Mejora del aprendizaje discriminativo en niñosconsecuencias diferenciales y administración manual de diferentes formas de refuerzo

  1. Ángeles F. Estévez 1
  2. Isabel Carmona 1
  3. Laura Esteban 1
  4. Victoria Plaza 2
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Universidad Autónoma de Chile
    info

    Universidad Autónoma de Chile

    Temuco, Chile

    ROR https://ror.org/010r9dy59

Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2016

Volumen: 32

Número: 3

Páginas: 783-792

Tipo: Artículo

DOI: 10.6018/ANALESPS.32.3.219921 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Anales de psicología

Objetivos de desarrollo sostenible

Resumen

In recent years, several studies have demonstrated that discriminative 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using different types of training in which: 1) reinforcers were given after correct choices (+), 2) reinforcers were withdrawn when errors were made (-), or 3) a combination of both (+/-). In Experiments 1a and 1b secondary reinforcers were used along with primary reinforcers, 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 learning 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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Fuente de los datos: Dialnet