DP-Artículos

URI permanente para esta colecciónhttps://hdl.handle.net/10953/267

Examinar

Mostrando 1 - 20 de 84

Giving Contexts Informative Value Makes Information Context-Specific
(2010) Parra León, Samuel; Fernández Abad, María José; Rosas Santos, Juan Manuel
Contexts 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.
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 Manuel
The 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.
Experimental Renewal in Human Participants
(American Psychological Association, 2010-09) Nelson, Byron J.; Carmen Sanjuan, María; Vadillo-Ruiz, Sandra; Pérez, Joana; León, Samuel P.
Two experiments with human participants are presented that differentiate renewal from other behavioral effects that can produce a response after extinction. Participants played a video game and learned to suppress their behavior when sensor stimuli predicted an attack. Contexts (A, B, & C) were provided by fictitious galaxies where the game play took place. In Experiment 1, participants who received conditioning in A, extinction in B, and testing in A showed some context specificity of conditioning during extinction and a recovery of suppression on test. Experiment 2 demonstrated recovery of extinguished responding when participants were conditioned in A, extinguished in B, and tested in C, a third, neutral context. The experiment also demonstrated that the context of extinction did not control performance by becoming inhibitory. Results are discussed in terms of mechanisms that can produce a response recovery after extinction. The experiments demonstrated a renewal effect: a response recovery that was not attributable to the contexts acting as simple conditioned stimuli and is the first work with human participants to conclusively do so.
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 Manuel
Four 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.
Concurrent extinction does not render appetitive conditioning context specific
(Springer, 2011-02) Nelson, Byron J.; Lombas, Sebastián; León, Samuel P.
In an experiment with rats, an appetitive conditioning method was used to investigate the generality of the hypothesis that extinction should arouse attention to contextual cues, resulting in all learning in that context becoming context specific. Rats received appetitive conditioning with a tone either while extinction of a flasher occurred (Group With Extinction) or while it did not (Group No Extinction). Half of each group was subsequently tested in extinction in the context in which training had taken place or in a different context. The results revealed a three-way interaction of extinction and context with trials, in a direction opposite to the one the hypothesis would suggest. When rats were tested in a different context, there was generally better responding in Group With Extinction than in Group No Extinction. In the same context, there was generally lower responding in Group With Extinction than in Group No Extinction. Subsequent testing showed an ABA recovery effect. Results are discussed in terms of the challenges they pose for the revised retrieval theory presented by Callejas-Aguilera and Rosas (2011).
Mechanisms of Contextual Control when Contexts are Informative to Solve the Task
(Cambridge University Press, 2012) León, Samuel P.; Gámez, Matías A.; Rosas, Juan M.
An experiment was conducted using a human instrumental learning task with the goal of evaluating the mechanisms underlying the deleterious effect of context-switching on responding to an unambiguous stimulus when contexts are informative to solve the task. Participants were trained in a context-based reversal discrimination in which two discriminative stimuli (X and Y) interchange their meaning across contexts A and B. In context A, discriminative stimulus Z consistently announced that the relationship between a specific instrumental response (R1) and a specific outcome (O1) was in effect. Performance in the presence of stimulus Z was equally deteriorated when the test was conducted outside the training context, regardless of whether the test context was familiar (context B) or new (context C). This result is consistent with the idea that participants code all the information presented in an informative context as context-specific with the context playing a role akin to an occasion setter.
Context switch effects and Context Experience in Rats’ Conditioned Taste Aversion
(Universidad de Valencia, 2012) León, Samuel P.; Callejas-Aguilera, José E.; Rosas, Juan M.
Context specificity of rats’ conditioned taste aversion as a function of context experience was assessed in two experiments. Rats received a single pairing between a flavor X and a LiCl injection in a distinctive context (context A) being subsequently tested either in the same context or in a different but equally familiar context (context B). Experiment 1 found that the context change attenuated aversion to X when contexts were new at the time of conditioning. No effect of context change was found when rats had experience with the contexts before conditioning. Experiment 2 found that consumption was lower in the context of conditioning than in the alternative context, regardless of whether the stimulus was conditioned or not, suggesting that contexts exert their control through direct context-outcome associations in this situation.
Extinction Arouses Attention to the Context in a Behavioral Suppression Method With Humans
(American Psychological Association, 2013) Nelson, Byron J.; Lamoureux, Jeffrey; León, Samuel P.
One experiment assessed predictions from the attentional theory of context processing (ATCP, J. M. Rosas, J. E. Callejas-Aguilera, M. M. Ramos-Álvarez, & M. J. F. Abad, 2006, Revision of retrieval theory of forgetting: What does make information context-specific? International Journal of Psychology & Psychological Therapy, Vol. 6, pp. 147–166) that extinction arouses attention to contextual stimuli. In a video-game method, participants learned a biconditional discrimination (RG+/BG−/RY−/BY+) either after extinction of another stimulus had occurred, or not. When contextual stimuli were relevant to solving the discrimination (i.e., all RG+/BG− trials occurred in one context and all RY−/BY+ in another), prior extinction of another stimulus facilitated the discrimination, as if extinction enhanced attention to the contexts. Results are discussed briefly in terms of ATCP and the model of N. A. Schmajuk, Y. W. Lam, & J. A. Gray (1996, Latent inhibition: A neural network approach, Journal of Experimental Psychology: Animal Behavior Processes, Vol. 22, pp. 321–349). (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)
Within- and between-session variety effects in a food-seeking habituation paradigm
(Elsevier, 2013-01) Bouton, Mark E.; Todd, Travis P.; Miles, Olivia; León, Samuel P.; Epstein, Leonard H.
Appetitive behavior is stronger when organisms are given a variety of foods than when they are repeatedly given the same food (the variety effect). Two experiments examined the variety effect in an operant food-seeking task. In both experiments, rats received a 45-mg food pellet for every 4th lever press over a series of daily 30-min sessions. The rats responded at a high rate early in the session, but the rate declined systematically over time within the session. In Experiment 1, alternating unpredictably between grain and sucrose pellets caused a higher level of responding, and a slower within-session decline in responding, than presenting either type of pellet consistently. In groups receiving one pellet consistently, a switch to the alternate pellet caused lawful changes in response rate that reflected both habituation and incentive contrast processes. In Experiment 2, an experimental group received grain only and sucrose only in daily alternating sessions. In sucrose sessions, they responded more than controls that always received either sucrose or grain (a type of variety effect); in grain sessions, they responded less than the controls. The results indicated a within-session variety effect that was controlled by habituation processes and a between-session variety effect that was controlled by incentive contrast. Both types of processes can come into play when organisms are exposed to food variety.
The Influence of Excitatory and Inhibitory Landmarks on Choice in Environments With a Distinctive Shape
(American Psychological Association, 2013-01) Horne, Murray; León, Samuel P.; Pearce, John M.
In two experiments rats were trained to find one of two submerged platforms that were located in diagonally opposite corners—the correct corners—of a rectangular pool. Additional training was given to endow two different landmarks with excitatory and inhibitory properties, by using them to indicate where a platform was or was not located in either a rectangular (Experiment 1) or a square pool (Experiment 2). Subsequent test trials, with the platforms removed from the pool, revealed that placing the excitatory landmark in each of the four corners of the rectangle resulted in more time being spent in the correct corners than when the four corners contained inhibitory landmarks. This result is contrary to predictions derived from a choice rule for spatial behavior proposed by Miller and Shettleworth (2007).
Contextual control of discriminated operant behavior
(American Psychological Association, 2014) Bouton, Mark E.; Todd, Travis P.; León, Samuel P.
Previous research has suggested that changing the context after instrumental (operant) conditioning can weaken the strength of the operant response. That result contrasts with the results of studies of Pavlovian conditioning, in which a context switch often does not affect the response elicited by a conditioned stimulus. To begin to make the methods more similar, Experiments 1–3 tested the effects of a context switch in rats on a discriminated operant response (R; lever pressing or chain pulling) that had been reinforced only in the presence of a 30-s discriminative stimulus (S; tone or light). As in Pavlovian conditioning, responses and reinforcers became confined to presentations of the S during training. However, in Experiment 1, after training in Context A, a switch to Context B caused a decrement in responding during S. In Experiment 2, a switch to Context B likewise decreased responding in S when Context B was equally familiar, equally associated with reinforcement, or equally associated with the training of a discriminated operant (a different R reinforced in a different S). However, there was no decrement if Context B had been associated with the same response that was trained in Context A (Experiments 2 and 3). The effectiveness of S transferred across contexts, whereas the strength of the response did not. Experiment 4 found that a continuously reinforced response was also disrupted by context change when the same response manipulandum was used in both training and testing. Overall, the results suggest that the context can have a robust general role in the control of operant behavior. Mechanisms of contextual control are discussed. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)
Equipos directivos y políticas TIC tras la supresión del Plan Escuela TIC 2.0
(2015) Rodríguez-López, Manuel; Llorent-Vaquero, Mercedes
La investigación, centrada en Andalucía, tiene como objetivo describir la situación actual en políticas educativas TIC. Desde una perspectiva positivista, y acorde con los objetivos de corte descriptivo planteados, se aplica un diseño Survey. El análisis muestra cómo los Equipos Directivos de los centros educativos han abordado los distintos objetivos marcados por el Plan Escuela TIC 2.0 una vez extinguido, destacando la formación del profesorado como área de interés y la alta implicación en la organización del centro en relación al uso de las TIC así como en la integración de las TIC en el proyecto del centro.
La Educación en las constituciones de los países del Cono Sur americano
(2015) Llorent-Bedmar, Vicente; Llorent-Vaquero, Mercedes
La constitución de cada Estado define el régimen básico de los derechos y libertades de sus ciudadanos, a la vez que rige la organización y el desarrollo del mismo régimen, articulando su propio sistema de convivencia, y configurándose como la guía reguladora de normas sociales, familiares y educativas. Las constituciones rigen dos de los ámbitos más importantes para la transformación/consolidación de nuestras sociedades: el familiar y el educativo. Las constituciones de los países estudiados -Argentina, Chile, Paraguay y Uruguay- no sólo reconocen el alto valor que la familia representa para el Estado y la sociedad, sino que además la favorecen y protegen. Establecen los derechos básicos de las familias y, al mismo tiempo, imponen al propio Estado obligaciones que acaban beneficiándolas. Desde un punto de vista teleológico observamos cómo, en todas ellas, a través de la educación, se pretende el desarrollo de la personalidad humana, haciendo especial hincapié en los aspectos morales.
Prácticas docentes TIC en Andalucía tras el fin de las políticas 1:1
(2016) Rodríguez-López, Manuel; Llorent-Vaquero, Mercedes
La finalidad de este estudio es describir los efectos del uso de las TIC sobre la práctica docente del profesorado de los centros públicos de Sevilla (Andalucía), interesándose por sus efectos sobre el profesorado en concepciones del aprendizaje, organización y estructura de la actividad de aula, trabajo en red, manera de acometer el proceso de enseñanza-aprendizaje y emociones. La investigación se basa en una perspectiva positivista, con un método descriptivo y un diseño Survey. Los resultados encuentran relación entre los aspectos descritos y dimensiones como ser coordinador TIC del centro, participar en grupos de innovación en TIC o formación TIC.
Propuesta de Innovación Didáctica con Portafolios Electrónicos en Formato Blog: Un Caso de Estudio en una Universidad
(2016) Cobos-Sanchiz, David; López-Meneses, Eloy; Llorent-Vaquero, Mercedes
Este artículo presenta una experiencia de innovación docente universitaria con portafolios electrónicos del estudiantado, construidos en formato blog. El objetivo general de la investigación se concreta en el análisis de los blogs de los estudiantes en base a tres dimensiones: aspectos técnicos, aspectos educativos y aspectos sociales. La experiencia se ha llevado a cabo con 86 estudiantes del Grado de Educación Social y Doble Grado de Educación Social y Trabajo Social de la Universidad Pablo de Olavide, de Sevilla (España). El análisis de los datos se realiza mediante un proceso de codificación con un sistema categorial elaborado ad hoc y con ayuda del programa informático Atlas ti. Los resultados evidencian, entre otras cuestiones, la utilidad del portafolio electrónico para el desarrollo de nuevas habilidades y destrezas, con relación a las competencias profesionales que el estudiante ha de adquirir.
Student Participation in the Governing Bodies of Spanish Universities
(2016) Llorent-Vaquero, Mercedes
Spanish universities are making considerable democratic efforts in their various governing and administrative bodies. This article analyses the role that students play in these in aiding the development of a society where democratic values prevail. To achieve this, documentary analysis is used to explore the different laws and statutes of the universities in terms of student participation, as well as the methodology characteristic of Comparative Education. The first phase tackles the problem of student participation in Spanish universities. Following this, student participation in these bodies is analysed, observing differences and similarities taken from a sample of different Spanish universities. Based on the results obtained, student participation does not quite reach the levels desired. Once the problem is identified a series of proposals are made to increase the quantity and quality of this participation, most importantly increasing the relevance of the student sector in governing bodies, expediting and simplifying electoral processes, supporting the right to association by creating space and providing the necessary training for students to make full use of their rights.
Autopercepción del alumnado inmigrante marroquí de educación secundaria obligatoria en Andalucía: costumbres y religión
(2017) Cobano-Delgado Palma, Verónica; Llorent-Vaquero, Mercedes
Con el fin de contribuir a una mejor integración de los jóvenes inmigrantes marroquíes en Andalucía, nos pareció de urgente importancia averiguar cómo se perciben a sí mismos tras la emigración. Hemos utilizado una metodología cualitativa con datos cuantitativos. Analizando una muestra estratificada muestra estratificada de cada una de las provincias de Andalucía (España) nuestro estudio se ha centrado en los alumnos marroquíes de educación secundaria obligatoria. En identificamos que aunque se mantengan costumbres particulares de la cultura heredada, los hábitos y valores del país de llegada pueden sin embargo en diversos ámbitos. Consideramos que combinar el mantenimiento de su cultura de origen y los valores de la sociedad española no es fácil, sobre todo si añadimos otras dificultades a las que se enfrenta la comunidad marroquí: los prejuicios y estereotipos por parte de la población autóctona.
Religious Education in Public Schools in Western Europe
(2017) Llorent-Vaquero, Mercedes
Christianity is one of the cultural and ethical cornerstones of Europe. In the European Union (EU) there is no overarching policy on religious education (RE) in the school system. The authors use a comparative methodology to analyze the constitutions of Western European countries in relation to different aspects of RE. Specifically, it is focused in Germany, Austria, Belgium, France, Ireland, Luxembourg and the Netherlands. Whereas the right to religious freedom for all is clearly established in these constitutions, obvious differences are revealed in the legal provisions for and attitudes towards religious education. For example, the legal framework of this education has been included in the constitutions of all the analyzed countries, except in the case of France. Also, optional subjects are on offer in Germany, Belgium, the Netherlands, and Luxembourg, however no alternative subjects to RE are on offer in Austria. In this sense, the authors defend that it is essential to open up the academic dialogue about religious and spiritual issues.
Of Rats and People: A Select Comparative Analysis of Cue Competition, the Contents of Learning, and Retrieval
(Asociación de Análisis del Comportamiento (AAC), 2017) Rosas, Juan M.; Gámez, Matías A.; León, Samuel P.; González-Tirado, Gabriel; Nelson, Byron J.
Select literature regarding cue competition, the contents of learning, and retrieval processes is summarized to demonstrate parallels and differences between human and nonhuman associative learning. Competition phenomena such as blocking, overshadowing, and relative predictive validity are largely analogous in animal and human learning. In general, strong parallels are found in the associative structures established during learning, as well as in the basic phenomena associated with information retrieval. Some differences arise too, such as retrospective evaluation, which seems easier to observe in human than in nonhuman animals. However, the parallels are suf􀃀cient to indicate that the study of learning in animals continues to be relevant to human learning and memory.
Identidad cultural del alumnado marroquí: estado de la cuestión en los centros de educación secundaria públicos de Andalucía
(2017) Cobano-Delgado Palma, Verónica; Llorent-Vaquero, Mercedes
La fluidez migratoria en España, tanto en la recepción de inmigrantes como en la pérdida de población española a otros países es una realidad. La población marroquí emerge como la segunda nacionalidad de residentes inmigrantes en España más numerosa en el año 2014. Tras Cataluña, la Comunidad Autónoma de Andalucía es la segunda con mayor porcen-taje de población inmigrante marroquí del territorio español. A fin de abordar el conocimien-to de la identidad cultural del alumnado procedente de Marruecos en la comunidad andaluza, nuestro estudio pretende conocer la perspectiva del alumnado marroquí de los centros de educación secundaria públicos andaluces en relación a su propia identidad cultural. La po-blación objeto de estudio la componen los alumnos de origen marroquí matriculados en los centros de educación secundaria públicos andaluces, alcanzando una muestra final de 891 estudiantes. Nos basamos en una metodología de corte cuantitativo, utilizando el método descriptivo y un diseño tipo encuesta. Los principales ejes de nuestro instrumento de reco-gida de datos giran en torno a su llegada y trayectoria en España, el contacto con su tierra natal, sus opiniones sobre tradiciones marroquíes, aspectos de su vida actual y su visión pros-pectiva sobre su vida futura. Entre los principales resultados de nuestro estudio destacan la valoración positiva que el alumnado de los centros educativos de secundaria públicos anda-luces realiza de su experiencia en España, llegando incluso a desear que sus hijos continúen en el país; así como la importancia que otorga este colectivo a la continuidad y transferencia del potente sentimiento marroquí que poseen. A modo de conclusión podemos afirmar que existe un fuerte sentimiento de identidad marroquí en el colectivo objeto de estudio, siendo éste aún mayor al referirnos al ámbito cultural.

RUJA: Repositorio Institucional de Producción Científica

Examinar

Examinando DP-Artículos por Fecha