María Antonia Padilla Vargas

Experimental Analysis of the Formulation of Counterfactual Statements in Second Order Matching-to-Sample Tasks

A factual statement describes what has happened, while a counterfactual statement makes contrary-to-fact affirmations, such as alternatives to events that occurred (e.g., If I had been more disciplined, I would have managed to turn the article in on time”). The purpose of the current research was to identify the effects of counterfactual formulation on matching behavior when counterfactual statements are produced in repeated occasions. Thirty-five university students participated, distributed at random into five groups that were exposed to the formulation of factual statements, counterfactual statements, free text, auditory interference or nothing. The results showed that the production of counterfactual statements improved performance in the task, while interference made it more difficult; results from the other conditions were not significant in this respect. This finding suggests that the production of counterfactual statements may enhance control by the elements of the task and that the abstraction of a rule may not be the critical variable responsible for the effects of the counterfactual production.A factual statement describes what has happened, while a counterfactual statement makes contrary-to-fact affirmations, such as alternatives to events that occurred (e.g., If I had been more disciplined, I would have managed to turn the article in on time”). The purpose of the current research was to identify the effects of counterfactual formulation on matching behavior when counterfactual statements are produced in repeated occasions. Thirty-five university students participated, distributed at random into five groups that were exposed to the formulation of factual statements, counterfactual statements, free text, auditory interference or nothing. The results showed that the production of counterfactual statements improved performance in the task, while interference made it more difficult; results from the other conditions were not significant in this respect. This finding suggests that the production of counterfactual statements may enhance control by the elements of the task and that the abstraction of...

Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad

Several studies have attempted to assess the role of naming in the emergence of equivalence relations, but results are inconsistent; on the one hand, there are reports of equivalence emerging without naming and on the other hand, some authors claim that naming is necessary for equivalence to emerge. The objective of the present study was to evaluate the emergence of equivalence relations in pre-linguistic infants. Five infants aged 11-to-12 months received training in four conditional discriminations (A1-B1, A2-B2, B1-C1, and B2-C2) in order to establish two three-member classes. The participants were tested in reflexivity, symmetry, transitivity and equivalence, and all scored higher than 75% on all tests. On the reflexivity tests, percentages were above 80%; on the symmetry tests, they varied from 75% to 100%; on the transitivity tests, they averaged 75%; while on the equivalence tests results ranged from 87.5% to 100% of correct responses. These results suggest that displaying some degree of expressive language is not necessary for the emergence of equivalence relations.

Equivalence class formation in 11-month-old pre-linguistic infants

espanolResumen En varios estudios se ha intentado evaluar el rol del nombramiento en la emergencia de relaciones de equivalencia, sin embargo, los resultados son inconsistentes, ya que existen reportes de emergencia de equivalencia en ausencia de nombramiento, y algunos autores senalan que el nombramiento es necesario para que emerja equivalencia. El objetivo del presente estudio fue evaluar la emergencia de relaciones de equivalencia en ninos prelinguisticos. Se uso una muestra de cinco infantes de entre 11 y 12 meses de edad que fueron entrenados en cuatro discriminaciones condicionales (A1-B1, A2-B2, B1-C1, B2-C2) para formar dos clases de tres miembros. Los participantes fueron evaluados en reflexividad, simetria, transitividad y equivalencia, y todos lograron puntajes mayores al 75 % de aciertos en todas las pruebas. Como resultado, los porcentajes de respuestas correctas fueron mayores al 80 % en la prueba de reflexividad, variaron entre 75 y 100 % en la de simetria, promediaron 75 % en la de transitividad, y variaron entre 87.5 % y 100 % en la de equivalencia. Estos resultados apuntan a que no es necesario contar con algun tipo de repertorio linguistico expresivo para que emerjan relaciones de equivalencia. EnglishAbstract Several studies have attempted to assess the role of naming in the emergence of equivalence relations, but results are inconsistent; on the one hand, there are reports of equivalence emerging without naming and on the other hand, some authors claim that naming is necessary for equivalence to emerge. The objective of the present study was to evaluate the emergence of equivalence relations in pre-linguistic infants. Five infants aged 11-to-12 months received training in four conditional discriminations (A1-B1, A2-B2, B1-C1, and B2-C2) in order to establish two three-member classes. The participants were tested in reflexivity, symmetry, transitivity and equivalence, and all scored higher than 75% on all tests. On the reflexivity tests, percentages were above 80%; on the symmetry tests, they varied from 75% to 100%; on the transitivity tests, they averaged 75%; while on the equivalence tests results ranged from 87.5% to 100% of correct responses. These results suggest that displaying some degree of expressive language is not necessary for the emergence of equivalence relations. portuguesResumo Em varios estudos, tem-se tentado avaliar o papel da nomeacao na emergencia de relacoes de equivalencia, contudo os resultados sao inconsistentes, visto que, por um lado, existem relatos de emergencia de equivalencia em ausencia de nomeacao e, por outro, alguns autores indicam que a nomeacao e necessaria para que emerja equivalencia. O objetivo deste estudo foi avaliar a emergencia de relacoes de equivalencia em criancas pre-linguisticas; especificamente, usou-se uma amostra de cinco criancas de entre 11 e 12 meses que foram treinadas em quatro discriminacoes condicionais (A1-B1, A2-B2, B1-C1, B2-C2) para formar duas classes de tres membros. Os participantes foram avaliados em reflexividade, simetria, transitividade e equivalencia, e todos atingiram pontuacoes maiores a 75 % de acertos em todos os testes. Como resultado, as porcentagens de respostas corretas foram maiores a 80 % no teste de reflexividade, variaram entre 87.5 % e 100 % no de equivalencia. Esses resultados apontam a que nao e necessario contar com algum tipo de repertorio linguistico expressivo para que relacoes de equivalencia emerjam.

El estudio de la procrastinación humana como un estilo interactivo

La procrastinacion es un fenomeno que ha cobrado cada vez mayor relevancia dadas las implicaciones que puede tener tanto en las areas de la educacion y la salud, como en la vida diaria en general. Sin embargo, a pesar de su importancia, no se ha estudiado de manera sistematica. En este estudio se examino el efecto de una tarea con requerimiento de respuesta alto sobre la procrastinacion humana. Participaron voluntariamente 12 estudiantes de licenciatura en ingenieria, entre 18 y 20 anos de edad, que fueron asignados de manera aleatoria a tres grupos experimentales y un grupo control. La tarea consistio en resolver una cantidad determinada de ejercicios que implicaban calcular, por simple inspeccion visual, la proporcion de puntos verdes y azules desplegados en la pantalla de una computadora, indicando si el numero de puntos verdes era mayor o menor que el numero de puntos azules. Se dispusieron distractores al alcance de los participantes durante todo el experimento. Los sujetos fueron expuestos a la tarea durante tres fases, una con requerimiento de respuesta alto, que consistio de 200 ejercicios, y dos fases con requerimiento de respuesta bajo de 100 ejercicios cada una. Los resultados no mostraron efectos sistematicos del requerimiento de respuesta sobre la procrastinacion. Sin embargo, se observo un hallazgo consistente, independiente de la condicion experimental a la que los participantes se hubieran expuesto: algunos procrastinaron practicamente en todas las fases, mientras que otros jamas lo hicieron. Ello parece mostrar que la procrastinacion es un estilo interactivo idiosincrasico. Se discute la necesidad de realizar mas estudios que permitan identificar las variables implicadas en este fenomeno

EFECTOS DE UN ENTRENAMIENTO CORRECTIVO EN LA ELABORACIÓN Y FUNDAMENTACIÓN DE PREGUNTAS DE INVESTIGACIÓN

The effects of corrective training in the identification and development of some elements of empirical articles (framed within the Experimental Analysis of Behavior) were analyzed. The impact of feedback and instructions on conditional discrimination tasks were studied with the aim of determining whether this would promote the development of skills to elaborate and substantiate research questions. Twenty psychology students from a Mexican public university aged between 20 and 22 years were randomly assigned to the experimental and control groups. Both groups were exposed to a baseline, two training phases (except the control group) and to an assessment session. During baseline and assessment, participants read two experimental articles and formulated and justified a new research question derived from them. The experimental group was exposed to a corrective training in identifying (exercise 1) and developing (exercise 2) the various elements of scientific articles that were intended to improve reading and writing technical materials at extrasituational and intrasituational levels. Results showed that for most participants in the experimental group, correct answers increased in comparison to baseline and that six of the ten participants were able to write and justify their research questions at an extrasituational level. The control group failed on both counts. Data are discussed in terms of the importance of identifying effective strategies for training new researchers, especially regarding the development of reading and writing skills.