Contextual Control and Generalization of Say-Do Correspondence. A Preliminary Study

  1. Hernández López, Mónica
  2. Rodríguez Valverde, Miguel
  3. Luciano Soriano, María Carmen
Journal:
International journal of psychology and psychological therapy

ISSN: 1577-7057

Year of publication: 2011

Volume: 11

Issue: 2

Pages: 269-284

Type: Article

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More publications in: International journal of psychology and psychological therapy

Abstract

El propósito de este estudio es analizar las condiciones que permiten el control contextual de la correspondencia decir-hacer y su generalización a estímulos bajo los cuales la correspondencia no ha sido explícitamente entrenada. Ocho niños de entre cinco y seis años de edad y con un desarrollo normal participaron en el experimento. Dos conjuntos de estímulos, familiares y fácilmente reconocibles, fueron utilizados como claves contextuales para el entrenamiento de la correspondencia y la no correspondencia. Se entrenó a los niños para hacer lo que previamente habían dicho (correspondencia decir-hacer) ante tres elementos de uno de los conjuntos, y para hacer algo diferente de lo que habían dicho (no-correspondencia) ante tres elementos del otro conjunto; para ello se utilizaron instrucciones y se presentaron contingencias diferenciales por la correspondencia y la no-correspondencia. Por último se evaluó la función discriminativa para la correspondencia y la no-correspondencia de los dos elementos restantes de cada conjunto. Los resultados mostraron la generalización de las dos formas de relación decir-hacer en seis de los ocho participantes. En la mayoría de los ensayos de prueba los participantes mostraron la relación decir-hacer esperada con secuencias decir-hacer específicas que no habían sido previamente entrenadas.

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