpretadas em função dos referentes culturais dos participantes.

This article reports partial results of a study that sought to characterize the conceptions of learning of Brazilian university students, in the framework of the phenomenographic perspective. Among other dimensions, a group of students was interviewed about the meaning, the process and the context of learning. The responses were subjected to a content analysis. This analysis has demonstrated a replication of most conceptions of learning described by phenomenographic research (i.e. the distinction between learning as memorizing and as understanding) as well as the emergence of apparently new conceptions (i.e. learning as development of notions about the topics while learning by Heart and applying acquired knowledge; learning through the mistakes; without exerting any effort or intention; instinctively or innately; collaborating; experiencing; feeling, playing and observing). Some of these concepts are interpreted in light of the participants' cultural referents.

Cet article présente les résultats d'une étude visant à caractériser les conceptions d'apprentissage des étudiants universitaires brésiliens dans l'élaboration de la perspective phénoménographique. Parmi les autres dimensions, un groupe d'étudiants ont été interrogé sur le sens, le processus et le contexte de l'apprentissage. Les réponses ont été soumis à une analyse de contenu. Les résultats démontrent une possibilité de reproduire la plupart des conceptions de l'apprentissage décrites par la recherche phénoménographique (à savoir, la distinction entre l'apprentissage comme la mémorisation et la compréhension) ainsi que l'émergence de nouvelles idées en apparence (à savoir, apprendre est dévélopper des idées sur les matériaux et en même temps décorer et appliquer les connaissances acquises, on apprend avec ses erreurs, sans exercer aucune intention, ni efforts, de sorte instinctive ou innée, en collaboration, avec des essais, avec des sentiment, et à travers des jeux). Certaines de ces conceptions sont interprétées en termes de références culturelles des participants.

Este artículo reporta parte de los resultados de un estudio que buscó caracterizar las concepciones de aprendizaje de estudiantes universitarios Brasileños en el marco de la perspectiva fenomenográfica. Entre otros aspectos, un grupo de estudiantes fue entrevistado sobre el significado, el proceso y el contexto de aprendizaje. Las respuestas fueron sometidas a una análisis de contenido que ha demostrado una réplica de la mayoría de las concepciones de aprendizaje descritas por la investigación fenomenográfica (es decir, la distinción entre el aprendizaje mientras que memorización y comprensión), así como la emergencia de concepciones aparentemente nuevas (es decir, aprender es desarrollar ideas sobre los contenidos y simultáneamente memorizar y aplicar los conocimientos adquiridos, se aprende a través de errores, sin ejercer ningún esfuerzo o intención, de modo instintivo o innato, mediante la colaboración, a través de la vida, de los sentimientos, de los juegos y de la observación). Algunas de estas concepciones son interpretadas de acuerdo con las referencias culturales de los participantes.

Concepções de aprendizagem em estudantes universitários brasileiros / Conceptions of learning in Brazilian university students / Conceptions d’apprentissage chez les étudiants universitaires brésiliens / Concepciones de aprendizage en estudiantes universitarios brasileños

Este artigo relata parte dos resultados de um estudo que procurou caracterizar as concepções de aprendizagem de estudantes universitários brasileiros no enquadramento da perspectiva fenomenográfica. Entre outras dimensões, um grupo de estudantes foi entrevistado sobre o significado, o processo e o contexto da aprendizagem. As respostas foram sujeitas a uma análise de conteúdo que permitiu demonstrar uma replicação da maioria das concepções de aprendizagem descritas pela investigação fenomenográfica (isto é, a distinção entre aprendizagem enquanto memorização e compreensão) bem como o surgimento de concepções aparentemente novas (isto é, aprender é desenvolver concepções sobre as matérias e simultaneamente decorar e aplicar o conhecimento adquirido; aprende-se com os erros; sem exercer qualquer intenção ou esforço; de forma instintiva ou inata; colaborando; vivenciando; sentindo; brincando e observando). Algumas dessas concepções são interpretadas em função dos referentes culturais dos participantes(AU)

This article reports partial results of a study that sought to characterize the conceptions of learning of Brazilian university students, in the framework of the phenomenographic perspective. Among other dimensions, a group of students was interviewed about the meaning, the process and the context of learning. The responses were subjected to a content analysis. This analysis has demonstrated a replication of most conceptions of learning described by phenomenographic research (i.e. the distinction between learning as memorizing and as understanding) as well as the emergence of apparently new conceptions (i.e. learning as development of notions about the topics while learning by Heart and applying acquired knowledge; learning through the mistakes; without exerting any effort or intention; instinctively or innately; collaborating; experiencing; feeling, playing and observing). Some of these concepts are interpreted in light of the participants' cultural referents(AU)

Cet article présente les résultats d'une étude visant à caractériser les conceptions d'apprentissage des étudiants universitaires brésiliens dans l'élaboration de la perspective phénoménographique. Parmi les autres dimensions, un groupe d'étudiants ont été interrogé sur le sens, le processus et le contexte de l'apprentissage. Les réponses ont été soumis à une analyse de contenu. Les résultats démontrent une possibilité de reproduire la plupart des conceptions de l'apprentissage décrites par la recherche phénoménographique (à savoir, la distinction entre l'apprentissage comme la mémorisation et la compréhension) ainsi que l'émergence de nouvelles idées en apparence (à savoir, apprendre est dévélopper des idées sur les matériaux et en même temps décorer et appliquer les connaissances acquises, on apprend avec ses erreurs, sans exercer aucune intention, ni efforts, de sorte instinctive ou innée, en collaboration, avec des essais, avec des sentiment, et à travers des jeux). Certaines de ces conceptions sont interprétées en termes de références culturelles des participants(AU)

Este artículo reporta parte de los resultados de un estudio que buscó caracterizar las concepciones de aprendizaje de estudiantes universitarios Brasileños en el marco de la perspectiva fenomenográfica. Entre otros aspectos, un grupo de estudiantes fue entrevistado sobre el significado, el proceso y el contexto de aprendizaje. Las respuestas fueron sometidas a una análisis de contenido que ha demostrado una réplica de la mayoría de las concepciones de aprendizaje descritas por la investigación fenomenográfica (es decir, la distinción entre el aprendizaje mientras que memorización y comprensión), así como la emergencia de concepciones aparentemente nuevas (es decir, aprender es desarrollar ideas sobre los contenidos y simultáneamente memorizar y aplicar los conocimientos adquiridos, se aprende a través de errores, sin ejercer ningún esfuerzo o intención, de modo instintivo o innato, mediante la colaboración, a través de la vida, de los sentimientos, de los juegos y de la observación). Algunas de estas concepciones son interpretadas de acuerdo con las referencias culturales de los participantes(AU)