Virginia Pacheco

Comportamiento inteligente y creativo : efectos de distintos tipos de instrucciones

This study assessed the effects of different types of instructions on performance in training, transfer tests and creative behavior testing, using conditional discrimination procedures. Twenty students were randomly assigned to four groups that received different types of instructions: (a) non-specific instructions; (b) instantiated instructions; (c) partial relational instructions, and (d) complete relational instructions. The results showed that non-specific instructions were correlated with ineffective performance in training, while instantiated instructions promoted greater effectiveness in training — even higher than

Effects of configurational training on simple conditional discrimination tasks

The effects of training with different stimulus configurations in a simple conditional discrimination in infants were evalatued. Two groups of six subjects were formed. One (Group E), was trained in four different stimulus configurations (one configuration for each phase) and exposed to one session of intra-dimentional, extra-dimentional and extra-configurational transfer tests after each training phase. The second group (Group SE) was only trained in one stimulus configuration but was exposed to the same tests that group E. Results show that stimulus configuration is not a relevant factor in infant performance in conditional discrimination tasks.