期刊名称：International Journal of Psychology and Psychological Therapy
印刷版ISSN：1577-7057
出版年度：2015
卷号：15
期号：3
页码：387-402
语种：Spanish
出版社：Universidad de Almería
摘要：This study sought to determine the effect of two conditional discrimination procedures involving contextual vs complex stimuli, on two types of learning transfer. For this purpose, three experiments were carried out. The Àrst experiment used a contextual control procedure and the second a complex control procedure. The third experiment compared the two procedures using an inter-group design. The Àrst two experiments aimed to determine the effect of the teaching procedure used on the transfer of learning to new stimulus relations (Àrst type of transfer). The third experiment sought to determine the effect of teaching conditional discriminations using wither contextual or complex stimuli on the other discrimination (second type of transfer). In the Àrst experiment, four out of six subjects displayed transfer of learning to new stimulus relations; in the second, only two subjects displayed that transfer. In the third experiment, statistically-signiÀcant differences were recorded for the dependent variable: successful attempts in the test using contextual stimuli. The teaching of tasks using contextual stimuli appears to favour the transfer of learning to conditional discriminations involving complex stimuli; the reverse, however, is not true to the same extent. These Àndings may be useful for the teaching of complex discriminations to intellectually-disabled or autistic children.
其他摘要：This study sought to determine the effect of two conditional discrimination procedures involving contextual vs complex stimuli, on two types of learning transfer. For this purpose, three experiments were carried out. The Àrst experiment used a contextual control procedure and the second a complex control procedure. The third experiment compared the two procedures using an inter-group design. The Àrst two experiments aimed to determine the effect of the teaching procedure used on the transfer of learning to new stimulus relations (Àrst type of transfer). The third experiment sought to determine the effect of teaching conditional discriminations using wither contextual or complex stimuli on the other discrimination (second type of transfer). In the Àrst experiment, four out of six subjects displayed transfer of learning to new stimulus relations; in the second, only two subjects displayed that transfer. In the third experiment, statistically-signiÀcant differences were recorded for the dependent variable: successful attempts in the test using contextual stimuli. The teaching of tasks using contextual stimuli appears to favour the transfer of learning to conditional discriminations involving complex stimuli; the reverse, however, is not true to the same extent. These Àndings may be useful for the teaching of complex discriminations to intellectually-disabled or autistic children.
