Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos
El presente artículo deriva del estudio que tuvo como propósito evaluar la formación, estabilidad y flexibilidad de las relaciones de equivalencia con un procedimiento inédito en el área tipo respondiente. 21 participantes fueron expuestos a una formación de relaciones de equivalencia a través del a...
- Autores:
-
Medina Arboleda, Iván Felipe
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2012
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/11030
- Acceso en línea:
- https://hdl.handle.net/11323/11030
https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/960
- Palabra clave:
- Análisis experimental del comportamiento
aprendizaje humano
condicionamiento clásico
tipo respondiente
Experimental analysis of behavior, human learning, classical conditioning, respondent type.
- Rights
- openAccess
- License
- CULTURA EDUCACIÓN Y SOCIEDAD - 2012
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Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos |
| dc.title.translated.eng.fl_str_mv |
Resurgence and Respondent-type Training in the Formation of Equivalence Relations: Methodological Challenges |
| title |
Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos |
| spellingShingle |
Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos Análisis experimental del comportamiento aprendizaje humano condicionamiento clásico tipo respondiente Experimental analysis of behavior, human learning, classical conditioning, respondent type. |
| title_short |
Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos |
| title_full |
Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos |
| title_fullStr |
Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos |
| title_full_unstemmed |
Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos |
| title_sort |
Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicos |
| dc.creator.fl_str_mv |
Medina Arboleda, Iván Felipe |
| dc.contributor.author.spa.fl_str_mv |
Medina Arboleda, Iván Felipe |
| dc.subject.spa.fl_str_mv |
Análisis experimental del comportamiento aprendizaje humano condicionamiento clásico tipo respondiente |
| topic |
Análisis experimental del comportamiento aprendizaje humano condicionamiento clásico tipo respondiente Experimental analysis of behavior, human learning, classical conditioning, respondent type. |
| dc.subject.eng.fl_str_mv |
Experimental analysis of behavior, human learning, classical conditioning, respondent type. |
| description |
El presente artículo deriva del estudio que tuvo como propósito evaluar la formación, estabilidad y flexibilidad de las relaciones de equivalencia con un procedimiento inédito en el área tipo respondiente. 21 participantes fueron expuestos a una formación de relaciones de equivalencia a través del apareamiento sistemático de estímulos en condiciones de no retroalimentación; posteriormente, se evaluó la formación de relaciones de equivalencia A-B-C en ensayos de igualación a la muestra no retroalimentados, y un nuevo entrenamiento tipo respondiente fue presentado, que implicó una reorganización de las relaciones previamente entrenadas. Posteriormente se evaluó la variabilidad de las relaciones emergentes y su congruencia con los entrenamientos previos. Finalmente, se hizo una nueva presentación del entrenamiento número 1, con una nueva valoración del efecto sobre las relaciones emergentes. |
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2012 |
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2012-11-30 00:00:00 2024-04-09T19:52:01Z |
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2012-11-30 00:00:00 2024-04-09T19:52:01Z |
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2012-11-30 |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/redcol/resource_type/ART |
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Cultura Educación Sociedad |
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Anderson, N. D., Craik, F. I. M. & Naveh-Benjamin, M. (1998). The attentional demands of encoding and retrieval in younger and older adults: i. evidence from divided attention costs. Psychology and Aging, 13(3), 405-423. Augustson, E. M., & Dougher, M. J. (1997). The transfer of avoidance evoking functions through stimulus equivalence classes. Journal of Behavior Therapy and Experimental Psychiatry, 28(3), 181-191. Bachá-Méndez, G., Reid, A., & Mendoza-Soy- Lovna, A. (2007). Resurgence of integrated behavioral units. Journal of Experimental Analysis of Behavior. 87, 5-24. Bruzek, J., Thompson, R. & Peters, L. (2009). Resurgence of infant caregiving responses. Journal of the Experimental Analysis of Behavior, 92(3), 327-343. Clayton, M. C., & Hayes, L. J. (2004). a com- parison of match to sample and respondent-type training of equivalence classes. The Psychological Record, 54, 579-602. Cleland, B., Foster, T. M. & Temple, W. (2000). Resurgence: the role of extinction. Behavioural Processes, 117-129. Cleland, Guerin, Foster & Temple (2001). Re- surgence. The Behavior Analyst, 24(2), 255-260. Da Silva, S. P., Maxwell, M. E. & Lattal, K. A. (2008). Concurrent resurgence and behavioral history. Journal of the Experimental Analysis of Behavior, 90, 313-331. Delgado, D. & Medina, I. (2011). efectos de dos tipos de entrenamiento respondiente sobre la formación de relaciones de equi- valencia. Revista Mexicana de Análisis de la Conducta, 37(1), 33-50. Delgado, D., Medina, I. & Soto, J. (2011). el lenguaje como mediador de la transferencia de funciones: ¿es necesario nominar para relacionar? Revista Mexicana de Aná- lisis de la Conducta, 37(2), 31-54. Domjan, M. (2010). Principios de aprendizaje y conducta. México: Wadsworth. Cengage learning. Doughty, A. H., Cash, J. D., Finch, E. A., Holloway, C. & Wallington, L. K. (2010). Effects of training history on resurgence in humans. Behavioural Processes, 83(3), 340-343. Doughty, A., Da Silva, S. & Lattal, K. (2007). differential resurgence and response elimination. Behavioural Processes, 75, 115- 128. Doughty, A. H., Kastner, R. M. & Bismark, B. D. (2011). Resurgence of derived stimulus relations: replication and extensions. Be- haviorual Processes, 86(1), 152-155. Doughty, A. & Oken, G. (2008). Extinction- induced response resurgence: a selective review. The Behavior Analyst Today, 9(1), 27-33. Epstein, R. (1985). Extinction-induced Resurgence: preliminary investigations and pos- sible applications. Psychological Record, 35, 143-153. Fester, C. B. & Skinner, B. F. (1957). Programas de Reforzamiento. México: Trillas. Gutiérrez, M. T. & Benjumea, S. (2003). formación de clases funcionales utilizando un entrenamiento en condicionamiento clásico. Revista Latinoamericana de Psicología, 35(2), 165-174. Harding, J. W., Wacker, D. P., Berg, W. K., Barretto, A., Winborn, L. & Gardner, A. (2001). Analysis of response class hierarchies with attention-maintained problem behaviors. Journal of Applied Behavior Analysis, 34, 61-64. Hernández, A., Medina, I. & Erazo, L. (2008). Resurgencia de conductas simbólicas: una aproximación experimental. Acta Colombiana de Psicología, 11(2), 141-151. Iwata, B., Dorsey, M., Suifer, K., Bauman, K. & Richman, G. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197-209. Leader, G. & Barnes-Holmes, D. (2001). Matching to sample and respondent-type training as methods for producing equivalence relations: isolating the critical variable. The Psychological Record, 51, 429-444. Leader, G., Barnes-Holmes, D. & Smeets, P. M. (1996). Establishing equivalence relations using a respondent-type training procedure. The Psychological Record, 46, 685- 706. Leader, G., Barnes-Holmes, D., & Smeets P. M. (2000). Establishing equivalence relations using a respondent-type training procedure iii. The Psychological Record, 50, 63-78. Lieving, G., & Lattal, K. (2003). Recency, Repeatability, and Reinforcer Retrenchment: An Experimental Analysis of Resurgence. Journal of the Experimental Analysis of Behavior, 80, 217-233. Lieving, G., Hagopian, L., Long, E. & O’connor, (2004). Response-Class Hierarchies and Resurgence of Severe Problem Behavior. The Psychological Record, 54, 621-634. Pérez, V., Gutiérrez, M., García, A. & Gómez, J. (2005). Procesos Psicológicos Básicos: Un análisis funcional. madrid: pearson - prentice Hall. Pilgrim, C. & Galizio, M. (1995). Reversal of baseline relations and stimulus equivalence i: adults. Journal of the Experimental Analysis of Behavior. 63, 225-238. Pilgrim, C., Galizio, M. & Chambers, M. (1995). Reversal of baseline relations and stimulus equivalence: II. children. Journal of the Experimental Analysis of Behavior, 63, 239-254. Rehfeldt, R. A. & Hayes, L. J. (1998). The operant-respondent extinction revisited: To- ward an understanding of stimulus equivalence. The Psychological Record, 48, 187. Richman, D., Wacker, D., Asmus, Casey, S., & Andelman, M. (1999). Further Analysis of Problem Behavior In Response Class Hier- archie. Journal of Applied Behavior Analy- sis, 32, 269-283. Roche, B., Barnes, D. & Smeets, P. M. (1997). incongruous stimulus pairing contingencies and conditional discrimination train- ing: effects on relational responding. Journal of the Experimental Analysis of Behav- ior, 68, 143-160. saunders, R., saunders, K., Kirby, K. & spradlin, J. (1998). The merger and development of equivalence classes by unreinforced conditional selection of comparison stimuli. Journal of the Experimental Analysis of Behavior, 50, 145-162. Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech and Hearing Research, 14, 5-13. Sidman, M. (1992). equivalence Relations: some Basic considerations. en: s. c. Hayes, & Hayes, l. J. (eds.). Understanding Verbal Relations. pp 15-26. Reno, nv: Context Press. Sidman, M. (1994). Stimulus Equivalence: A Research Story. Boston: Authors Cooperative. Sidman, M. (2000). equivalence relations and the reinforcement contingency. Journal of Experimental Analysis of Behavior, 74(1), 127-146. Skinner, B. F. (1950). Are theories of learning necessary? Psychological Review, 57, 193- 216. Smeets, P. M., Leader, G. & Barnes-Holmes, D. (1997). Establishing stimulus classes in adults and children using a respondent- type training procedure: A follow-up study. The Psychological Record, 47(2), 285-308. Tonneau, F., Arreola, F. & Martínez (2006). Function transformation without reinforcement. Journal of Experimental Analysis of Behavior, 85(3), 393-405. Tonneau, F. & González, C. (2004). function transfer in human operant experiments: The role of stimulus pairings. Journal of Experimental Analysis of Behavior, 81(3), 239-255. Tonneau, F. & Sokolowski, M. B. C. (1997). standard principles, non-standard data and unsolved issues. Journal of Experimental Analysis of Behavior, 68, 266-270. Volkert, V., Lerman, D., Call, N. Y Trosclairlaserre, N. (2009). an evaluation of resurgence during treatment with functional communication training. Journal of Ap- plied Behavior Analysis, 42, 145-160. Wilson, K. & Hayes, S. (1996). Resurgence of derived stimulus relations. Journal of Experimental Analysis of Behavior, 66(3), 267-281. Zarcone, J., Hopkins, J., Iwata, B., Smith, R., Mazaleski, J. & Lerman, D. (1994). Reemergence and extinction of self-in-jurious escape behavior during stimulus (instrucional) fading. Journal of Applied Behavior Analysis, 27, 307-316. |
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Medina Arboleda, Iván Felipefc632ea99fe2b8aee9d322e85484bf0f2012-11-30 00:00:002024-04-09T19:52:01Z2012-11-30 00:00:002024-04-09T19:52:01Z2012-11-302145-9258https://hdl.handle.net/11323/11030https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/9602389-7724El presente artículo deriva del estudio que tuvo como propósito evaluar la formación, estabilidad y flexibilidad de las relaciones de equivalencia con un procedimiento inédito en el área tipo respondiente. 21 participantes fueron expuestos a una formación de relaciones de equivalencia a través del apareamiento sistemático de estímulos en condiciones de no retroalimentación; posteriormente, se evaluó la formación de relaciones de equivalencia A-B-C en ensayos de igualación a la muestra no retroalimentados, y un nuevo entrenamiento tipo respondiente fue presentado, que implicó una reorganización de las relaciones previamente entrenadas. Posteriormente se evaluó la variabilidad de las relaciones emergentes y su congruencia con los entrenamientos previos. Finalmente, se hizo una nueva presentación del entrenamiento número 1, con una nueva valoración del efecto sobre las relaciones emergentes.This article comes from the study that was aimed to evaluate the formation, stability and flexibility of equivalence relations with an unprecedented procedure in the type respondent area. The study had 21 participants subjected to the formation of equivalence relations through systematic pairing of stimuli under conditions of no feedback. Subsequently, the formation of equivalence relations A-B-C in match- ingto-sample trials without feedback was evaluated, and a new respondent-type training was introduced, involving a restructuring of previously trained relations. Afterwards, the variability of emerging relationships and its congruence with previous trainings were evaluated. Finally, a new presentation of training number 1 was performed with a reassessment of the effect on the emerging relationships.application/pdfspaUniversidad de la CostaCULTURA EDUCACIÓN Y SOCIEDAD - 2012https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/960Análisis experimental del comportamientoaprendizaje humanocondicionamiento clásicotipo respondienteExperimental analysis of behavior, human learning, classical conditioning, respondent type.Resurgencia y entrenamientos de formación de relaciones de equivalencia Tipo-Respondiente: Desafíos metodológicosResurgence and Respondent-type Training in the Formation of Equivalence Relations: Methodological ChallengesArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Cultura Educación SociedadAnderson, N. D., Craik, F. I. M. & Naveh-Benjamin, M. (1998). The attentional demands of encoding and retrieval in younger and older adults: i. evidence from divided attention costs. Psychology and Aging, 13(3), 405-423. Augustson, E. M., & Dougher, M. J. (1997). The transfer of avoidance evoking functions through stimulus equivalence classes. Journal of Behavior Therapy and Experimental Psychiatry, 28(3), 181-191. Bachá-Méndez, G., Reid, A., & Mendoza-Soy- Lovna, A. (2007). Resurgence of integrated behavioral units. Journal of Experimental Analysis of Behavior. 87, 5-24. Bruzek, J., Thompson, R. & Peters, L. (2009). Resurgence of infant caregiving responses. Journal of the Experimental Analysis of Behavior, 92(3), 327-343. Clayton, M. C., & Hayes, L. J. (2004). a com- parison of match to sample and respondent-type training of equivalence classes. The Psychological Record, 54, 579-602. Cleland, B., Foster, T. M. & Temple, W. (2000). Resurgence: the role of extinction. Behavioural Processes, 117-129. Cleland, Guerin, Foster & Temple (2001). Re- surgence. The Behavior Analyst, 24(2), 255-260. Da Silva, S. P., Maxwell, M. E. & Lattal, K. A. (2008). Concurrent resurgence and behavioral history. Journal of the Experimental Analysis of Behavior, 90, 313-331. Delgado, D. & Medina, I. (2011). efectos de dos tipos de entrenamiento respondiente sobre la formación de relaciones de equi- valencia. Revista Mexicana de Análisis de la Conducta, 37(1), 33-50. Delgado, D., Medina, I. & Soto, J. (2011). el lenguaje como mediador de la transferencia de funciones: ¿es necesario nominar para relacionar? Revista Mexicana de Aná- lisis de la Conducta, 37(2), 31-54. Domjan, M. (2010). Principios de aprendizaje y conducta. México: Wadsworth. Cengage learning. Doughty, A. H., Cash, J. D., Finch, E. A., Holloway, C. & Wallington, L. K. (2010). Effects of training history on resurgence in humans. Behavioural Processes, 83(3), 340-343. Doughty, A., Da Silva, S. & Lattal, K. (2007). differential resurgence and response elimination. Behavioural Processes, 75, 115- 128. Doughty, A. H., Kastner, R. M. & Bismark, B. D. (2011). Resurgence of derived stimulus relations: replication and extensions. Be- haviorual Processes, 86(1), 152-155. Doughty, A. & Oken, G. (2008). Extinction- induced response resurgence: a selective review. The Behavior Analyst Today, 9(1), 27-33. Epstein, R. (1985). Extinction-induced Resurgence: preliminary investigations and pos- sible applications. Psychological Record, 35, 143-153. Fester, C. B. & Skinner, B. F. (1957). Programas de Reforzamiento. México: Trillas. Gutiérrez, M. T. & Benjumea, S. (2003). formación de clases funcionales utilizando un entrenamiento en condicionamiento clásico. Revista Latinoamericana de Psicología, 35(2), 165-174. Harding, J. W., Wacker, D. P., Berg, W. K., Barretto, A., Winborn, L. & Gardner, A. (2001). Analysis of response class hierarchies with attention-maintained problem behaviors. Journal of Applied Behavior Analysis, 34, 61-64. Hernández, A., Medina, I. & Erazo, L. (2008). Resurgencia de conductas simbólicas: una aproximación experimental. Acta Colombiana de Psicología, 11(2), 141-151. Iwata, B., Dorsey, M., Suifer, K., Bauman, K. & Richman, G. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197-209. Leader, G. & Barnes-Holmes, D. (2001). Matching to sample and respondent-type training as methods for producing equivalence relations: isolating the critical variable. The Psychological Record, 51, 429-444. Leader, G., Barnes-Holmes, D. & Smeets, P. M. (1996). Establishing equivalence relations using a respondent-type training procedure. The Psychological Record, 46, 685- 706. Leader, G., Barnes-Holmes, D., & Smeets P. M. (2000). Establishing equivalence relations using a respondent-type training procedure iii. The Psychological Record, 50, 63-78. Lieving, G., & Lattal, K. (2003). Recency, Repeatability, and Reinforcer Retrenchment: An Experimental Analysis of Resurgence. Journal of the Experimental Analysis of Behavior, 80, 217-233. Lieving, G., Hagopian, L., Long, E. & O’connor, (2004). Response-Class Hierarchies and Resurgence of Severe Problem Behavior. The Psychological Record, 54, 621-634. Pérez, V., Gutiérrez, M., García, A. & Gómez, J. (2005). Procesos Psicológicos Básicos: Un análisis funcional. madrid: pearson - prentice Hall. Pilgrim, C. & Galizio, M. (1995). Reversal of baseline relations and stimulus equivalence i: adults. Journal of the Experimental Analysis of Behavior. 63, 225-238. Pilgrim, C., Galizio, M. & Chambers, M. (1995). Reversal of baseline relations and stimulus equivalence: II. children. Journal of the Experimental Analysis of Behavior, 63, 239-254. Rehfeldt, R. A. & Hayes, L. J. (1998). The operant-respondent extinction revisited: To- ward an understanding of stimulus equivalence. The Psychological Record, 48, 187. Richman, D., Wacker, D., Asmus, Casey, S., & Andelman, M. (1999). Further Analysis of Problem Behavior In Response Class Hier- archie. Journal of Applied Behavior Analy- sis, 32, 269-283. Roche, B., Barnes, D. & Smeets, P. M. (1997). incongruous stimulus pairing contingencies and conditional discrimination train- ing: effects on relational responding. Journal of the Experimental Analysis of Behav- ior, 68, 143-160. saunders, R., saunders, K., Kirby, K. & spradlin, J. (1998). The merger and development of equivalence classes by unreinforced conditional selection of comparison stimuli. Journal of the Experimental Analysis of Behavior, 50, 145-162. Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech and Hearing Research, 14, 5-13. Sidman, M. (1992). equivalence Relations: some Basic considerations. en: s. c. Hayes, & Hayes, l. J. (eds.). Understanding Verbal Relations. pp 15-26. Reno, nv: Context Press. Sidman, M. (1994). Stimulus Equivalence: A Research Story. Boston: Authors Cooperative. Sidman, M. (2000). equivalence relations and the reinforcement contingency. Journal of Experimental Analysis of Behavior, 74(1), 127-146. Skinner, B. F. (1950). Are theories of learning necessary? Psychological Review, 57, 193- 216. Smeets, P. M., Leader, G. & Barnes-Holmes, D. (1997). Establishing stimulus classes in adults and children using a respondent- type training procedure: A follow-up study. The Psychological Record, 47(2), 285-308. Tonneau, F., Arreola, F. & Martínez (2006). Function transformation without reinforcement. Journal of Experimental Analysis of Behavior, 85(3), 393-405. Tonneau, F. & González, C. (2004). function transfer in human operant experiments: The role of stimulus pairings. Journal of Experimental Analysis of Behavior, 81(3), 239-255. Tonneau, F. & Sokolowski, M. B. C. (1997). standard principles, non-standard data and unsolved issues. Journal of Experimental Analysis of Behavior, 68, 266-270. Volkert, V., Lerman, D., Call, N. Y Trosclairlaserre, N. (2009). an evaluation of resurgence during treatment with functional communication training. Journal of Ap- plied Behavior Analysis, 42, 145-160. Wilson, K. & Hayes, S. (1996). Resurgence of derived stimulus relations. Journal of Experimental Analysis of Behavior, 66(3), 267-281. Zarcone, J., Hopkins, J., Iwata, B., Smith, R., Mazaleski, J. & Lerman, D. (1994). Reemergence and extinction of self-in-jurious escape behavior during stimulus (instrucional) fading. 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