Contexto Como Modulador del Efecto de Bloqueo

El efecto de bloqueo es un fenómeno que cambió la idea del aprendizaje por la idea tradicional de su ocurrencia por medio de un CS y un US con una contigüidad espacio-temporal, y agrega una nueva fuerza alternativa al condicionamiento clásico conocida como la ‘sorpresa’ (Beckers et al, 2016). Este e...

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Autores:
Serna Mahecha, Daniel Erasmo
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2020
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/43943
Acceso en línea:
http://hdl.handle.net/11634/43943
Palabra clave:
Blocking effect
Context
Behaviorism
Análisis de conducta
Conducta (Psicología)
Aprendizaje - Psicología
Psicología - Investigaciones
Tesis y disertaciones académicas
Efecto de bloqueo
Psicología básica
Contexto
Análisis de conducta
Conductismo
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
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oai_identifier_str oai:repository.usta.edu.co:11634/43943
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network_name_str Repositorio Institucional USTA
repository_id_str
dc.title.spa.fl_str_mv Contexto Como Modulador del Efecto de Bloqueo
title Contexto Como Modulador del Efecto de Bloqueo
spellingShingle Contexto Como Modulador del Efecto de Bloqueo
Blocking effect
Context
Behaviorism
Análisis de conducta
Conducta (Psicología)
Aprendizaje - Psicología
Psicología - Investigaciones
Tesis y disertaciones académicas
Efecto de bloqueo
Psicología básica
Contexto
Análisis de conducta
Conductismo
title_short Contexto Como Modulador del Efecto de Bloqueo
title_full Contexto Como Modulador del Efecto de Bloqueo
title_fullStr Contexto Como Modulador del Efecto de Bloqueo
title_full_unstemmed Contexto Como Modulador del Efecto de Bloqueo
title_sort Contexto Como Modulador del Efecto de Bloqueo
dc.creator.fl_str_mv Serna Mahecha, Daniel Erasmo
dc.contributor.advisor.none.fl_str_mv Arrubla Sánchez, Paola Andrea
dc.contributor.author.none.fl_str_mv Serna Mahecha, Daniel Erasmo
dc.contributor.orcid.spa.fl_str_mv https://orcid.org/0000-0002-3267-0530
dc.contributor.corporatename.spa.fl_str_mv Universidad Santo Tomas
dc.subject.keyword.spa.fl_str_mv Blocking effect
Context
Behaviorism
topic Blocking effect
Context
Behaviorism
Análisis de conducta
Conducta (Psicología)
Aprendizaje - Psicología
Psicología - Investigaciones
Tesis y disertaciones académicas
Efecto de bloqueo
Psicología básica
Contexto
Análisis de conducta
Conductismo
dc.subject.lemb.spa.fl_str_mv Análisis de conducta
Conducta (Psicología)
Aprendizaje - Psicología
Psicología - Investigaciones
Tesis y disertaciones académicas
dc.subject.proposal.spa.fl_str_mv Efecto de bloqueo
Psicología básica
Contexto
Análisis de conducta
Conductismo
description El efecto de bloqueo es un fenómeno que cambió la idea del aprendizaje por la idea tradicional de su ocurrencia por medio de un CS y un US con una contigüidad espacio-temporal, y agrega una nueva fuerza alternativa al condicionamiento clásico conocida como la ‘sorpresa’ (Beckers et al, 2016). Este efecto consiste en un fallo en el condicionamiento, al agregar un segundo CS a una asociación CS-US previamente establecida, lo que puede demostrar una competición de señales o la atención puesta a diferentes estímulos condicionales (Sanderson, Jones & amp; Austen, 2016). Por otro lado, el contexto o un ocassion setter (OS) se considera como la fuerza de un estímulo para modular la respuesta a un CS (Alfaro, Mallea, Laborda, Cañete y Miguez, 2018). De acuerdo a lo anterior, la presente investigación pretende determinar si el contexto influye en la ocurrencia del efecto de bloqueo en estudiantes de psicología de la universidad Santo Tomás - sede Villavicencio.
publishDate 2020
dc.date.issued.none.fl_str_mv 2020-11-30
dc.date.accessioned.none.fl_str_mv 2022-04-08T15:44:50Z
dc.date.available.none.fl_str_mv 2022-04-08T15:44:50Z
dc.type.none.fl_str_mv bachelor thesis
dc.type.local.spa.fl_str_mv Tesis de pregrado
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.category.spa.fl_str_mv Formación de Recurso Humano para la Ctel: Trabajo de grado de Pregrado
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.drive.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
format http://purl.org/coar/resource_type/c_7a1f
status_str acceptedVersion
dc.identifier.citation.spa.fl_str_mv Serna, D (2020). Contexto como modulador del efecto de bloqueo. [Trabajo de grado, Universidad Santo Tomás]. Repositorio
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/43943
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad Santo Tomás
dc.identifier.instname.spa.fl_str_mv instname:Universidad Santo Tomás
dc.identifier.repourl.spa.fl_str_mv repourl:https://repository.usta.edu.co
identifier_str_mv Serna, D (2020). Contexto como modulador del efecto de bloqueo. [Trabajo de grado, Universidad Santo Tomás]. Repositorio
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
repourl:https://repository.usta.edu.co
url http://hdl.handle.net/11634/43943
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.references.spa.fl_str_mv Aguado, L. (2003). Neuroscience of Pavlovian conditioning: a brief review. The Spanish Journal of Psychology, 6(2), 155-167. doi:10.1017/S1138741600005308
Alfaro, F., Mallea, J., Laborda, M. A., Cañete, A., & amp; Miguez, G. (2018). Assessing the blocking of occasion setting. Behavioural processes, 154, 52-59. https://doi.org/10.1016/j.beproc.2018.02.008
Balsam, P. D. (1985). The functions of context in learning and performance. Context and learning, 1-21.
Baum, W.M. 2005. Understanding behaviorism: Behavior, culture, and education. Holden, MA: Blackwell. https://doi.org/10.1080/13504620802148881
Boddez, Y., Haesen, K., Baeyens, F., & Beckers, T. (2014). Selectivity in associative learning: a cognitive stage framework for blocking and cue competition phenomena. Frontiers in psychology, 5, 1305. https://doi.org/10.3389/fpsyg.2014.01305
Bouton, M. E. (1994). Conditioning, remembering, and forgetting. Journal of Experimental Psychology: Animal Behavior Processes, 20(3), 219.
Bouton, M. E., & Bolles, R. C. (1985). Contexts, event-memories, and extinction. Context and learning, 133-166.
Bouton, M. E., Todd, T. P., & León, S. P. (2014). Contextual control of discriminated operant behavior. Journal of Experimental Psychology: Animal Learning and Cognition, 40(1), 92. https://dx.doi.org/10.1037%2Fxan0000002
Bray, J. H. (2010). The future of psychology practice and science. American Psychologist, 65(5), 355–369. doi:10.1037/a0020273
Breckler, S. (Julio de 2007). Translational psychology [Mensaje en un blog]. Recuperado de https://www.apa.org/science/about/psa/2007/07/ed-column
Clark, R. E. (2004). The classical origins of Pavlov’s conditioning. Integrative Physiological & Behavioral Science, 39(4), 279-294. https://doi.org/10.1007/BF02734167
Cleland, L. M., Ruprecht, C. M., Lee, R. V., & Leising, K. J. (2017). The influence of landmark stability on control by occasion setters. Behavioural processes, 137, 84-97. https://doi.org/10.1016/j.beproc.2017.01.005
Chiesa, M. (1994). Radical behaviorism: The philosophy and the science. Boston, MA, US: Authors Cooperative.
Craig, A. R., & Shahan, T. A. (2018). Multiple schedules, off‐baseline reinforcement shifts, and resistance to extinction. Journal of the experimental analysis of behavior, 109(1), 148-163. https://doi.org/10.1002/jeab.300
Delamater, A. R. (2004). Experimental extinction in Pavlovian conditioning: behavioural and neuroscience perspectives. Quarterly Journal of Experimental Psychology Section B, 57(2), 97-132. DOI: 10.1080/02724990344000097
Delamater, Andrew R., Garr, Eric, Lawrence, Samantha, Whitlow, Jesse W., Elemental, configural, and occasion setting mechanisms in biconditional and patterning discriminations.Behavioural Processes http://dx.doi.org/10.1016/j.beproc.2016.10.013
Delamater, A. R., Derman, R. C., & Harris, J. A. (2017). Superior ambiguous occasion setting with visual than temporal feature stimuli. Journal of Experimental Psychology: Animal Learning and Cognition, 43(1), 72. https://doi.org/10.1037/xan0000122
Delgado, D. (2016). Blocking in humans: Logical reasoning versus contingency learning. The Psychological Record, 66(1), 31-40. http://dx.doi.org/10.1007/s40732-015-0148-x
Denniston, J. C., Savastano, H. I., & Miller, R. R. (2001). The extended comparator hypothesis: Learning by contiguity, responding by relative strength. Handbook of contemporary learning theories, 3, 65-117.
González, A. (2003). Los Paradigmas de Investigación en las Ciencias Sociales. ISLAS, 45(138), 125-135.
Hernández, R., Fernández, C., & Batista, M. D. P. (2004). Metodología de la investigación 6ª edición.
Holland, P. C., & Gallagher, M. (1993). Effects of amygdala central nucleus lesions on blocking and unblocking. Behavioral neuroscience, 107(2), 235. https://doi.org/10.1037/0735-7044.107.2.235
Holmes, N. M., Leung, H. T., & Westbrook, R. F. (2016). Counterconditioned fear responses exhibit greater renewal than extinguished fear responses. Learning & Memory, 23(4), 141-150. doi: 10.1101/lm.040659.115
Houwer, J., Vandorpe, S., & Beckers, T. (2005). Evidence for the role of higher order reasoning processes in cue competition and other learning phenomena. Learning & Behavior, 33(2), 239-249. https://doi.org/10.3758/BF03196066
Jennings, D. J., & Bonardi, C. (2017). Blocking by fixed and variable stimuli: Effects of stimulus distribution on blocking. Quarterly Journal of Experimental Psychology, 70(9), 1964-1972. https://doi.org/10.1080/17470218.2016.1216574
Kattner, F., & Green, C. S. (2015). Cue competition in evaluative conditioning as a function of the learning process. Acta Psychologica, 162, 40-50. https://doi.org/10.1016/j.actpsy.2015.09.013
Leising, K. J., Hall, J. S., Wolf, J. E., & Ruprecht, C. M. (2015). Occasion setting during a spatial-search task with pigeons. Journal of Experimental Psychology: Animal Learning and Cognition, 41(2), 163. https://doi.org/10.1037/xan0000048
Maes, E., Boddez, Y., Alfei Palloni, J. M., Krypotos, A. M., D’Hooge, R., De Houwer, J., &Beckers, T. (2016). The elusive nature of the blocking effect: 15 failures to replicate. Journal of Experimental Psychology. General, 145, 49–71. http://dx.doi.org/10.1037/xge0000200
Meyer, H. C., & Bucci, D. J. (2017). Negative occasion setting in juvenile rats. Behavioural processes, 137, 33-39. https://doi.org/10.1016/j.beproc.2016.05.003
Miller, R. R., & Matute, H. (1996). Biological significance in forward and backward blocking: Resolution of a discrepancy between animal conditioning and human causal judgment. Journal of Experimental Psychology: General, 125(4), 370. https://doi.org/10.1037/0096-3445.125.4.370
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Miller, R. R., & Matzel, L. D. (1988). The Comparator Hypothesis: A Response Rule for The Expression of Associations. Psychology of Learning and Motivation, 51–92. doi:10.1016/s0079-7421(08)60038-9
Miller, R. R., & Witnauer, J. E. (2016). Retrospective revaluation: The phenomenon and its theoretical implications. Behavioural processes, 123, 15-25. https://doi.org/10.1016/j.beproc.2015.09.001
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Polack, C.W., Laborda, M.A., Miller, R.R., 2013. On the differences in degree of renewal produced by the different renewal designs. Behavioural Processes 99, 112–120. https://doi.org/10.1016/j.beproc.2013.07.006
Poremba, A., Jones, D., & Gonzalez-Lima, F. (1997). Metabolic effects of blocking tone conditioning on the rat auditory system. Neurobiology of learning and memory, 68(2), 154-171. https://doi.org/10.1006/nlme.1997.3792
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Sanderson, D. J., Jones, W. S., & Austen, J. M. (2016). The effect of the amount of blocking cue training on blocking of appetitive conditioning in mice. Behavioural Processes, 122, 36 – 42. https://doi.org/10.1016/j.beproc.2015.11.007
Schepers, S. T., & Bouton, M. E. (2017). Hunger as a context: food seeking that is inhibited during hunger can renew in the context of satiety. Psychological science, 28(11), 1640-1648. https://doi.org/10.1177/0956797617719084
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Stock, A. K., Gohil, K., & Beste, C. (2017). Blocking effects in non-conditioned goal-directed behaviour. Brain Structure and Function, 222(6), 2807-2818. https://doi.org/10.1007/s00429-017-1373-7
Taylor, D. (2008). Reviewing the Comparator Hypothesis: A Distinctive Process of Performance. Online Submission.
Thrailkill, E. A., & Bouton, M. E. (2015). Contextual control of instrumental actions and habits. Journal of Experimental Psychology: Animal Learning and Cognition, 41(1), 69–80. https://doi.org/10.1037/xan0000045
Urcelay, G. P., & Miller, R. R. (2014). The functions of contexts in associative learning. Behavioural processes, 104, 2-12. https://doi.org/10.1016/j.beproc.2014.02.008
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Vila, Javier, & Monroy, Alberto (2016). Control contextual del escape discriminado con presentación sucesiva y simultánea de estímulos. Revista Mexicana de Análisis de la Conducta, 42(1),57-74. ISSN: 0185-4534. Disponible en: https://www.redalyc.org/articulo.oa?id=59346496004
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Wilson, W. (2012). The Rescorla-Wagner Model, Simplified. Albion College. Recuperado de https://campus.albion.edu/wjwilson/files/2012/03/RWSimplified.pdf
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spelling Arrubla Sánchez, Paola Andreawill be generated::orcid::0000-0002-3267-0530600Serna Mahecha, Daniel Erasmohttps://orcid.org/0000-0002-3267-0530Universidad Santo Tomas2022-04-08T15:44:50Z2022-04-08T15:44:50Z2020-11-30Serna, D (2020). Contexto como modulador del efecto de bloqueo. [Trabajo de grado, Universidad Santo Tomás]. Repositoriohttp://hdl.handle.net/11634/43943reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl efecto de bloqueo es un fenómeno que cambió la idea del aprendizaje por la idea tradicional de su ocurrencia por medio de un CS y un US con una contigüidad espacio-temporal, y agrega una nueva fuerza alternativa al condicionamiento clásico conocida como la ‘sorpresa’ (Beckers et al, 2016). Este efecto consiste en un fallo en el condicionamiento, al agregar un segundo CS a una asociación CS-US previamente establecida, lo que puede demostrar una competición de señales o la atención puesta a diferentes estímulos condicionales (Sanderson, Jones & amp; Austen, 2016). Por otro lado, el contexto o un ocassion setter (OS) se considera como la fuerza de un estímulo para modular la respuesta a un CS (Alfaro, Mallea, Laborda, Cañete y Miguez, 2018). De acuerdo a lo anterior, la presente investigación pretende determinar si el contexto influye en la ocurrencia del efecto de bloqueo en estudiantes de psicología de la universidad Santo Tomás - sede Villavicencio.The blocking effect is a phenomenon that changed the idea of learning for the traditional idea of its occurrence by means of a CS and a US with a space-time contiguity, and adds a new alternative force to classical conditioning known as 'surprise' (Beckers et al, 2016). This effect consists of a failure in conditioning, by adding a second CS to a previously established CS-US association, which can demonstrate a competition of signals or the attention paid to different conditioned stimuli (Sanderson, Jones & amp; Austen, 2016 ). On the other hand, the context or an occasion setter (OS) is considered as the strength of a stimulus to modulate the response to a CS (Alfaro, Mallea, Laborda, Cañete, & Miguez, 2018). According to the above, this research aims to determine if the context influences the occurrence of the blocking effect in psychology students at the Santo Tomás University - Villavicencio campus.Psicólogohttp://www.ustavillavicencio.edu.co/home/index.php/unidades/extension-y-proyeccion/investigacionPregradoapplication/pdfspaUniversidad Santo TomásPregrado PsicologíaFacultad de PsicologíaAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Contexto Como Modulador del Efecto de Bloqueobachelor thesisTesis de pregradoinfo:eu-repo/semantics/acceptedVersionFormación de Recurso Humano para la Ctel: Trabajo de grado de Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBlocking effectContextBehaviorismAnálisis de conductaConducta (Psicología)Aprendizaje - PsicologíaPsicología - InvestigacionesTesis y disertaciones académicasEfecto de bloqueoPsicología básicaContextoAnálisis de conductaConductismoCRAI-USTA VillavicencioAguado, L. (2003). Neuroscience of Pavlovian conditioning: a brief review. The Spanish Journal of Psychology, 6(2), 155-167. doi:10.1017/S1138741600005308Alfaro, F., Mallea, J., Laborda, M. A., Cañete, A., & amp; Miguez, G. (2018). Assessing the blocking of occasion setting. Behavioural processes, 154, 52-59. https://doi.org/10.1016/j.beproc.2018.02.008Balsam, P. D. (1985). The functions of context in learning and performance. Context and learning, 1-21.Baum, W.M. 2005. Understanding behaviorism: Behavior, culture, and education. Holden, MA: Blackwell. https://doi.org/10.1080/13504620802148881Boddez, Y., Haesen, K., Baeyens, F., & Beckers, T. (2014). Selectivity in associative learning: a cognitive stage framework for blocking and cue competition phenomena. Frontiers in psychology, 5, 1305. https://doi.org/10.3389/fpsyg.2014.01305Bouton, M. E. (1994). Conditioning, remembering, and forgetting. Journal of Experimental Psychology: Animal Behavior Processes, 20(3), 219.Bouton, M. E., & Bolles, R. C. (1985). Contexts, event-memories, and extinction. Context and learning, 133-166.Bouton, M. E., Todd, T. P., & León, S. P. (2014). Contextual control of discriminated operant behavior. Journal of Experimental Psychology: Animal Learning and Cognition, 40(1), 92. https://dx.doi.org/10.1037%2Fxan0000002Bray, J. H. (2010). The future of psychology practice and science. American Psychologist, 65(5), 355–369. doi:10.1037/a0020273Breckler, S. (Julio de 2007). Translational psychology [Mensaje en un blog]. Recuperado de https://www.apa.org/science/about/psa/2007/07/ed-columnClark, R. E. (2004). The classical origins of Pavlov’s conditioning. Integrative Physiological & Behavioral Science, 39(4), 279-294. https://doi.org/10.1007/BF02734167Cleland, L. M., Ruprecht, C. M., Lee, R. V., & Leising, K. J. (2017). The influence of landmark stability on control by occasion setters. Behavioural processes, 137, 84-97. https://doi.org/10.1016/j.beproc.2017.01.005Chiesa, M. (1994). Radical behaviorism: The philosophy and the science. Boston, MA, US: Authors Cooperative.Craig, A. R., & Shahan, T. A. (2018). Multiple schedules, off‐baseline reinforcement shifts, and resistance to extinction. Journal of the experimental analysis of behavior, 109(1), 148-163. https://doi.org/10.1002/jeab.300Delamater, A. R. (2004). Experimental extinction in Pavlovian conditioning: behavioural and neuroscience perspectives. Quarterly Journal of Experimental Psychology Section B, 57(2), 97-132. DOI: 10.1080/02724990344000097Delamater, Andrew R., Garr, Eric, Lawrence, Samantha, Whitlow, Jesse W., Elemental, configural, and occasion setting mechanisms in biconditional and patterning discriminations.Behavioural Processes http://dx.doi.org/10.1016/j.beproc.2016.10.013Delamater, A. R., Derman, R. C., & Harris, J. A. (2017). Superior ambiguous occasion setting with visual than temporal feature stimuli. 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