Guía de laboratorio de psicofisiología aplicada

El Programa de Psicología de la Universidad de la Costa CUC, se soporta en la misión que orienta la formación del psicólogo “con fundamentación básica, para que pueda comprender de manera profunda el bagaje de su disciplina y derivar óptimas estrategias de intervención, creadas desde su propio ejerc...

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Autores:
Linero Racines, Ronald Miguel
Tipo de recurso:
Book
Fecha de publicación:
2022
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
spa
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/9023
Acceso en línea:
https://hdl.handle.net/11323/9023
https://repositorio.cuc.edu.co/
Palabra clave:
Psicoanálisis
Fisiología
Psicología aplicada
Rights
openAccess
License
CC0 1.0 Universal
id RCUC2_5a2d5ef599ae9396d32ae935068b121e
oai_identifier_str oai:repositorio.cuc.edu.co:11323/9023
network_acronym_str RCUC2
network_name_str REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv Guía de laboratorio de psicofisiología aplicada
title Guía de laboratorio de psicofisiología aplicada
spellingShingle Guía de laboratorio de psicofisiología aplicada
Psicoanálisis
Fisiología
Psicología aplicada
title_short Guía de laboratorio de psicofisiología aplicada
title_full Guía de laboratorio de psicofisiología aplicada
title_fullStr Guía de laboratorio de psicofisiología aplicada
title_full_unstemmed Guía de laboratorio de psicofisiología aplicada
title_sort Guía de laboratorio de psicofisiología aplicada
dc.creator.fl_str_mv Linero Racines, Ronald Miguel
dc.contributor.author.spa.fl_str_mv Linero Racines, Ronald Miguel
dc.subject.spa.fl_str_mv Psicoanálisis
Fisiología
Psicología aplicada
topic Psicoanálisis
Fisiología
Psicología aplicada
description El Programa de Psicología de la Universidad de la Costa CUC, se soporta en la misión que orienta la formación del psicólogo “con fundamentación básica, para que pueda comprender de manera profunda el bagaje de su disciplina y derivar óptimas estrategias de intervención, creadas desde su propio ejercicio profesional; con una reflexión ética constante que le permita proyectarse socio humanística y científicamente en su contexto, y una formación integral con énfasis en lo social que oriente su desempeño ocupacional en las áreas de aplicación de la Psicología”.
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2022-02-01T00:28:10Z
dc.date.available.none.fl_str_mv 2022-02-01T00:28:10Z
dc.date.issued.none.fl_str_mv 2022
dc.type.spa.fl_str_mv Libro
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_2f33
dc.type.content.spa.fl_str_mv Text
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/book
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dc.type.version.spa.fl_str_mv info:eu-repo/semantics/acceptedVersion
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dc.identifier.isbn.spa.fl_str_mv 978-958-53907-0-6
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/11323/9023
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv 978-958-53907-0-6
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/9023
https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.references.spa.fl_str_mv Agbonlahor, E., Egbaidomeh, O. & Oasgiede, I. (2017). Stimulus-organism-response (S-O-R) interaction effects of the sign learning theory in achieving motor outcomes. Journal of Language, Technology & Entrepreneurship in Africa, 8(1), 109–121. Disponible en https://www.ajol.info/index.php/jolte/article/view/155808
Akpan B. (2020). Classical and Operant Conditioning—Ivan Pavlov; Burrhus Skinner. In: B. Akpan & T. J. Kennedy (eds), Science Education in Theory and Practice. Cham: Springer. https://doi.org/10.1007/978-3-030-43620-9_6
Alarcão, S. & Fonseca, M. (2019). Emotions Recognition Using EEG Signals: A Survey. IEEE Transactions on Affective Computing, 10(3), 374–393. https://doi.org/10.1109/TAFFC.2017.2714671
Alkhutaba, M. & Abdelihaq, Z. (2017). The Psychological Motives Towards Practicing Sports Among Jordanian Youth. Journal of Education and Practice, 8(32), 75–80. Recuperado de https://www.iiste.org/Journals/index.php/JEP/article/viewFile/39725/40845
Allen, W., Chen, M., Pichamoorthy, N, Tien, R., Pachitariu, M., Luo, L. & Deisseroth. K. (2019). Thirst regulates motivated behavior through modulation of brainwide neural population dynamics. Science, 364 (6437), 1–9. https://doi.org/10.1126/science.aav3932
APA. (s.f.). Behaviorismo. American Phychological Association. Available: https://dictionary.apa.org/behaviorism
APA. (s.f.). Social motive. American Phychological Association. Available: https://dictionary.apa.org/socialmotive
Araiba, S. (2019). Diversificación actual del conductismo. Perspectivas sobre la ciencia del comportamiento, 43 (1), 157–175. https://doi.org/10.1007/s40614-019-00207-0
Aranguren, J. (2011). Conductismo. Bogotá. D.C.: Fundación Universitaria Konrad Lorenz. Disponible en https://repositorio.konradlorenz.edu.co/handle/001/2395
Aref-Eshghi, E., Schenkel, L. C., Carere, D. A., Rodenhiser, D. I. & Sadikovic, B. (2018). Chapter 27 - Epigenomic Mechanisms of Human Developmental Disorders. Epigenetics in Human Disease. 6, 837–859. https://doi.org/10.1016/b978-0-12-812215-0.00027-3
Bericat, E. (2015). The sociology of emotions: Four decades of progress. Current Sociology. 64(3), 491– 513. https://doi.org/10.1177/0011392115588355
Dean, R.S. & Grizzle R. (2011). Prenatal Development. In: S. Goldstein & J. A. Naglieri (eds), Encyclopedia of Child Behavior and Development. Boston: Springer. https://doi.org/10.1007/978-0-387-79061-9_2222
Ertmer, P. & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43–70. https://doi.org/10.1002/piq.21143
Ertuğrul, Ö. F. & Tağluk, M. E. (April, 2014). Learning with classical conditioning Presented at 22nd Signal Processing and Communications Applications Conference, SIU, Trabzon, Turkey. https://doi. org/10.1109/SIU.2014.6830382
Fonseca, H. y Bencomo, M. N. (2011). Teorías del aprendizaje y modelos educativos: revisión histórica. Salud, Arte y Cuidado, 4(1), 71–93. Disponible en https:// www.imbiomed.com.mx/articulo.php?id=84464
Galvis, M., Laitón, P. D. y Ávalo, A. (2017). Prácticas de laboratorio en educación superior: ¿cómo transformarlas? Actualidades Pedagógicas, (69), 81–103. http://dx.doi.org/10.19052/ap.4085
Gigerenzer, G. (2019). How to Explain Behavior? Topics in Cognitive Science, 12(4), 1363–1381. https://doi.org/10.1111/tops.12480
Glozman, J. (2018). Forty Years Without Luria With Luria. KnE Life Sciences, 4(8), 1–11. https://doi.org/10.18502/kls.v4i8.3257
Goodman, J. (2021). Place vs. Response learning: History, controversy, and neurobiology. Frontiers in Behavioral Neuroscience, 14(1), 1–26. https://doi. org/10.3389/fnbeh.2020.598570
Greenwood, J. D. (2011). Historia de la psicología: un enfoque conceptual. México, D. F.: McGraw-Hill.
Guerri, C. & Pascual, M. (2016). Alcohol and Its Impact on Myelin. Neuropathology of Drug Addictions and Substance Misuse, 1(1), 420–432. https://doi.org/10.1016/b978-0-12-800213-1.00039-0
Hallé, G., Aquino, R., da Silva, D., Barreira D. V. & Raab, M. (2021). Contrasting Learning Psychology Theories Applied to the Teaching-Learning-Training Process of Tactics in Soccer. Frontiers in Psychology, 12(1), 1–15. https://doi.org/10.3389/fpsyg.2021.637085
Hamm, A. O. (2019). Fear, anxiety, and their disorders from the perspective of psychophysiology. Psychophysiology, 57(2), 1–14. https://doi.org/10.1111/psyp.13474
Hikal, W. (2011). Aportaciones de Skinner a la Criminología Conductual. International e-Journal of Criminal Science, 2(5), 1–21. Available https://ojs.ehu. eus/index.php/inecs/article/view/920
Jahn, A. (2017). Tutorial de E-Prime #1: Introducción. [Video Youtube]. Available https://www.youtube.com/watch?v=t3hZHveUVE8
Jarius, S.& Wildemann, B. (2015). And Pavlov still rings a bell: summarising the evidence for the use of a bell in Pavlov’s iconic experiments on classical conditioning. Journal of Neurology, 262(1), 2177–2178. https://doi.org/10.1007/s00415-015-7858-5
Leahey, T. (2013). Historia de la Psicología. Principales Corrientes del pensamiento psicológico. Madrid: Pearson.
Legault, L. (2016). Intrinsic and Extrinsic Motivation. In: V. Zeigler-Hill & T. K. Shackelford (eds.), Encyclopedia of Personality and Individual Differences. Manhattan: Springer Cham. https://doi.org/10.1007/978-3-319-28099-8_1139-1
Levy, J. & Baldwin, D. (2019). Psychophysiology and biofeedback of sport performance. In M. Anshel, T. Petrie, & J. Steinfeldt (Eds.), APA handbook of sport and exercise psychology (pp. 745–758). APA. https://doi.org/10.1037/0000123-037
Lodish, H., Berk, A., Zipursky, L., Matsudaira, P., Baltimore, D. & Darnell, J. (2000). Molecular Cell Biology [4 Ed.]. New York: W. H. Freeman.
Maestre, M. (2016). Nervios Craneales [Introducción]. Silo.Tips. [Online]. Disponible en https://silo.tips/download/nervios-craneales-introduccion-los-nervios-craneales-proporcionan-inervacion-sen
MeSH. (s.f). Neurons. MeSH. [Online]. Available: https://www.ncbi.nlm.nih.gov/mesh/68009474
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Mota, R. & Scott, D. (2014). Chapter 6 - Independent Learning: A strategy for Innovation. In: R. Mota & D. Scott, Education for Innovation and Independent Learning (pp. 73–95). London: Elsevier. https://doi.org/10.1016/b978-0-12-800847-8.00006-5
NINDs. (2021). Brain Basics: Know Your Brain. NINDS [Online]. Available: https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Know-YourBrain
Nummenmaa, L. & Tuominen, L. (2017). Opioid system and human emotions. British Journal of Pharmacology, 175 (14), 2737–2749. https://doi.org/10.1111/bph.13812
Pallarés, M. & Antonelli M. (2017). Prenatal Stress and Neurodevelopmental Plasticity: Relevance to Psychopathology. In: R. von Bernhardi, J. Eugenín & K. Muller (eds), The Plastic Brain. Advances in Experimental Medicine and Biology (pp 117–129). Cham: Springer. https://doi.org/10.1007/978-3-319- 62817-2_7
Papalia, D., Feldman, R. y Martorell, G. (2012). Desarrollo Humano. México, D.F.: McGraw-Hill.
Pellón, R. (2013). Watson, Skinner y algunas disputas dentro del conductismo. Revista Colombiana de Psicología, 22 (2), 389–399. Recuperado de http://www.scielo.org.co/pdf/rcps/v22n2/v22n2a12.pdf
Pérez, M. (2021). ¿Qué nos importa skinner, treinta años después? Papeles del Psicólogo, 42(1), 10–20. https://doi.org/10.23923/pap.psicol2020.2940
PST. (s.f.). E-prime 3. Sharpsburg: Psychology Software Tools. Available: https://pstnet.com/products/e-prime/
RAE. (s.f.). Laboratorio. Madrid: Real Academia Española. Disponible en https://dle.rae.es/laboratorio.
Redolar, D. (2013). Neurociencia Cognitiva. Bogotá: Editorial Médica Panamericana.
Reeve, J. (2010). Motivación y Emoción. [5. Edición]. México: McGraw-Hill.
Rehman, I., Mahabadi, N., Sanvictores, T. & Rehman, C. I. (2020). Classical Conditioning. Treasure Island: StatPearls Publishing.
Reinders, C. (2016). Social Motives. In: L. Miller, The SAGE Encyclopedia of Theory in Psychology (Vol. 2, pp. 886–890). Thousand: Sage. http://dx.doi.org/10.4135/9781483346274.n303
Reynolds, G. S. (1968). Compendio de condicionamiento operante. San Diego: Universidad de California. Recuperado de http://www.soyanalistaconductual. org/g_s_reynolds_compendio_de_condicionamiento_operante.pdf
Rodero, E., Larrea, O. y Mas, L. (2016). Media Pschology y su aproximación a la psicofisiología: una disciplina para analizar los procesos mediáticos. Anuario Electrónico de Estudios en Comunicación Social “Disertaciones”, 9(2), 163–180. http://dx.doi.org/10.12804/disertaciones.09.02.2016.08
Romano, N., Federici, M. & Castaldi, A. (2019). Imaging of cranial nerves: a pictorial overview. Insights into Imaging, 10(1), 1–21. https://doi.org/10.1186/ s13244-019-0719-5
Salamone, J. D. & Correa, M. (2018). Chapter Four - Parsing the Role of Mesolimbic Dopamine in Specific Aspects of Motivation: Behavioral Activation, Invigoration, and Effort-Based Decision Making. Advances in Motivation Science, 5(1), 129–167. https://doi.org/10.1016/bs.adms.2018.01.001
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Strapasson, B. A. (2020). An Updated Bibliography of John B. Watson. Perspectives on Behavior Science, 43(1), 431–444. https://doi.org/10.1007/s40614-020-00252-0
Villareal, M. & Avendaño, A. (2012). Historia de la Psicología. México, D.F.: Red Tercer Milenio.
Walusinski, O., Boller, F. & Henderson, V. W. (2019). Shining a Light on Some of the Most Famous 19th and 20th Century’s Neuropsychologists. A History of Neuropsychology, 44(1), 192–229. https://doi.org/10.1159/000494964
Wilson, B. (2017). The Development of Neuropsychological Rehabilitation. An historical examination of theoretical and practical issues. In: B. Wilson, J. Winegardner, C. M. Heugten & T. Ownsworth, Neuropsychological Rehabilitation (Ch. 1). London: Routledge.
Yoshida, K. (2020). Optical-Observation and -Manipulation Reveals the Neural Mechanisms of Motivated Behavior. Brain and Nerve = Shinkei Kenkyu no Shinpo, 72(6), 637–642. https://doi.org/10.11477/mf.1416201575
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spelling Linero Racines, Ronald Miguel2022-02-01T00:28:10Z2022-02-01T00:28:10Z2022978-958-53907-0-6https://hdl.handle.net/11323/9023Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/El Programa de Psicología de la Universidad de la Costa CUC, se soporta en la misión que orienta la formación del psicólogo “con fundamentación básica, para que pueda comprender de manera profunda el bagaje de su disciplina y derivar óptimas estrategias de intervención, creadas desde su propio ejercicio profesional; con una reflexión ética constante que le permita proyectarse socio humanística y científicamente en su contexto, y una formación integral con énfasis en lo social que oriente su desempeño ocupacional en las áreas de aplicación de la Psicología”.Linero Racines, Ronald Miguel-will be generated-orcid-0000-0001-9246-0212-600application/pdfspaCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Editorial Universitaria de la Costa Sociedad por Acciones Simplificadas SASPsicoanálisisFisiologíaPsicología aplicadaGuía de laboratorio de psicofisiología aplicadaLibrohttp://purl.org/coar/resource_type/c_2f33Textinfo:eu-repo/semantics/bookhttp://purl.org/redcol/resource_type/LIBinfo:eu-repo/semantics/acceptedVersionAgbonlahor, E., Egbaidomeh, O. & Oasgiede, I. (2017). Stimulus-organism-response (S-O-R) interaction effects of the sign learning theory in achieving motor outcomes. Journal of Language, Technology & Entrepreneurship in Africa, 8(1), 109–121. Disponible en https://www.ajol.info/index.php/jolte/article/view/155808Akpan B. (2020). Classical and Operant Conditioning—Ivan Pavlov; Burrhus Skinner. In: B. Akpan & T. J. Kennedy (eds), Science Education in Theory and Practice. Cham: Springer. https://doi.org/10.1007/978-3-030-43620-9_6Alarcão, S. & Fonseca, M. (2019). Emotions Recognition Using EEG Signals: A Survey. IEEE Transactions on Affective Computing, 10(3), 374–393. https://doi.org/10.1109/TAFFC.2017.2714671Alkhutaba, M. & Abdelihaq, Z. (2017). The Psychological Motives Towards Practicing Sports Among Jordanian Youth. Journal of Education and Practice, 8(32), 75–80. Recuperado de https://www.iiste.org/Journals/index.php/JEP/article/viewFile/39725/40845Allen, W., Chen, M., Pichamoorthy, N, Tien, R., Pachitariu, M., Luo, L. & Deisseroth. K. (2019). Thirst regulates motivated behavior through modulation of brainwide neural population dynamics. Science, 364 (6437), 1–9. https://doi.org/10.1126/science.aav3932APA. (s.f.). Behaviorismo. American Phychological Association. Available: https://dictionary.apa.org/behaviorismAPA. (s.f.). Social motive. American Phychological Association. Available: https://dictionary.apa.org/socialmotiveAraiba, S. (2019). Diversificación actual del conductismo. Perspectivas sobre la ciencia del comportamiento, 43 (1), 157–175. https://doi.org/10.1007/s40614-019-00207-0Aranguren, J. (2011). Conductismo. Bogotá. D.C.: Fundación Universitaria Konrad Lorenz. Disponible en https://repositorio.konradlorenz.edu.co/handle/001/2395Aref-Eshghi, E., Schenkel, L. C., Carere, D. A., Rodenhiser, D. I. & Sadikovic, B. (2018). Chapter 27 - Epigenomic Mechanisms of Human Developmental Disorders. Epigenetics in Human Disease. 6, 837–859. https://doi.org/10.1016/b978-0-12-812215-0.00027-3Bericat, E. (2015). The sociology of emotions: Four decades of progress. Current Sociology. 64(3), 491– 513. https://doi.org/10.1177/0011392115588355Dean, R.S. & Grizzle R. (2011). Prenatal Development. In: S. Goldstein & J. A. Naglieri (eds), Encyclopedia of Child Behavior and Development. Boston: Springer. https://doi.org/10.1007/978-0-387-79061-9_2222Ertmer, P. & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43–70. https://doi.org/10.1002/piq.21143Ertuğrul, Ö. F. & Tağluk, M. E. (April, 2014). Learning with classical conditioning Presented at 22nd Signal Processing and Communications Applications Conference, SIU, Trabzon, Turkey. https://doi. org/10.1109/SIU.2014.6830382Fonseca, H. y Bencomo, M. N. (2011). Teorías del aprendizaje y modelos educativos: revisión histórica. Salud, Arte y Cuidado, 4(1), 71–93. Disponible en https:// www.imbiomed.com.mx/articulo.php?id=84464Galvis, M., Laitón, P. D. y Ávalo, A. (2017). Prácticas de laboratorio en educación superior: ¿cómo transformarlas? Actualidades Pedagógicas, (69), 81–103. http://dx.doi.org/10.19052/ap.4085Gigerenzer, G. (2019). How to Explain Behavior? Topics in Cognitive Science, 12(4), 1363–1381. https://doi.org/10.1111/tops.12480Glozman, J. (2018). Forty Years Without Luria With Luria. KnE Life Sciences, 4(8), 1–11. https://doi.org/10.18502/kls.v4i8.3257Goodman, J. (2021). Place vs. Response learning: History, controversy, and neurobiology. Frontiers in Behavioral Neuroscience, 14(1), 1–26. https://doi. org/10.3389/fnbeh.2020.598570Greenwood, J. D. (2011). Historia de la psicología: un enfoque conceptual. México, D. F.: McGraw-Hill.Guerri, C. & Pascual, M. (2016). Alcohol and Its Impact on Myelin. Neuropathology of Drug Addictions and Substance Misuse, 1(1), 420–432. https://doi.org/10.1016/b978-0-12-800213-1.00039-0Hallé, G., Aquino, R., da Silva, D., Barreira D. V. & Raab, M. (2021). Contrasting Learning Psychology Theories Applied to the Teaching-Learning-Training Process of Tactics in Soccer. Frontiers in Psychology, 12(1), 1–15. https://doi.org/10.3389/fpsyg.2021.637085Hamm, A. O. (2019). Fear, anxiety, and their disorders from the perspective of psychophysiology. Psychophysiology, 57(2), 1–14. https://doi.org/10.1111/psyp.13474Hikal, W. (2011). Aportaciones de Skinner a la Criminología Conductual. International e-Journal of Criminal Science, 2(5), 1–21. Available https://ojs.ehu. eus/index.php/inecs/article/view/920Jahn, A. (2017). Tutorial de E-Prime #1: Introducción. [Video Youtube]. Available https://www.youtube.com/watch?v=t3hZHveUVE8Jarius, S.& Wildemann, B. (2015). 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Brain and Nerve = Shinkei Kenkyu no Shinpo, 72(6), 637–642. https://doi.org/10.11477/mf.1416201575PublicationORIGINALGuia 2 Laboratorio Psicofisiología Aplicada.pdfGuia 2 Laboratorio Psicofisiología Aplicada.pdfapplication/pdf5969078https://repositorio.cuc.edu.co/bitstreams/9b72ca8b-3179-45e7-b65e-43ba0d0a258c/download6abf02b706bf3ae0e8e8aa1d42ad36beMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8701https://repositorio.cuc.edu.co/bitstreams/166cc29a-8209-44dd-9860-a8dedc911fd1/download42fd4ad1e89814f5e4a476b409eb708cMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-83196https://repositorio.cuc.edu.co/bitstreams/b2ac3972-700d-4159-9d67-aa640f741a79/downloade30e9215131d99561d40d6b0abbe9badMD53THUMBNAILGuia 2 Laboratorio Psicofisiología Aplicada.pdf.jpgGuia 2 Laboratorio Psicofisiología Aplicada.pdf.jpgimage/jpeg35635https://repositorio.cuc.edu.co/bitstreams/37930625-0771-4ece-95b8-9f70aa31fdc1/downloada18aaaf18284b29ac0f0ee1ae230abceMD54TEXTGuia 2 Laboratorio 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