Condicionamiento clásico y cognición implícita

Experimental data, behavioral and psychobiological, reviewed in this paper show that human classical conditioning has an evolutionary purpose, it is developed by means of a cognitive processing different from the conscious processing, and sustained by different cerebral structures. These structures...

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Autores:: Rozo, Jairo A.
Pérez-Acosta, Andrés M.

Tipo de recurso:: Article of journal

Fecha de publicación:: 2006

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: spa

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dc.title.spa.fl_str_mv	Condicionamiento clásico y cognición implícita
dc.title.translated.eng.fl_str_mv	Classical conditioning and implicit cognition
title	Condicionamiento clásico y cognición implícita
spellingShingle	Condicionamiento clásico y cognición implícita CONDICIONAMIENTO CLÁSICO COGNICIÓN IMPLÍCITA/EXPLÍCITA MIEDO CONDICIONAMIENTO DE PARPADEO RESPUESTA GALVÁNICA DE LA PIEL AMÍGDALA CLASSICAL CONDITIONING IMPLICIT/EXPLICIT COGNITION FEAR EYEBLINK CONDITIONING GALVANIC SKIN RESPONSE AMYGDALA
title_short	Condicionamiento clásico y cognición implícita
title_full	Condicionamiento clásico y cognición implícita
title_fullStr	Condicionamiento clásico y cognición implícita
title_full_unstemmed	Condicionamiento clásico y cognición implícita
title_sort	Condicionamiento clásico y cognición implícita
dc.creator.fl_str_mv	Rozo, Jairo A. Pérez-Acosta, Andrés M.
dc.contributor.author.spa.fl_str_mv	Rozo, Jairo A. Pérez-Acosta, Andrés M.
dc.subject.proposal.spa.fl_str_mv	CONDICIONAMIENTO CLÁSICO COGNICIÓN IMPLÍCITA/EXPLÍCITA MIEDO CONDICIONAMIENTO DE PARPADEO RESPUESTA GALVÁNICA DE LA PIEL AMÍGDALA CLASSICAL CONDITIONING IMPLICIT/EXPLICIT COGNITION FEAR EYEBLINK CONDITIONING GALVANIC SKIN RESPONSE AMYGDALA
topic	CONDICIONAMIENTO CLÁSICO COGNICIÓN IMPLÍCITA/EXPLÍCITA MIEDO CONDICIONAMIENTO DE PARPADEO RESPUESTA GALVÁNICA DE LA PIEL AMÍGDALA CLASSICAL CONDITIONING IMPLICIT/EXPLICIT COGNITION FEAR EYEBLINK CONDITIONING GALVANIC SKIN RESPONSE AMYGDALA
description	Experimental data, behavioral and psychobiological, reviewed in this paper show that human classical conditioning has an evolutionary purpose, it is developed by means of a cognitive processing different from the conscious processing, and sustained by different cerebral structures. These structures usually do not work isolated. For that reason, combination of both forms of processing, explicit/implicit, is the general pattern in natural conditions. In fact, due to the hierarchical organization of the nervous system, usually it exists a top-down control process (cortical-subcortical) but, under special conditions of laboratory, can be behaviorally evident, for example by means of the fear conditioning, close relationship between implicit processing and Pavlovian conditioning in humans.
publishDate	2006
dc.date.issued.spa.fl_str_mv	2006-06
dc.date.accessioned.spa.fl_str_mv	2018-09-11T17:06:37Z
dc.date.available.spa.fl_str_mv	2018-09-11T17:06:37Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.citation.spa.fl_str_mv	Rozo, J., & Pérez-Acosta, A. (2006). Condicionamiento clásico y cognición implícita. Acta Colombiana de Psicología, 9(1), 63-75. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/413/415
dc.identifier.issn.spa.fl_str_mv	0123-9155
dc.identifier.uri.spa.fl_str_mv	https://hdl.handle.net/10983/17427
identifier_str_mv	Rozo, J., & Pérez-Acosta, A. (2006). Condicionamiento clásico y cognición implícita. Acta Colombiana de Psicología, 9(1), 63-75. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/413/415 0123-9155
url	https://hdl.handle.net/10983/17427
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dc.relation.ispartof.spa.fl_str_mv	Acta Colombiana de Psicología, Vol. 9, no. 1 (ene.-jun. 2006); p. 63-75
dc.relation.references.spa.fl_str_mv	Adolphs, R. Neural systems for recognizing emotions. Current Opinion in Neurobiology, 12, 169-177.(2002). Aguado, L. Lecturas sobre aprendizaje animal. Madrid: Debate. (1983). Baudouin, J. Y. & Humphreys, G. W. Compensatory strategies in processing facial emotions: Evidence from prosopagnosia. Neuropsychologia,(Feb 27.2006). Berridge, K. C. & Winkielman, P. What is an unconscious emotion: The case for unconscious "liking."Cognition and Emotion, 17, 181-211.(2003). Boake, C., Freeland, J. C., Ringholz, G. M., Nance, M. L. & Edwards, K. E. Awarenss of memory loss after severe closed-head injury. Brain Injury, 9, 273-283.(1995). Boakes, R. A. How one might find evidence of conditioning in adult humans. In T. Archer & L-G. Nilsson (Eds.), Aversion, avoidance and anxiety: Perspectives on aversively motivated behavior (pp. 381–402). Hillsdale , NJ : Erlbaum.(1989). Clark, R. E. Squire, L. R. Classical conditioning and brain systems: The role of awareness. Science, 280, 77-81.(1998). Damasio, A. R. El error de Descartes. La emoción, la razón y el cerebro humano. Barcelona : Grijalbo Mondadori.(1996). Danckert, J. y Ferber, S. Revisiting unilateral neglect. Neuropsychologia, 44, 987-1006.(2006). Eslinger, P. J., Dennis, K., Moore, P., Antani, S., Hauck, R. & Grossman, M. Metacognitive deficits in frontotemporal dementia. Journal of Neurology, Neurosurgery, and Psychiatry, 76, 1630-1635.(2005). Frensch, P. A. & Rünger, D. Implicit learning. Current Directions in Psychological Science, 12 (1), 13-18.(2003). Froufe, M. Conciencia y aprendizaje humano por condicionamiento, I. Condicionamiento clásico. Psicologemas, 1, 297-316.(1987). Froufe, M. El inconsciente cognitivo. La cara oscura de la mente. Madrid: Biblioteca Nueva. (1997). Froufe, M. Disociaciones entre cognición y conciencia: hacia un modelo multimodular e integrado de la mente. Estudios de Psicología, 24 (2), 163-188.(2003). Green, R. E. & Shanks, D. R. On the existence of independent explicit and implicit learning systems: An examination of some evidence. Memory and Cognition, 21, 304-317.(1993). Hayes, N. A. & Broadbent, D. E. Two modes of learning for interactive tasks. Cognition, 28, 249-276.(1988). Huertas, E. Procesos cognitivos y condicionamiento humano. En J. Mayor y J. L. Pinillos (Dirs.), Tratado de psicología general, Vol. 2: Aprendizaje y condicionamiento. Madrid : Alambra. (1989). Kandel, E. R. & Hawkins, R. D. The biological basis of learning and individuality. Scientific American, 267 (3), 78-86.(1992). Katkin, E. S. Wiens, S. & Öhman, A. Nonconscious fear conditioning, visceral perception, and the development of gut feelings. Psychological Science, 12 (5), 366-370.(2001). Kinder, A. & Shanks, D. R. Amnesia and the declarative/procedural distinction: A recurrent network model of classification, recognition, and repetition priming. Journal of Cognitive Neuroscience, 13, 648-669.(2001). Kinder, A., Shanks, D. R., Cock, J., Tunney, R. J. Recollection, fluency and the explict/implicit distinction in artificial grammar learning. Journal of Experimental Psychology: General, 132, 551-565.(2003). LeDoux, J. E. El cerebro emocional. Barcelona: Planeta.(1999). Lovibond, P. F. & Shanks, D. R. The role of awareness in Pavlovian conditioning: Empirical evidence and theoretical implications. Journal of Experimental Psychology: Animal Behavior Processes, 28 (1), 3-26.(2002). Mineka, S. Evolutionary memories, emotional processing, and the emotional disorders. In D. L. Medin (Ed.), The psychology of learning and memory (pp. 161-206). New York : Academic Press. (1992). Mineka, S. & Öhman, A. Born to fear: Non-associative vs associative factors in the etiology of phobias. Behaviour Research and Therapy, 40, 173–184.(2002). Morris, J. S., Öhman, A., y Dolan, R. J. Conscious and unconscious emotional learning in the human amygdala. Nature, 393, 467-470.(1998). Öhman, A. Fear and anxiety as emotional phenomena. Clinical phenomenology, evolutionary perspectives, and information processing mechanisms. En M. Lewis & J. M. Haviland (Eds.), Handbook of emotions (pp. 511-536). New York : Guilford Press.(1993). Öhman, A. Automaticity and the amygdala: Nonconscious responses to emotional faces. Current Directions in Psychological Science, 11, 62–66.(2002). Öhman, A. & Soares, J. J. F. On the autonomic nature of phobic fear: Conditioned electrodermal responses to masked fear-relevant stimuli. Journal of Abnormal Psychology, 102, 121-132. (1993). Öhman, A. & Soares, J. J. F. "Unconscious anxiety": Phobic responses to masked stimuli. Journal of Abnormal Psychology, 103, 231-240.(1994). Öhman, A. & Soares, J. J. F. Emotional conditioning to masked stimuli: Expectancies for aversive outcomes following non-recognized fear-relevant stimuli. Journal of Experimental Psychology: General, 127, 69-82.(1998). Pavlov, I. P. Los reflejos condicionados. Lecciones sobre la función de los grandes hemisferios. México: Ediciones Pavlov (traducido del ruso). (1926). Pérez-Acosta, A. M. El modelo Rescorla-Wagner a los veinte. Boletín Internacional ALAMOC, 15, 3-5.(1992). Pérez-Acosta, A. M. y Cruz, J. E. Conceptos de condicionamiento clásico en los campos básico y aplicado. Interdisciplinaria, 20, 205-227.(2003). Pérez-Acosta, A. M., Rozo, J. A y Baquero Venegas, H. T. Hitos de la perspectiva molar del condicionamiento clásico. Psicología desde el Caribe, 12, 1-12.(2003). Reber, A. S. Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 77, 317-327.(1967). Rozo, J. A. El inconsciente. En búsqueda de una explicación científica. (e-book). Bogotá: PSICOM Editores.(2005). Rozo, J. A., Baquero, H. T. & Pérez-Acosta, A. M. Aprendizaje asociativo. Modelos explicativos del condicionamiento clásico (e-book). Bogotá: PSICOM Editores y Fundación para el Avance de la Psicología.(2004). Rozo, J. A. y Pérez-Acosta, A. M. Neurociencias y neurocomputación: estrategias para entender el comportamiento. Ciencia Psicológica, 6, 102-109.(1999). Ruiz Vargas, J. M. Psicología de la memoria. Madrid : Alianza Editorial.(1996). Schell, A. M., Dawson, M. E. & Marinkovic, K. Effects of potentially phobic conditioned stimuli on retention, reconditioning, and extinction of the conditioned skin conductance response. Psychophysiology, 28,140–153.(1991). Seligman, M. E. P. On the generality of the laws of learning. Psychological Review, 77, 406-418.(1970). Seligman, M. E. P. Phobias and preparedness. Behavior Therapy, 2, 307-320.(1971). Shanks, D. R. & Channon, S. Effects of a secondary task on "implicit"sequence learning: learning or performance? Psychological Research, 66, 99-109. (2002). Shanks, D. R. & Dickinson, A. Contingency awareness in evaluative conditioning: A comment on Baeyens, Eelen and van der Bergh. Cognition and Emotion, 4, 19-30.(1990). Shanks, D. R. & St. John , M. F. Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367-447.(1994). Soares, J. J. F. & Öhman, A. Backward masking and skin conductance responses after conditioning to nonfeared but fear-relevant stimuli in fearful subjects. Psychophysiology, 30, 460-466. (1993). Stoerig, P., Zontanou, A. & Cowey, A. Aware or unaware: Assessment of cortical blind in four men and a monkey. Cerebral Cortex, 12, 565-574. (2002). Tunney, R. J. & Shanks, D. R. Subjective measures of awareness and implicit cognition. Memory and Cognition. 31, 1060-1071.(2003). Wolk, D. A., Coslett, H. B. & Glosser, G. The role of sensory-motor information in object recognition: evidence from category-specific visual agnosia. Brain and Language, 94, 131-146.(2005).
dc.rights.spa.fl_str_mv	Derechos Reservados - Universidad Católica de Colombia, 2006
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spelling	Rozo, Jairo A.acb659f3-60bd-44a8-9a6b-09f5ed21575e-1Pérez-Acosta, Andrés M.098c5975-e4e6-417c-a8a9-73390f72596d-12018-09-11T17:06:37Z2018-09-11T17:06:37Z2006-06Experimental data, behavioral and psychobiological, reviewed in this paper show that human classical conditioning has an evolutionary purpose, it is developed by means of a cognitive processing different from the conscious processing, and sustained by different cerebral structures. These structures usually do not work isolated. For that reason, combination of both forms of processing, explicit/implicit, is the general pattern in natural conditions. In fact, due to the hierarchical organization of the nervous system, usually it exists a top-down control process (cortical-subcortical) but, under special conditions of laboratory, can be behaviorally evident, for example by means of the fear conditioning, close relationship between implicit processing and Pavlovian conditioning in humans.En su conjunto, las evidencias experimentales conductuales y psicobiológicas revisadas en este artículo muestran que el condicionamiento clásico humano tiene una justificación evolutiva, se desarrolla mediante un procesamiento cognitivo diferente del procesamiento consciente y se sustenta en estructuras cerebrales diferentes. Dichas estructuras no suelen funcionar desligadas y por ello la combinación de ambas formas de procesamiento, explícito e implícito, es el patrón general en condiciones naturales. De hecho, debido a la organización jerárquica del sistema nervioso, suele existir un proceso de control de arriba hacia abajo (cortical-subcortical) pero, bajo condiciones especiales de laboratorio, puede hacerse evidente en la conducta, por ejemplo, mediante los paradigmas de miedo condicionado, la estrecha relación entre procesamiento implícito y el condicionamiento clásico en nuestra especie.application/pdfRozo, J., & Pérez-Acosta, A. (2006). Condicionamiento clásico y cognición implícita. Acta Colombiana de Psicología, 9(1), 63-75. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/413/4150123-9155https://hdl.handle.net/10983/17427spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 9, no. 1 (ene.-jun. 2006); p. 63-75Adolphs, R. Neural systems for recognizing emotions. Current Opinion in Neurobiology, 12, 169-177.(2002).Aguado, L. Lecturas sobre aprendizaje animal. Madrid: Debate. (1983).Baudouin, J. Y. & Humphreys, G. W. Compensatory strategies in processing facial emotions: Evidence from prosopagnosia. Neuropsychologia,(Feb 27.2006).Berridge, K. C. & Winkielman, P. What is an unconscious emotion: The case for unconscious "liking."Cognition and Emotion, 17, 181-211.(2003).Boake, C., Freeland, J. C., Ringholz, G. M., Nance, M. L. & Edwards, K. E. Awarenss of memory loss after severe closed-head injury. Brain Injury, 9, 273-283.(1995).Boakes, R. A. How one might find evidence of conditioning in adult humans. In T. Archer & L-G. Nilsson (Eds.), Aversion, avoidance and anxiety: Perspectives on aversively motivated behavior (pp. 381–402). Hillsdale , NJ : Erlbaum.(1989).Clark, R. E. Squire, L. R. Classical conditioning and brain systems: The role of awareness. Science, 280, 77-81.(1998).Damasio, A. R. El error de Descartes. La emoción, la razón y el cerebro humano. Barcelona : Grijalbo Mondadori.(1996).Danckert, J. y Ferber, S. Revisiting unilateral neglect. Neuropsychologia, 44, 987-1006.(2006).Eslinger, P. J., Dennis, K., Moore, P., Antani, S., Hauck, R. & Grossman, M. Metacognitive deficits in frontotemporal dementia. Journal of Neurology, Neurosurgery, and Psychiatry, 76, 1630-1635.(2005).Frensch, P. A. & Rünger, D. Implicit learning. Current Directions in Psychological Science, 12 (1), 13-18.(2003).Froufe, M. Conciencia y aprendizaje humano por condicionamiento, I. Condicionamiento clásico. Psicologemas, 1, 297-316.(1987).Froufe, M. El inconsciente cognitivo. La cara oscura de la mente. Madrid: Biblioteca Nueva. (1997).Froufe, M. Disociaciones entre cognición y conciencia: hacia un modelo multimodular e integrado de la mente. Estudios de Psicología, 24 (2), 163-188.(2003).Green, R. E. & Shanks, D. R. On the existence of independent explicit and implicit learning systems: An examination of some evidence. Memory and Cognition, 21, 304-317.(1993).Hayes, N. A. & Broadbent, D. E. Two modes of learning for interactive tasks. Cognition, 28, 249-276.(1988).Huertas, E. Procesos cognitivos y condicionamiento humano. En J. Mayor y J. L. Pinillos (Dirs.), Tratado de psicología general, Vol. 2: Aprendizaje y condicionamiento. Madrid : Alambra. (1989).Kandel, E. R. & Hawkins, R. D. The biological basis of learning and individuality. Scientific American, 267 (3), 78-86.(1992).Katkin, E. S. Wiens, S. & Öhman, A. Nonconscious fear conditioning, visceral perception, and the development of gut feelings. Psychological Science, 12 (5), 366-370.(2001).Kinder, A. & Shanks, D. R. Amnesia and the declarative/procedural distinction: A recurrent network model of classification, recognition, and repetition priming. Journal of Cognitive Neuroscience, 13, 648-669.(2001).Kinder, A., Shanks, D. R., Cock, J., Tunney, R. J. Recollection, fluency and the explict/implicit distinction in artificial grammar learning. Journal of Experimental Psychology: General, 132, 551-565.(2003).LeDoux, J. E. El cerebro emocional. Barcelona: Planeta.(1999).Lovibond, P. F. & Shanks, D. R. The role of awareness in Pavlovian conditioning: Empirical evidence and theoretical implications. Journal of Experimental Psychology: Animal Behavior Processes, 28 (1), 3-26.(2002).Mineka, S. Evolutionary memories, emotional processing, and the emotional disorders. In D. L. Medin (Ed.), The psychology of learning and memory (pp. 161-206). New York : Academic Press. (1992).Mineka, S. & Öhman, A. Born to fear: Non-associative vs associative factors in the etiology of phobias. Behaviour Research and Therapy, 40, 173–184.(2002).Morris, J. S., Öhman, A., y Dolan, R. J. Conscious and unconscious emotional learning in the human amygdala. Nature, 393, 467-470.(1998).Öhman, A. Fear and anxiety as emotional phenomena. Clinical phenomenology, evolutionary perspectives, and information processing mechanisms. En M. Lewis & J. M. Haviland (Eds.), Handbook of emotions (pp. 511-536). New York : Guilford Press.(1993).Öhman, A. Automaticity and the amygdala: Nonconscious responses to emotional faces. Current Directions in Psychological Science, 11, 62–66.(2002).Öhman, A. & Soares, J. J. F. On the autonomic nature of phobic fear: Conditioned electrodermal responses to masked fear-relevant stimuli. Journal of Abnormal Psychology, 102, 121-132. (1993).Öhman, A. & Soares, J. J. F. "Unconscious anxiety": Phobic responses to masked stimuli. Journal of Abnormal Psychology, 103, 231-240.(1994).Öhman, A. & Soares, J. J. F. Emotional conditioning to masked stimuli: Expectancies for aversive outcomes following non-recognized fear-relevant stimuli. Journal of Experimental Psychology: General, 127, 69-82.(1998).Pavlov, I. P. Los reflejos condicionados. Lecciones sobre la función de los grandes hemisferios. México: Ediciones Pavlov (traducido del ruso). (1926).Pérez-Acosta, A. M. El modelo Rescorla-Wagner a los veinte. Boletín Internacional ALAMOC, 15, 3-5.(1992).Pérez-Acosta, A. M. y Cruz, J. E. Conceptos de condicionamiento clásico en los campos básico y aplicado. Interdisciplinaria, 20, 205-227.(2003).Pérez-Acosta, A. M., Rozo, J. A y Baquero Venegas, H. T. Hitos de la perspectiva molar del condicionamiento clásico. Psicología desde el Caribe, 12, 1-12.(2003).Reber, A. S. Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 77, 317-327.(1967).Rozo, J. A. El inconsciente. En búsqueda de una explicación científica. (e-book). Bogotá: PSICOM Editores.(2005).Rozo, J. A., Baquero, H. T. & Pérez-Acosta, A. M. Aprendizaje asociativo. Modelos explicativos del condicionamiento clásico (e-book). Bogotá: PSICOM Editores y Fundación para el Avance de la Psicología.(2004).Rozo, J. A. y Pérez-Acosta, A. M. Neurociencias y neurocomputación: estrategias para entender el comportamiento. Ciencia Psicológica, 6, 102-109.(1999).Ruiz Vargas, J. M. Psicología de la memoria. Madrid : Alianza Editorial.(1996).Schell, A. M., Dawson, M. E. & Marinkovic, K. Effects of potentially phobic conditioned stimuli on retention, reconditioning, and extinction of the conditioned skin conductance response. Psychophysiology, 28,140–153.(1991).Seligman, M. E. P. On the generality of the laws of learning. Psychological Review, 77, 406-418.(1970).Seligman, M. E. P. Phobias and preparedness. Behavior Therapy, 2, 307-320.(1971).Shanks, D. R. & Channon, S. Effects of a secondary task on "implicit"sequence learning: learning or performance? Psychological Research, 66, 99-109. (2002).Shanks, D. R. & Dickinson, A. Contingency awareness in evaluative conditioning: A comment on Baeyens, Eelen and van der Bergh. Cognition and Emotion, 4, 19-30.(1990).Shanks, D. R. & St. John , M. F. Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367-447.(1994).Soares, J. J. F. & Öhman, A. Backward masking and skin conductance responses after conditioning to nonfeared but fear-relevant stimuli in fearful subjects. Psychophysiology, 30, 460-466. (1993).Stoerig, P., Zontanou, A. & Cowey, A. Aware or unaware: Assessment of cortical blind in four men and a monkey. Cerebral Cortex, 12, 565-574. (2002).Tunney, R. J. & Shanks, D. R. Subjective measures of awareness and implicit cognition. Memory and Cognition. 31, 1060-1071.(2003).Wolk, D. A., Coslett, H. B. & Glosser, G. The role of sensory-motor information in object recognition: evidence from category-specific visual agnosia. Brain and Language, 94, 131-146.(2005).Derechos Reservados - Universidad Católica de Colombia, 2006info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2CONDICIONAMIENTO CLÁSICOCOGNICIÓN IMPLÍCITA/EXPLÍCITAMIEDOCONDICIONAMIENTO DE PARPADEORESPUESTA GALVÁNICA DE LA PIELAMÍGDALACLASSICAL CONDITIONINGIMPLICIT/EXPLICIT COGNITIONFEAREYEBLINK CONDITIONINGGALVANIC SKIN RESPONSEAMYGDALACondicionamiento clásico y cognición implícitaClassical conditioning and implicit cognitionArtículo 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_970fb48d4fbd8a85PublicationORIGINAL413-1254-1-SM.pdf413-1254-1-SM.pdfArtículo principalapplication/pdf159842https://repository.ucatolica.edu.co/bitstreams/690b2438-1649-41d0-b867-f820db721db4/downloadab8636df1c8da0b5df82e9c54c89c1a9MD51TEXT413-1254-1-SM.pdf.txt413-1254-1-SM.pdf.txtExtracted texttext/plain68864https://repository.ucatolica.edu.co/bitstreams/86ff4c42-47da-4020-adab-2835c378bdcb/download7daadc582a074a6c4f83238f892a423aMD52THUMBNAIL413-1254-1-SM.pdf.jpg413-1254-1-SM.pdf.jpgRIUCACimage/jpeg22562https://repository.ucatolica.edu.co/bitstreams/2371ecd6-afee-4d7f-ac56-6d3e6a779c65/downloadf872226a6efde4db6e06c4fc72129c09MD5310983/17427oai:repository.ucatolica.edu.co:10983/174272023-03-24 18:05:22.524https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2006https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

Condicionamiento clásico y cognición implícita

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