Examinando por Autor "Rosas Santos, Juan Manuel"
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Ítem Analysis of the mechanisms of contextual control of information retrieval. The role of interference in context dependence of acquisition and extinction(Jaén : Universidad de Jaén, 2019-12-05) Ogallar Ruiz, Pedro Manuel; Rosas Santos, Juan Manuel; Callejas Aguilera, José Enrique; Ramos Alvares, Manuel Miguel; Universidad de Jaén. Departamento de PsicologíaEl objetivo principal de esta tesis doctoral fue analizar las condiciones y los mecanismos que subyacen a la codificación de la información como dependiente del contexto. Con este objetivo hemos desarrollado distintos estudios para evaluar las condiciones y los mecanismos que subyacen al efecto EMACS, así como para evaluar si el efecto de cambio de contexto sobre la recuperación de la información, es un caso particular de un incremento generalizado de la atención, generado por la ambigüedad, y que conlleva prestar atención a toda la situación de aprendizaje, incluidos los contextos. Los resultados informados describen las condiciones bajo las qué aparece este efecto, así como los mecanismos que subyacen. Además, confirma el papel fundamental de la atención para que la información se codifique y se recupere como dependiente del contexto.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 EXPERIENCING ASSOCIATIVE INTERFERENCE FACILITATES EXCITATORY PREDICTIVE LEARNING ABOUT A CONDITIONED INHIBITOR IN HUMANS/ EXPERIMENTAR INTERFERENCIA ASOCIATIVA FACILITA EL APRENDIZAJE PREDICTIVO EXCITATORIO SOBRE UN INHIBIDOR CONDICIONADO EN HUMANOS(Jaén : Universidad de Jaén, 2021-03-25) GONZÁLEZ TIRADO, GABRIEL; Callejas Aguilera, José Enrique; Rosas Santos, Juan Manuel; Universidad de Jaén. Departamento de PsicologíaEl propósito de esta tesis doctoral es explorar el impacto del aumento del error de predicción en el nuevo aprendizaje posterior. Para lograr este objetivo, hemos llevado a cabo dos estudios de aprendizaje predictivo humano para evaluar el impacto de un aumento repentino en el error de predicción generado por diferentes experiencias de interferencia de asociación en el aprendizaje posterior. Suponiendo que el aumento del error de predicción conduce a un aumento general de la atención, esto facilitará¡ el aprendizaje posterior. Tanto la revisión teórica como los resultados empíricos muestran que la manipulación del error de predicción puede aumentar la atención, lo que a su vez se traduce en mejoras en el aprendizaje posterior, independientemente de si los aumentos en el error de predicción implican la extinción de una señal previamente entrenada o emparejar una señal con el resultado cuando fue seguido previamente por la ausencia de él.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.