¿Puede el efecto de generación producir falsas memorias?
El Efecto de Generación (EG) se refiere a la ventaja memorística que tiene la información que fue generada por nosotros mismos (e.g., dep_rt_me_to), en comparación con la información que recibimos sólo para memorizarla (e.g., departamento). La ventaja del EG en la memoria viene siendo cuestionada de...
- Autores:
-
Miramontes, Marisol M.
Stein, Lilian M.
Mojardín-Heráldez, Ambrocio
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2010
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- spa
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/162
- Acceso en línea:
- http://hdl.handle.net/handle/001/162
- Palabra clave:
- Memoria
Efecto de Generación
Falsas Memorias
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 2010
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| dc.title.spa.fl_str_mv |
¿Puede el efecto de generación producir falsas memorias? |
| dc.title.translated.eng.fl_str_mv |
Can generation effect produce false memories? Pode produzir falsas memórias o efeito de geração? |
| title |
¿Puede el efecto de generación producir falsas memorias? |
| spellingShingle |
¿Puede el efecto de generación producir falsas memorias? Memoria Efecto de Generación Falsas Memorias |
| title_short |
¿Puede el efecto de generación producir falsas memorias? |
| title_full |
¿Puede el efecto de generación producir falsas memorias? |
| title_fullStr |
¿Puede el efecto de generación producir falsas memorias? |
| title_full_unstemmed |
¿Puede el efecto de generación producir falsas memorias? |
| title_sort |
¿Puede el efecto de generación producir falsas memorias? |
| dc.creator.fl_str_mv |
Miramontes, Marisol M. Stein, Lilian M. Mojardín-Heráldez, Ambrocio |
| dc.contributor.author.spa.fl_str_mv |
Miramontes, Marisol M. Stein, Lilian M. Mojardín-Heráldez, Ambrocio |
| dc.subject.spa.fl_str_mv |
Memoria Efecto de Generación Falsas Memorias |
| topic |
Memoria Efecto de Generación Falsas Memorias |
| description |
El Efecto de Generación (EG) se refiere a la ventaja memorística que tiene la información que fue generada por nosotros mismos (e.g., dep_rt_me_to), en comparación con la información que recibimos sólo para memorizarla (e.g., departamento). La ventaja del EG en la memoria viene siendo cuestionada debido a los altos niveles de asociación que tiene con las FM y debido a propuestas recientes que indican que ambos fenómenos comparten procesos memorísticos. Las FM son reportes memorísticos que difieren parcial o totalmente de los eventos experimentados. El objetivo del presente artículo es presentar una revisión de estudios clásicos sobre EG y FM, así como la interacción de estos dos fenómenos y las propuestas explicativas existentes para ellos. Además, se pretende analizar la hipótesis que sugieren que el EG podría no solo aumentar índices de Memorias Verdaderas, sino también índices de FM. De ello se sugieren posibles líneas de investigación empírica que permitan esclarecer la relación entre estos dos fenómenos. |
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2010 |
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2010-12 |
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2011-11-16T23:05:01Z |
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2011-11-16T23:05:01Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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Text |
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Miramontes, M., Mojardín, A., & Stein, L. (2010). ¿Puede el efecto de generación producir falsas memorias?. Acta Colombiana de Psicología, 13(2), 175-184. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/378 |
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0123-9155 |
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http://hdl.handle.net/handle/001/162 |
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Miramontes, M., Mojardín, A., & Stein, L. (2010). ¿Puede el efecto de generación producir falsas memorias?. Acta Colombiana de Psicología, 13(2), 175-184. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/378 0123-9155 |
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http://hdl.handle.net/handle/001/162 |
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spa |
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spa |
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Acta Colombiana de Psicología, Vol. 13, no. 2 (jul.-dic. 2010); p. 175-184 |
| dc.relation.references.spa.fl_str_mv |
Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist. 30(8), 821- 828. Brainerd, C. J. (2005). Fuzzy trace theory: memory. En C. Izawa, N. Ohta (Eds.). Human Learning and Memory: Advances in Theory and Application The 4th Tsukuba International Conference on Memory. (pp. 219-238). Psychology Press. Brainerd, C. J., y Mojardín, A. H. (1998). Children's and adult's spontaneous false memories: long-term persistence and mere-testing effects. Child Development, 69(5), 1361-1377. Brainerd, C. J., y Reyna, V. F. (2005). The science of false memory. Oxford: Oxford University Press. Brainerd, C. J., Reyna, V. F., y Brandse, E. (1995). Are children's false memories more persistent that their true memories?. Psychological Science, 6(6), 359-364. Brainerd, C. J., Reyna, V. F., Wright, R., y Mojardín, A. H. (2003). Recollection rejection: False memory editing in children and adults. Psychological Review, 110 (4), 762-784. Brainerd, C. J., Wright, R., Reyna, V. F., y Mojardín, A. H. (2001). Conjoint recognition and phantom recollection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 341-361. Coane, J. H., McBride, D. M., Raulerson III, B. A., y Jordan, S. (2007). False memory in a short-term memory task. Experimental Psychology, 54(1), 62 70. Crutcher, R. J., y Healey, A. F. (1989). Cognitive operations and the generation effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 15(4), 669-675. Deese, J. (1959). On the prediction of occurrence of particular verbal intrusions in immediate recall. Journal Experimental Psychology, 58(1), 17-22. DeWinstanley, P. (1995). A generation effect can be found during naturalistic learning. Psychonomic Bulletin and Review, 2(4), 538-541. DeWinstanley, P., y Bjork, E. L. (1997). Processing instructions and the generation effect: a test of the multifactor transfer-appropriate processing theory. Memory, 5(3), 401-421. Dodson, C. S., y Schacter, D. L. (2001). "If I had said it I would have remembered it": Reducing false memories with a distinctiveness heuristic. Psychonomic Bulletin and Review. 8(1), 155-161. Glisky, E. L., y Rabinowitz, J. C. (1985). Enhancing the generation effect through repetition of operations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11(2), 193-205. Gunter, R. W., Bodner, G. E., y Azad, T. (2007). Generation and encoding induce a mirror effect in the DRM paradigm. Memory and Cognition, 35(5), 1083-1091. Israel, L., y Schacter, D. L. (1997). Pictorial encoding reduces false recognition of semantic associates. Psychonomic Bulletin and Review, 4, 577-581 Jacoby, L. L. (1978). On interpreting the effects of repetition: solving a problem versus remembering a solution. Journal of Verbal Learning and Verbal Behavior, 17(6), 649-668. Kinjo, H., y Snodgrass, J. G. (2000). Does the generation effect occur for pictures?. American Journal Psychology, 113(1), 95-121. Marsh, E. L., y Brower, G. H. (2004). The role of rehearsal and generation in false memory creation. Memory. 12(6), 748-761. McCabe, D. P., y Smith, A. D. (2006). The distinctiveness heuristic in false recognition and false recall. Memory, 14, 570 -583. McDermontt, K. B., y Watson, J. M. (2001). The rise and fall of false recall: The impact of presentation duration. Journal of Memory and Language, 45, 160 176. McDermott, K. B. (1996). The persistence of false memories in list recall. Journal of Memory and Language, 35, 212-230. McElroy, L. A. (1987). The generation effect with homographs: evidence for postgeneration processing. Memory and Cognition, 15 (2), 148-153. McElroy, L. A., y Slamecka, N. J. (1982). Memorial consequences of generating nonwords: implications of semantic-memory interpretations of the generation effect. Journal of Verbal Learning and Verbal Behavior, 21, 249-259. McNamara, D. S., y Healy. A. F. (2000) A procedural explanation of the generation effect for simple and difficult multiplication problems and answers. Journal of Memory and Language, 43, 652 679. Mojardín, A. H., Velázquez, J. H., Cajiga, S., Apodaca, A., Romero, A. y Alvarado, E. (2003, Noviembre). The generation effect and false memories in sworn testimony. Paper presented at annual meeting of the SJDM, Vancouver, Canada. Mojardín, A. H., Velázquez. J. H., y Mojardín L. (2005, Noviembre). The underlying memory mechanisms of the generation effect. Paper presented at annual meeting of the SJDM, Toronto, Canada. Mojardín, H. A. (1997). Age differences in forgetting false memories. Tesis de maestria no publicada, Unviversity of Arizona, EU. Mojardín, H. A. (2008). Origen y manifestaciones de las falsas memorias. Acta Colombiana de Psicología, 11(1), 37-43. Mulligan, N. W. (2002). The emergent generation effect and hipermnesia: influences of semantic and nosemantic geneation taks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(3), 541-554. Mulligan, N. W., y Duke, M. D. (2002). Positive and negative generation effects, hipermnesia, and total recall time. Memory and Cognition, 30(7), 1044-1053. Neufeld, C. B., Brust, P. G., y Stein, L. M. (2008). Adaptação de um método de investigação do impacto da emoção na memória. Psico-USF, 13(1), 21-29. Neufeld, C. B., Brust, P. G., y Stein, L. M. (2010). Compreendendo o fenômeno das falsas memórias. En L. M. Stein (Eds.), Falsas Memórias: Fundamentos científicos e aplicações clínicas e jurídicas (pp. 21-41). Porto Alegre: Artmed. Paivio, A. (1965). Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior. 4, 32-38. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93(3), 223-231. Reyna, V. F., y Kiernan, B. (1994). Development of gist versus verbatim memory in sentence recognition: effects of lexical familiarity, semantic content, encoding instructions, and retention interval. Developmental Psychology, 30(2), 178-191. Rhodes, M. G., y Anastasi, J. F. (2000). The effects of a levels-of-processing manipulation on false recall. Psychonomic Bulletin and Review, 7(1), 158-162. Roediger, H. L., y McDermont, K. B. (1995). Creating false memories: remembering Words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(4), 803-814. Schacter, D. L., Israel, L., y Racine, C. (1999). Suppressing false recognition in younger and older adults: the distinctiveness heuristic. Journal of Memory and Language, 40(1), 1-24. Seamon, J. G., Luo, C. R., Kopecky, J. J., Price, C. A., Rothschild, L., Fung, S., y Schwartz, M. A. (2002). Are false memories more difficult to forget that accurate memories?. The effect of retention interval on recall and recognition. Memory and Cognition, 30 (7), 1054-1064. Slamecka, N. J., y Graf, P. (1978). The generation effect: delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592-604. Soraci, S. A., Carlin, M. T., Toglia, M. P., Chechile. R. A., y Neuschatz, J. S. (2003). Generative processing and false memories: when there is no cost. Journal of Experimental Psychology: Learning, Memory, and cognition, 29(4), 511-523. Stein, L. M. (2010). Falsas Memórias: Fundamentos científicos e aplicações clínicas e jurídicas. Porto Alegre: Artmed. Stein, L. M., y Neufeld, C.B. (2001). Falsas memórias: porque lembramos de coisas que não aconteceram?. Arquivos de Ciências da Saúde da UNIPAR. 5(2), 179-186. Stein, L. M., Feix, G. R., y Rohenkohl, G. (2006). Avanços metodológicos no estudo das falsas memórias: construção e normatização do procedimento de palavras associadas. Psicologia: Reflexão e Crítica, 19(2), 01-11. Taconnat, L., Froger, C. Sacher, M., y Isingrini, M. (2008). Generation and associative enconding in young and old adults. Experimental Psychology. 55(1), 23-30. Toglia, M. P., Neuschatz, J. S., y Goodwin, K. A. (1999). Recall accuracy and illusory memories: when more is less. Memory, 7(2), 233-56. Wright, D. B., Startup, H. M., y Mathews, S. A. (2005). Mood, dissociation and false memories using the Deese-Roediger-McDermott procedure. British Journal of Psychology, 96, 283 293. |
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Derechos Reservados - Universidad Católica de Colombia, 2010 |
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Miramontes, Marisol M.6adf0b9f-8d6b-4820-bcb0-22ba68cc82bb-1Stein, Lilian M.1425dc86-aa50-46bc-8f94-1e4d26b34350-1Mojardín-Heráldez, Ambrocio72a6b030-b667-4924-99f8-4cab2889efa8-12011-11-16T23:05:01Z2011-11-16T23:05:01Z2010-12El Efecto de Generación (EG) se refiere a la ventaja memorística que tiene la información que fue generada por nosotros mismos (e.g., dep_rt_me_to), en comparación con la información que recibimos sólo para memorizarla (e.g., departamento). La ventaja del EG en la memoria viene siendo cuestionada debido a los altos niveles de asociación que tiene con las FM y debido a propuestas recientes que indican que ambos fenómenos comparten procesos memorísticos. Las FM son reportes memorísticos que difieren parcial o totalmente de los eventos experimentados. El objetivo del presente artículo es presentar una revisión de estudios clásicos sobre EG y FM, así como la interacción de estos dos fenómenos y las propuestas explicativas existentes para ellos. Además, se pretende analizar la hipótesis que sugieren que el EG podría no solo aumentar índices de Memorias Verdaderas, sino también índices de FM. De ello se sugieren posibles líneas de investigación empírica que permitan esclarecer la relación entre estos dos fenómenos.application/pdfMiramontes, M., Mojardín, A., & Stein, L. (2010). ¿Puede el efecto de generación producir falsas memorias?. Acta Colombiana de Psicología, 13(2), 175-184. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/3780123-9155http://hdl.handle.net/handle/001/162spaFacultad de Psicología. Universidad Católica de ColombiaActa Colombiana de Psicología, Vol. 13, no. 2 (jul.-dic. 2010); p. 175-184Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist. 30(8), 821- 828.Brainerd, C. J. (2005). Fuzzy trace theory: memory. En C. Izawa, N. Ohta (Eds.). Human Learning and Memory: Advances in Theory and Application The 4th Tsukuba International Conference on Memory. (pp. 219-238). Psychology Press.Brainerd, C. J., y Mojardín, A. H. (1998). Children's and adult's spontaneous false memories: long-term persistence and mere-testing effects. Child Development, 69(5), 1361-1377.Brainerd, C. J., y Reyna, V. F. (2005). The science of false memory. Oxford: Oxford University Press.Brainerd, C. J., Reyna, V. F., y Brandse, E. (1995). Are children's false memories more persistent that their true memories?. Psychological Science, 6(6), 359-364.Brainerd, C. J., Reyna, V. F., Wright, R., y Mojardín, A. H. (2003). Recollection rejection: False memory editing in children and adults. Psychological Review, 110 (4), 762-784.Brainerd, C. J., Wright, R., Reyna, V. F., y Mojardín, A. H. (2001). Conjoint recognition and phantom recollection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 341-361.Coane, J. H., McBride, D. M., Raulerson III, B. A., y Jordan, S. (2007). False memory in a short-term memory task. Experimental Psychology, 54(1), 62 70.Crutcher, R. J., y Healey, A. F. (1989). Cognitive operations and the generation effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 15(4), 669-675.Deese, J. (1959). On the prediction of occurrence of particular verbal intrusions in immediate recall. Journal Experimental Psychology, 58(1), 17-22.DeWinstanley, P. (1995). A generation effect can be found during naturalistic learning. Psychonomic Bulletin and Review, 2(4), 538-541.DeWinstanley, P., y Bjork, E. L. (1997). Processing instructions and the generation effect: a test of the multifactor transfer-appropriate processing theory. Memory, 5(3), 401-421.Dodson, C. S., y Schacter, D. L. (2001). "If I had said it I would have remembered it": Reducing false memories with a distinctiveness heuristic. Psychonomic Bulletin and Review. 8(1), 155-161.Glisky, E. L., y Rabinowitz, J. C. (1985). Enhancing the generation effect through repetition of operations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11(2), 193-205.Gunter, R. W., Bodner, G. E., y Azad, T. (2007). Generation and encoding induce a mirror effect in the DRM paradigm. Memory and Cognition, 35(5), 1083-1091.Israel, L., y Schacter, D. L. (1997). Pictorial encoding reduces false recognition of semantic associates. Psychonomic Bulletin and Review, 4, 577-581Jacoby, L. L. (1978). On interpreting the effects of repetition: solving a problem versus remembering a solution. Journal of Verbal Learning and Verbal Behavior, 17(6), 649-668.Kinjo, H., y Snodgrass, J. G. (2000). Does the generation effect occur for pictures?. American Journal Psychology, 113(1), 95-121.Marsh, E. L., y Brower, G. H. (2004). The role of rehearsal and generation in false memory creation. Memory. 12(6), 748-761.McCabe, D. P., y Smith, A. D. (2006). The distinctiveness heuristic in false recognition and false recall. Memory, 14, 570 -583.McDermontt, K. B., y Watson, J. M. (2001). The rise and fall of false recall: The impact of presentation duration. Journal of Memory and Language, 45, 160 176.McDermott, K. B. (1996). The persistence of false memories in list recall. Journal of Memory and Language, 35, 212-230.McElroy, L. A. (1987). The generation effect with homographs: evidence for postgeneration processing. Memory and Cognition, 15 (2), 148-153.McElroy, L. A., y Slamecka, N. J. (1982). Memorial consequences of generating nonwords: implications of semantic-memory interpretations of the generation effect. Journal of Verbal Learning and Verbal Behavior, 21, 249-259.McNamara, D. S., y Healy. A. F. (2000) A procedural explanation of the generation effect for simple and difficult multiplication problems and answers. Journal of Memory and Language, 43, 652 679.Mojardín, A. H., Velázquez, J. H., Cajiga, S., Apodaca, A., Romero, A. y Alvarado, E. (2003, Noviembre). The generation effect and false memories in sworn testimony. Paper presented at annual meeting of the SJDM, Vancouver, Canada.Mojardín, A. H., Velázquez. J. H., y Mojardín L. (2005, Noviembre). The underlying memory mechanisms of the generation effect. Paper presented at annual meeting of the SJDM, Toronto, Canada.Mojardín, H. A. (1997). Age differences in forgetting false memories. Tesis de maestria no publicada, Unviversity of Arizona, EU.Mojardín, H. A. (2008). Origen y manifestaciones de las falsas memorias. Acta Colombiana de Psicología, 11(1), 37-43.Mulligan, N. W. (2002). The emergent generation effect and hipermnesia: influences of semantic and nosemantic geneation taks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(3), 541-554.Mulligan, N. W., y Duke, M. D. (2002). Positive and negative generation effects, hipermnesia, and total recall time. Memory and Cognition, 30(7), 1044-1053.Neufeld, C. B., Brust, P. G., y Stein, L. M. (2008). Adaptação de um método de investigação do impacto da emoção na memória. Psico-USF, 13(1), 21-29.Neufeld, C. B., Brust, P. G., y Stein, L. M. (2010). Compreendendo o fenômeno das falsas memórias. En L. M. Stein (Eds.), Falsas Memórias: Fundamentos científicos e aplicações clínicas e jurídicas (pp. 21-41). Porto Alegre: Artmed.Paivio, A. (1965). Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior. 4, 32-38.Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93(3), 223-231.Reyna, V. F., y Kiernan, B. (1994). Development of gist versus verbatim memory in sentence recognition: effects of lexical familiarity, semantic content, encoding instructions, and retention interval. Developmental Psychology, 30(2), 178-191.Rhodes, M. G., y Anastasi, J. F. (2000). The effects of a levels-of-processing manipulation on false recall. Psychonomic Bulletin and Review, 7(1), 158-162.Roediger, H. L., y McDermont, K. B. (1995). Creating false memories: remembering Words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(4), 803-814.Schacter, D. L., Israel, L., y Racine, C. (1999). Suppressing false recognition in younger and older adults: the distinctiveness heuristic. Journal of Memory and Language, 40(1), 1-24.Seamon, J. G., Luo, C. R., Kopecky, J. J., Price, C. A., Rothschild, L., Fung, S., y Schwartz, M. A. (2002). Are false memories more difficult to forget that accurate memories?. The effect of retention interval on recall and recognition. Memory and Cognition, 30 (7), 1054-1064.Slamecka, N. J., y Graf, P. (1978). The generation effect: delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592-604.Soraci, S. A., Carlin, M. T., Toglia, M. P., Chechile. R. A., y Neuschatz, J. S. (2003). 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Mood, dissociation and false memories using the Deese-Roediger-McDermott procedure. British Journal of Psychology, 96, 283 293.Derechos Reservados - Universidad Católica de Colombia, 2010info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)https://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2MemoriaEfecto de GeneraciónFalsas Memorias¿Puede el efecto de generación producir falsas memorias?Can generation effect produce false memories?Pode produzir falsas memórias o efeito de geração?Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALv13n2a15.pdfv13n2a15.pdfArtículo originalapplication/pdf158612https://repository.ucatolica.edu.co/bitstreams/b2744201-09e3-437b-a234-e33bafa4661b/download787114e9aac1d3e933b2ff5f3cfc2750MD51LICENSElicense.txtlicense.txttext/plain; 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