Tipo de entrenamiento y momento de elaboración de descripciones poscontacto contingencial en tareas de igualación de la muestra
The effects of different types of training over a) performance on learning and transfer tasks, and b) generation of post-contact descriptions in a second order matching-to-sample task were assessed. 16 participants were randomly assigned to one of four experimental groups. During the training phase,...
- Autores:
-
Ortiz, Gerardo
Cisneros, María Concepción
Silva, Luis Hernando
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2019
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- spa
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/23294
- Acceso en línea:
- https://hdl.handle.net/10983/23294
- Palabra clave:
- ENTRENAMIENTO OBSERVACIONAL
ENTRENAMIENTO INSTRUMENTAL
DESCRIPCIONES POSCONTACTO
REGLAS
IGUALACIÓN DE LA MUESTRA DE SEGUNDO ORDEN
OBSERVATIONAL TRAINING
INSTRUMENTAL TRAINING
POSTCONTACT DESCRIPTIONS
RULES
SECOND ORDER MATCHING-TO-SAMPLE TASK
TREINAMENTO OBSERVACIONAL
TREINAMENTO INSTRUMENTAL
DESCRIÇÕES PÓS-CONTATO
REGRAS
IGUALAÇÃO DA AMOSTRA DE SEGUNDA ORDEM
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 2019
| Summary: | The effects of different types of training over a) performance on learning and transfer tasks, and b) generation of post-contact descriptions in a second order matching-to-sample task were assessed. 16 participants were randomly assigned to one of four experimental groups. During the training phase, the requirement for participants in groups 1 and 3 consisted of the observation of a conditional discrimination task in which matching responses were highlighted with a red frame and indicated, for each trial, whether they were right or wrong (observational training). During this same phase, the task for participants in groups 2 and 4 was to produce, trial by trial, an explicit matching response (instrumental training). Additionally, participants in groups 3 and 4 were required to write a description of the contingencies every twelve trials. After the task, all participants were requested to develop a similar description. Participants of groups that were under observational training had the highest percentage of correct answers on learning and transfer tests. Similarly, they produced more specific rules than individuals from other groups. These results suggest that learning by observation can occur even if the viewer is not directly exposed to responses of another individual, that is, even when reinforced responses are simply presented graphically. |
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