Contiene: Introducción: I. Psicología comparada del aprendizaje; II. Procesos asociativos básicos: condicionamiento clásico e instrumental; III. Cognición y memoria animal; IV. Psicobiología del aprendizaje; V. Aprendizaje causal.
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... Dado que el juicio (o la RC) se considera un reflejo de la capacidad adquirida de la causa (o EC) para activar la representación mental del efecto (o EI), dicho juicio, al igual que la RC, deberá ser una función directa de la fuerza asociativa. Las similitudes entre el aprendizaje causal humano y el condicionamiento animal llevaron al estudio intensivo de efectos similares a los encontrados en aprendizaje animal tales como competencia entre claves, bloqueo y ensombrecimiento (Kamin, 1968 en condicionamiento animal, véase Chapman y Robbins, 1990 en aprendizaje causal entre otros; véase Pineño et al, 2007 , para una revisión completa en castellano). De forma general se ha demostrado que los estímulos mejor predictores tienden a ensombrecer, bloquear o impedir el aprendizaje de las claves menos predictores independientemente de su contingencia objetiva. ...
... Lo anterior permite explicar la aparición de nuevos fenómenos como la "ilusión de control" en situaciones de contingencia nula (i.e.: cuando la causa y el efecto no están relacionadas, como ocurre con curanderos, efectos placebo, etc…). Dicho sesgo depende de la mayor o menor densidad del efecto en presencia de la causa, -ensayos tipo "a"-, lo que parece demostrar la mayor incidencia y peso de este tipo de ensayos a la hora de establecer creencias causales o confirmar creencias previas, como ocurría también entre científicos cuando los resultados son confirmatorios (véase Pineño et al, 2007 , para una revisión reciente en castellano de este y otros efectos). ...
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The study of unconscious cognitive processes is becoming one of the most vibrant and promising areas of research in psychological science. Many of these studies adopt the view, supported by a large
volume of research, that elementary learning and memory processes demand few cognitive resources and can take place in the absence of awareness. This includes popular effects like sequence learning, artificial grammar learning, or visual statistical learning. The most common strategy to show that these effects are unconscious relies on a simple dissociation: After repeated exposure to a set of materials, participants become faster or more accurate at responding to these stimuli, revealing successful learning. However, when asked whether they recognise having been exposed to these stimuli in the past, they say no or they seem to be unable to discriminate between the stimuli they have seen and completely new stimuli. Furthermore, their score in this awareness test seems to be uncorrelated with performance in the learning task. In all cases, the lack of awareness is inferred from a null statistical result. In previous studies, we have claimed that this strategy is methodologically unsound because null results have an ambiguous interpretation in traditional, null hypothesis significance testing: They can mean that the null hypothesis is true or simply that the data are not sensitive enough to discriminate between the null and the alternative hypothesis. In the present project, we will highlight an additional problem in the interpretation of these results: The limited reliability of the dependent measures used to quantify learning and awareness. Our preliminary results suggest that, at least in the case of contextual cueing –an increasingly popular implicit learning paradigm– these reliabilities might be in the order of .10 to .20. The main goal of the present proposal is to explore and ameliorate the impact of low reliability in implicit cognition research. We will conduct several large-scale studies to estimate the reliability of the measures collected in contextual cueing and other implicit learning paradigms (probabilistic cueing of visual attention and multiple-cue probability learning). This information will allow us to use cutting-edge meta-analytic methods designed to correct for the attenuating effect of low reliability. The results of these meta-analyses can change dramatically our understanding of implicit learning, revealing, for instance, that the contribution of awareness to these effects is much larger than previously thought. If these reliabilities turn out to be as low as we expect, then it also follows that much of the applied research showing large and significant correlations between implicit learning processes and personal characteristics, like specific language impairment or dyslexia, must be biased, possibly due to selective publication or selective reporting. Our research will explore this possibility by using new methods for the detection and correction of these biases. Finally, the present proposal will devise new analytic methods, based on Bayesian hypothesis testing and computational modeling, to overcome the limitations of previous research on implicit learning. ... [more] View project Muchos resultados de investigación están profundamente sesgados por la publicación selectiva de hallazgos estadísticamente significativos y por prácticas cuestionables de investigación (PCIs)
adoptadas por los científicos en su intento por colocar sus investigaciones en las revistas más prestigiosas. La gran prevalencia de estos problemas supone que buena parte de los resultados que leemos en las revistas científicas pueden ser falsos positivos. La escasa fiabilidad y replicabilidad de los resultados científicos supone un enorme coste económico, frena el avance de la ciencia y la colaboración cienciaempresa, y afecta negativamente a la percepción pública de la ciencia. El presente proyecto de investigación tiene por objetivo diseñar nuevos métodos para la detección de estos sesgos y su aplicación a diversas áreas de psicología experimental y toma de decisiones que se cree que pueden estar especialmente comprometidos. La validez de estos métodos se comprobará no sólo mediante simulaciones computacionales, sino también contrastando sus predicciones con los resultados de experimentos ManyLabs realizados simultáneamente en varios laboratorios europeos. Los resultados no sólo arrojarán luz sobre la validez de la investigación realizada en estas áreas concretas (área científica prioritaria 7), sino que también proporcionará técnicas valiosas (y de uso accesible) para la exploración de sesgos en otras disciplinas biomédicas (área científica prioritaria 5). ... [more] View project
Resumo Este artigo tem como objetivo principal, fazer uma reflexão ampla sobre o momento da pesquisa e das produções atuais, no campo da Educação Especial. Ao longo do seu desenvolvimento, busca questionar os rumos recentes no campo educacional, mais precisamente no que tange aos processos inclusivos. Ao mapear esses territórios, a discussão envereda para os campos e territórios a serem
... [Show full abstract] explorados, como uma possibilidade de ampliação da compreensão dos elementos que envolvem os processos inclusivos. O caminho pretendido faz um resgate do papel social da escola e desta com a construção do conhecimento. Ao referendar o conhecimento, o trabalho busca relacionar a aprendizagem estabelecida no espaço singular das formulações cognitivas e em quais parâmetros esta pode ser efetivada e avaliada. O tema da avaliação é visto como uma forma de compreender as construções internas que se estabelecem para além das construções relacionais apresentadas até o momento. A ampla discussão serve para, de forma didática, compreender como o processo cognitivo se estabelece nesse novo momento do contexto escolar. Ao trazer esses elementos intrinsecamente relacionados, que obedecem a formações diferenciadas, porém inter-relacionadas, ficam os questionamentos dos parâmetros 1 Psicólogo, Especialista em Psicologia Clínico-Social (UFSM), Mestre em Educação (UFSM), Docente ULBRA/SM. Read more January 2016 · Journal of the Experimental Analysis of Behavior
In recent years, robotic animals and humans have been used to answer a variety of questions related to behavior. In the case of animal behavior, these efforts have largely been in the field of behavioral ecology. They have proved to be a useful tool for this enterprise as they allow the presentation of naturalistic social stimuli whilst providing the experimenter with full control of the
... [Show full abstract] stimulus. In interactive experiments, the behavior of robots can be controlled in a manner that is impossible with real animals, making them ideal instruments for the study of social stimuli in animals. This paper provides an overview of the current state of the field and considers the impact that the use of robots could have on fundamental questions related to comparative psychology: namely, perception, spatial cognition, social cognition, and early cognitive development. We make the case that the use of robots to investigate these key areas could have an important impact on the field of animal cognition. Read more Last Updated: 05 Jul 2022
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