Examinando por Autor "Parra León, Samuel"
Mostrando 1 - 3 de 3
- Resultados por página
- Opciones de ordenación
Ítem Context–outcome associations mediate context-switch effects in a human predictive learning task(Elsevier, 2011-02) Parra León, Samuel; Fernández Abad, María José; Rosas Santos, Juan ManuelFour experiments explored the role of contexts in information retrieval after different levels of acquisition training in human predictive learning. Participants were trained where cue (X) was followed by an outcome in context A while a different cue (Y) was followed by the absence of the outcome in context B. When 4 training trials with each cue were conducted, testing the stimuli in the alternative contexts decreased predictive judgments to X and increased predictive judgments to Y. These effects disappeared both when training was increased up to 18 trials (Experiments 1a and 1b), and when the outcome was presented in both contexts A and B (Experiments 2 and 4). When the outcome was presented in both contexts, the nonreinforced cue Y, trained in the presumably excitatory context B, became a conditioned inhibitor (Experiment 3). Additional experience with one of the contexts, but not with both, made the context-switch effect reappear (Experiment 4). These results suggest that irrelevant contexts may enter into direct associations with the outcome before prolonged training leads participants to discard them as predictors.Ítem Giving Contexts Informative Value Makes Information Context-Specific(2010) Parra León, Samuel; Fernández Abad, María José; Rosas Santos, Juan ManuelContexts are sometimes informative about relationships that occur within them and sometimes not. The goal of this experiment was to determine the effect of that information value on the context-specificity of learning. Participants performed an instrumental task within a computer game in which they defended different Andalucı´a beaches (contexts) by destroying several attackers (planes or tanks) by clicking on them (responses) with the mouse. A colored sensor (discriminative stimulus) indicated to participants which attacker could be destroyed in a given trial – that is, which of the instrumental responses would be reinforced. Three groups of participants received training on a discrimination between two discriminative stimuli (X and Y) in Context A. The discrimination was reversed in Context B for Group I (informative). Group NI1 received the same X-Y discrimination in Context B. Group NI2 did not receive training with X and Y in Context B. Additionally, participants received training with cue Z in Context A, which consistently signaled the same outcome. A single test trial with Z revealed a lower response rate in Context B than in Context A in Group I, while no differences across contexts were found in Groups NI1 and NI2. Results suggest that when the context is informative about relationships within the experimental setting, even those relationships for which the context is not informative become context-dependen.Ítem The effect of context change on simple acquisition disappears with increased training(Universitat de València, 2010) Parra León, Samuel; Fernández Abad, María José; Rosas Santos, Juan ManuelThe goal of this experiment was to assess the impact that experience with a task has on the context specificity of the learning that occurs. Participants performed an instrumental task within a computer game where different responses were performed in the presence of discriminative stimuli to obtain reinforcers. The number of training trials (3, 5, or 8) with each discriminative stimulus varied between participants. A single test trial was conducted in the context where training occurred or in a different but equally familiar context. The change in context attenuated performance in participants that received 3 training trials, but not in the others, suggesting that the influence of context on performance decreases when training increases.