Publication: Mejora del aprendizaje discriminativo en niños:
consecuencias diferenciales y administración manual de diferentes formas de refuerzo
Authors
Estévez, Angeles F. ; Carmona, Isabel ; Esteban, Laura ; Plaza, Victoria
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Diversos estudios han mostrado que el aprendizaje discrimina-
tivo puede ser mejorado mediante la asignación de una consecuencia única
para cada asociación que ha de ser aprendida (procedimiento de conse-
cuencias diferenciales, PCD). El objetivo de este estudio fue comprobar si
el PCD mejoraría el aprendizaje de discriminaciones simbólicas en niños de
5 y 7 años de edad, mediante una tarea de lápiz y papel en la que se usaron
diferentes tipos de entrenamiento: 1) administración de reforzadores tras
las respuestas correctas (+), 2) retirada de reforzadores tras los errores (-), o
3) una combinación de ambas (+/-). En los Experimentos 1a y 1b se utili-
zaron reforzadores primarios y secundarios, mientras que en los Experi-
mentos 2a y 2b se utilizaron solo reforzadores primarios. Los participantes
mostraron una mejor ejecución en las tareas cuando se administraron con-
secuencias diferenciales independientemente del tipo de reforzador (prima-
rio y secundario o sólo primario) y del tipo de entrenamiento empleado (+,
-, o +/-). Estos resultados se suman a los encontrados en estudios previos
(Martínez, Estévez, Fuentes y Overmier, 2009; Martínez, Flores, González-
Salinas, Fuentes y Estévez, 2013) demostrando, además, que el efecto bene-
ficioso del PCD sobre el aprendizaje discriminativo es independiente del
medio por el cual presentamos los estímulos y las consecuencias, lo que fa-
cilita su posible utilización en contextos aplicados.
In recent years, several studies have demonstrated that discrimi- native learning is facilitated when each association to be learned is always followed by a unique outcome. This way of providing outcomes was called the differential outcomes procedure (DOP). The aim of the study reported here was to assess whether the DOP could improve learning of symbolic conditional discriminations in 5- and 7-year-old children when performing a paper-and-pencil task using different types of training in which: 1) rein- forcers were given after correct choices (+), 2) reinforcers were withdrawn when errors were made (-), or 3) a combination of both (+/-). In Experi- ments 1a and 1b secondary reinforcers were used along with primary rein- forcers, while in Experiments 2a and 2b only primary reinforcers were used. Participants showed better performance when differential outcomes were arranged regardless of the type of reinforcers (secondary plus primary or only primary) and the different strategies of reinforcement (+, -, or +/-). These results add to those found by Martínez et al. (2009, 2013) and demonstrate that the beneficial effect of the DOP on discriminative learn- ing is also independent of the way in which the stimuli and the outcomes are presented, facilitating its use in applied contexts.
In recent years, several studies have demonstrated that discrimi- native learning is facilitated when each association to be learned is always followed by a unique outcome. This way of providing outcomes was called the differential outcomes procedure (DOP). The aim of the study reported here was to assess whether the DOP could improve learning of symbolic conditional discriminations in 5- and 7-year-old children when performing a paper-and-pencil task using different types of training in which: 1) rein- forcers were given after correct choices (+), 2) reinforcers were withdrawn when errors were made (-), or 3) a combination of both (+/-). In Experi- ments 1a and 1b secondary reinforcers were used along with primary rein- forcers, while in Experiments 2a and 2b only primary reinforcers were used. Participants showed better performance when differential outcomes were arranged regardless of the type of reinforcers (secondary plus primary or only primary) and the different strategies of reinforcement (+, -, or +/-). These results add to those found by Martínez et al. (2009, 2013) and demonstrate that the beneficial effect of the DOP on discriminative learn- ing is also independent of the way in which the stimuli and the outcomes are presented, facilitating its use in applied contexts.
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