Combinaciones de retroalimentación e igualación de la muestra generalizada bajo estímulos y relaciones de igualación familiares y no familiares
Six groups of high-school students were exposed to a second-order matching-to-sample task and generalization tests trials using familiar and unfamiliar stimuli as well as a new matching relation. For two groups correct and incorrect matching responses produced the corresponding feedback according to...
- Autores:
-
Serrano, Mario
Flores, Carlos
- 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:10983/23241
- Acceso en línea:
- https://hdl.handle.net/10983/23241
- Palabra clave:
- Control abstracto del estímulo
Discriminación condicional
Igualación de la muestra generalizada
Humanos
Controle abstrato do estímulo
Discriminação condicional
Igualação da amostra generalizada
Humanos
Abstract stimulus control
Conditional discrimination
Generalized matching-to-sample
Humans
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 2019
| Summary: | Six groups of high-school students were exposed to a second-order matching-to-sample task and generalization tests trials using familiar and unfamiliar stimuli as well as a new matching relation. For two groups correct and incorrect matching responses produced the corresponding feedback according to continuous and intermittent schedules, respectively. Correct responses produced feedback and incorrect responses produced blanks and vice versa for other two groups, respectively. Two additional groups were exposed to similar feedback-blanks combinations but participants were instructed about the “meaning” of blanks before training. Extra-relational generalized matching-to-sample performance with either familiar or unfamiliar stimuli was observed after training conditions in which intermittent right-wrong feedback was scheduled, as well as when incorrect matching responses produced blanks and correct responses produced the corresponding feedback. Instructions about the meaning of blanks produced generalized performances slightly higher to those observed after continuous right-wrong feedback, which in turn were similar to performances observed after the uninstructed right-blank feedback combination condition. Results confirm an initial tendency to treat blanks as if they mean right and suggest a common “detachment” processes between intermittent feedback and the wrong-blanks feedback combination. |
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