Emparejamiento verbal para transferir funciones por condicionamiento clásico: un estudio experimental
DOI:
https://doi.org/10.55414/rc6vst94Palabras clave:
Emparejamiento verbal , Condicionamiento clásico , Transferencia de funciones , Caso único , AdultosResumen
La transferencia de funciones es clave para explicar el cambio en la conducta fruto de una intervención terapéutica y tradicionalmente se ha explicado con base en procesos de condicionamiento operante. Este trabajo exploratorio buscó encontrar evidencia experimental de la transferencia de funciones utilizando procedimientos de condicionamiento clásico. Se utilizaron tres estímulos visuales condicionados (EC1, EC2 y EC3) y uno incondicionado aversivo (EI) auditivo. Se asoció EC1 con EC2, EC3 con EI y después se emparejó verbalmente EC1 con EC3 buscando transferir la función del EI al EC2 sin haber sido nunca asociado de manera directa. Se midió la actividad electrodérmica en cuatro adultos y se realizó una prueba de transferencia. Se encontró sólo alguna evidencia de la transferencia de la función del EI elicitador de la actividad electrodérmica (un chirrido) a una imagen visual (EC2) a través del emparejamiento de las palabras “Antonio” (EC1) y “chirrido” (EC3), previamente condicionados. Este hallazgo exploratorio sugiere de manera tentativa que el condicionamiento pavloviano podría explicar algunos procesos terapéuticos, relacionados con el efecto que la interacción verbal entre cliente y terapeuta tiene sobre la conducta del primero y su control fuera de la clínica, completando las explicaciones tradicionales basadas en condicionamiento operante. Sin embargo, es insuficiente y se comentan limitaciones y sugerencias para la continuidad de esta línea de investigación.
Descargas
Referencias
Alcaraz, V.M. (1990). Análisis de las funciones del lenguaje. En E. Ribes y P. Harzem (Eds.), Lenguaje y conducta (pp. 209-229). Trillas.
Augustson, E.M. y Dougher, M.J. (1997). The transfer of avoidance evoking functions through stimulus equivalence classes. Journal of Behavior Therapy and Experimental Psychiatry, 28(3), 181-191. https://doi.org/10.1016/S0005-7916(97)00008-6
Amd, M., de Almeida, J.H., de Rose, J.C., Silveira, C. y Pompermaier, H.M. (2017). Effects of orientation and differential reinforcement on transitive stimulus control. Behavioural Processes, 144, 58-65. https://doi.org/10.1016/j.beproc.2017.08.014
Amd, M., de Oliveira, M.A., Passarelli, D.A., Balog, L.C. y de Rose J.C. (2018). Effects of orientation and differential reinforcement II: Transitivity and transfer across five-member sets. Behavioural Processes, 150, 8-16. https://doi.org/10.1016/j.beproc.2018.02.012
Avellaneda, M., Menéndez, J., Santillán, M., Sánchez, F., Idesis, S., Papagna, V. e Iorio, A. (2016). Equivalence class formation is influenced by stimulus contingency. Psychological Records, 66, 477–487. https://doi.org/10.1007/s40732-016-0187-y
Baron, A. y Galizio, M. (1990). Control de la conducta operante humana por medio de instrucciones. En E. Ribes & P. Harzem, (Eds.), Lenguaje y conducta (pp. 123-167). Trillas.
Boelens, H. (1990). Emergent simple discrimination in children: Role of contiguity. Behavioural Processes, 22(1-2), 13-21. https://doi.org/10.1016/0376-6357(90)90003-X
Bradley, M.M. y Lang, P.J. (1999). International affective digitized sounds (IADS): Stimuli, instruction manual and affective ratings (Tech. Rep. No. B-2). University of Florida, Center for Research in Psychophysiology.
Clayton, M.C. y Hayes, L.J. (2004). A comparison of match-to-sample and respondent-type training of equivalence classes. The Psychological Record, 54, 579-602. https://doi.org/10.1007/BF03395493
Cofer, C.N. y Foley Jr, J.P. (1942). Mediated generalization and the interpretation of verbal behavior: I. Prolegomena. Psychological Review, 49(6), 513. https://doi.org/10.1037/h0060856
De Rose, J.C. y Bortoloti, R. (2007). A equivalência de estímulos como modelo do significado. Acta Comportamentalia, 15(3), 83-102.
Delgado, D. y Medina, I.F. (2011). Efecto de dos tipos de condicionamiento respondiente sobre la formación de clases de equivalencia. Revista Mexicana de Análisis de la Conducta, 37, 33-50. https://doi.org/10.5514/rmac.v37.i1.19475
Delgado, D. y Medina, I.F. (2022). Stimulus equivalence using a respondent matching-to-sample procedure with verification trials. The Psychological Record, 72, 1-9. https://doi.org/10.1007/s40732-020-00438-7
Delgado, D.M., Medina, I.F. y Soto, J.S. (2011). El lenguaje como mediador de la transferencia de funciones: ¿es necesario nominar para relacionar? Revista Mexicana de Análisis de la Conducta, 37(2), 31-52. https://doi.org/10.5514/rmac.v37.i2.26138
Dougher, M.J. (1998). Stimulus equivalence and the untrained acquisition of stimulus functions. Behavior Therapy, 29(4), 577-591. https://doi.org/10.1016/S0005-7894(98)80018-X
Dougher, M.J., Augustson, E., Markham, M.R., Greenway, D.E. y Wulfert, E. (1994). The transfer of respondent eliciting and extinction functions through stimulus equivalence classes. Journal of the Experimental Analysis of Behavior, 62(3), 331-351. https://doi.org/10.1901/jeab.1994.62-331
Dougher, M.J. y Markham, M.R. (1994). Stimulus equivalence, functional equivalence, and the transfer of function. En S.C. Hayes, L. Hayes, M. Sato, & K. Ono (Eds.), Behavior analysis of language and cognition (pp. 1-90). Context Press.
Dougher, M.J., y Markham, M.R. (1996). Stimulus classes and the untrained acquisition of stimulus functions. En T.R. Zentall, & P.M. Smeets (Eds.), Stimulus class formations in humans and animals (pp. 137-152). Elsevier.
Dymond, S., Roche, B., Forsyth, J.P., Whelan, R. y Rhoden, J. (2007). Transformation of avoidance response functions in accordance with same and opposite relational frames. Journal of the Experimental Analysis of Behavior, 88(2), 249-262. https://doi.org/10.1901/jeab.2007.22-07
Dymond, S., Roche, B., Forsyth, J.P., Whelan, R. y Rhoden, J. (2008). Derived avoidance learning: Transformation of avoidance response functions in accordance with same and opposite relational frames. The Psychological Record, 58, 269-286. https://doi.org/10.1007/BF03395615
Ebner, N.C., Riediger, M. y Lindenberger, U. (2010). FACES - A database of facial expressions in young, middle-aged, and older women and men: Development and validation. Behavior Research Methods, 42(1), 351-362. https://doi.org/10.3758/BRM.42.1.351
Froján-Parga, M.X., Calero-Elvira, A., Pardo-Cebrián, R. y Núñez de Prado, M. (2018). Verbal change and cognitive change: Conceptual and methodological analysis for the study of cognitive restructuring using the Socratic dialog. International Journal of Cognitive Therapy, 11, 200-221. https://doi.org/10.1007/s41811-018-0019-8
Froján-Parga, M.X., Núñez de Prado, M. y De Pascual, R. (2017). Cognitive techniques and language: A return to behavioral origins. Psicothema, 29(3), 352-357. https://doi.org/10.7334/psicothema2016.305
Galván-Domínguez, N., Alonso-Vega, J. y Froxán-Parga, M.X. (2020). Verbal aversive control in clinical interaction. Psicothema, 32(2), 182-188. https://doi.org/10.7334/psicothema2019.171
Gutiérrez-Domínguez, M.T. y Benjumea-Rodríguez, S. (2003). Formación de clases funcionales utilizando un entrenamiento de condicionamiento clásico. Revista Latinoamericana de Psicología, 35(2), 165-174.
Gutiérrez-Domínguez, M.T., García-García, A. y Pellón-Suárez de Puga, R. (2018). Clases de equivalencia en términos de contingencias. Conductual, 6(1), 18-36. https://doi.org/10.59792/YHAI4902
Hall, G. (2001). Mechanisms of functional equivalence. European Journal of Behavior Analysis, 2(1), 69-71. https://doi.org/10.1080/15021149.2001.11434176
Hall, G., Mitchell, C., Graham, S. y Lavis, Y. (2003). Acquired equivalence and distinctiveness in human discrimination learning: evidence for associative mediation. Journal of Experimental Psychology: General, 132(2), 266. https://doi.org/10.1037/0096-3445.132.2.266
Hayes, S.C., Barnes-Holmes, D. y Roche, B. (2001). Relational frame theory: A post-skinnerian account of human language and cognition. Kluwer Academic/ Plenum Publishers.
Holland, P.C. (1981). Acquisition of representation-mediated conditioned food aversions. Learning and Motivation, 12(1), 1-18. https://doi.org/10.1016/0023-9690(81)90022-9
Kohlenberg, R.J. y Tsai, M. (1987). Functional Analytic Psychotherapy. En N.S. Jacobson (Ed.), Psychotherapists in clinical practice: Cognitive and behavioral perspectives (pp. 388-443). Guilford.
Kohlenberg, R.J. y Tsai, M. (1991). Functional Analytic Psychotherapy. Plenum.
Kohlenberg, R.J. y Tsai, M. (1995). Functional Analytic Psychotherapy: A behavioral approach to intensive treatment. En W. O’Donohue y L. Krasner (Eds.), Theories of behavior therapy (pp. 637-658). American Psychological Association.
Lang, P.J., Bradley, M.M. y Cuthbert, B.N. (2005). International affective picture system (IAPS): Affective ratings of pictures and instruction manual (Tech. Rep. No. A-6). University of Florida, Center for Research in Psychophysiology.
Lashley, K.S. y Wade, M. (1946). The Pavlovian theory of generalization. Psychological Review, 53(2), 72. https://doi.org/10.1037/h0059999
Leader, G. y Barnes-Holmes, D. (2001). Matching-to-sample and respondent-type training as methods for producing equivalence relations: Isolating the critical variable. The Psychological Record, 51, 429-444. https://doi.org/10.1007/BF03395407
Leader, G., Barnes-Holmes, D. y Smeets, P.M. (1996). Establishing equivalence relations using a respondent-type training procedure. Psychological Record, 46(4), 685-706. https://doi.org/10.1007/BF03395192
Leader, G., Barnes-Holmes, D. y Smeets, P.M. (2000). Establishing equivalence relations using a respondent-type training procedure III. The Psychological Record, 50, 63-79. https://doi.org/10.1007/BF03395343
Liberman, L.C., Lipp, O.V., Spence, S.H. y March, S. (2006). Evidence for retarded extinction of aversive learning in anxious children. Behaviour Research and Therapy, 44(10), 1491-1502. https://doi.org/10.1016/j.brat.2005.11.004
Martin, I. (1960). Variations in skin resistance and their relationship to G.S.R. conditioning. Journal of Mental Science, 106(442), 281-287. https://doi.org/10.1192/bjp.106.442.281
Mowrer, O.H. (1954). The psychologist looks at language. American Psychologist, 9(11), 660-694. http://dx.doi.org/10.1037/h0062737
Neumann, D.L. y Waters, A.M. (2006). The use of an unpleasant sound as an unconditional stimulus in a human aversive Pavlovian conditioning procedure. Biological Psychology, 73(2), 175-185. https://doi.org/10.1016/j.biopsycho.2006.03.004
Neumann, D.L., Waters, A.M. y Westbury, H.R. (2008a). The use of an unpleasant sound as the unconditional stimulus in aversive Pavlovian conditioning experiments that involve children and adolescent participants. Behavior Research Methods, 40(2), 622-625. https://doi.org/10.3758/BRM.40.2.622
Neumann, D.L., Waters, A.M., Westbury, H.R. y Henry, J. (2008b). The use of an unpleasant sound unconditional stimulus in an aversive conditioning procedure with 8- to 11-year-old children. Biological Psychology, 79, 337-342. https://doi.org/10.1016/j.biopsycho.2008.08.005
Osgood, C.E. (1952). The nature and measurement of meaning. Psychological Bulletin, 49(3), 197-237. https://doi.org/10.1037/h0055737
Pavlov, I.P. (1927). Conditional reflexes: An investigation of the physiological activity of the cerebral cortex. Oxford Press.
Povedano-García, A., Cortés-Sánchez, L.C., Hernández-Sande, A., Sánchez-Oro-Castellano, I., Gutiérrez-Domínguez, M.T., Lorca-Marín, J.A. y García-García, A. (2015). Evaluación de la transferencia de excitación sexual mediante clases de equivalencia. Conductual, 3(1), 58-73. https://doi.org/10.59792/ATRS7756
Razran, G.H. (1939). A quantitative study of meaning by a conditioned salivary technique (semantic conditioning). Science, 90(2326), 89-90. https://doi.org/10.1126/science.90.2326.89.b
Redondo, J., Alcaraz, M., Padrón, I. y Méndez, A. (2014). El uso de sonidos como estímulos en el condicionamiento clásico electrodérmico humano. Psicológica, 35, 67-79. https://www.redalyc.org/articulo.oa?id=16930557005
Rehfeldt, R.A. y Hayes, L. J. (1998). The operant-respondent distinction revisited: Toward an understanding of stimulus equivalence. The Psychological Record, 48, 187-210. https://doi.org/10.1007/BF03395266
Ribeiro, G.W., Hindira, N., Kawasaki, H.N., Menzori, L.F.R., Amd, M., de Rose, J.C. y de Souza, D.G. (2020). Emergent Reading via Stimulus Pairing with Orientation Response. The Psychological Record, 70, 397-410. https://doi.org/10.1007/s40732-020-00398-y
Sidman, M. y Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of behavior, 37(1), 5-22. https://doi.org/10.1901/jeab.1982.37-5
Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.
Smeets, P.M., Barnes, D. y Roche, B. (1997). Functional equivalence in children: Derived stimulus-response and stimulus-stimulus relations. Journal of Experimental Child Psychology, 66(1), 1-17. https://doi.org/10.1006/jecp.1997.2378
Staats, CK. y Staats, A.W. (1957). Meaning established by classical conditioning. Journal of Experimental Psychology, 54(1), 74. https://doi.org/10.1037/h0047716
Stemmer, N. (1973). Language acquisition and classical conditioning. Language and Speech, 16(3), 279-282. https://doi.org/10.1177/002383097301600309
Tonneau, F. (2001). Equivalence relations: A critical analysis. European Journal of Behavior Analysis, 2, 1-128. https://doi.org/10.1080/15021149.2001.11434165
Tonneau, F. (2002). Who can understand relational frame theory? A reply to Barnes-Holmes and Hayes. European Journal of Behavior Analysis,3, 95-102. https://doi.org/10.1080/15021149.2002.11434209
Tonneau, F. y González, C. (2004). Function transfer in human operant experiments: The role of stimulus pairings. Journal of the Experimental Analysis of Behavior, 81(3), 239-255. https://doi.org/10.1901/jeab.2004.81-239
Tonneau, F., Arreola, F. y Martínez, A.G. (2006). Function transformation without reinforcement. Journal of the Experimental Analysis of Behavior, 85(3), 393-405. https://doi.org/10.1901/jeab.2006.49-05
Tonneau, F. y Sokolowski, M.B.C. (1997). Standard principles, non-standard data and unsolved issues. Journal of Experimental Analysis of Behavior, 68, 266-270. https://doi.org/10.1901%2Fjeab.1997.68-266
Turkkan, J.S. (1989). Classical conditioning: The new hegemony. Behavioral and Brain Sciences, 12(1), 121-137. https://doi.org/10.1017/S0140525X00024572
Valverde, M.R., Luciano, C. y Barnes-Holmes, D. (2009). Transfer of the aversive respondent elicitation in accordance with equivalence relations. Journal of the Experimental Analysis of Behavior, 92(1), 85-111. https://doi.org/10.1901%2Fjeab.2009.92-85
Vervoort, E., Vervliet, B., Bennett, M. y Baeyens, F. (2014). Generalization of human fear acquisition and extinction within a novel arbitrary stimulus category. PlosOne, 9(5), 1-10. https://doi.org/10.1371/journal.pone.0096569
Ward-Robinson, J. y Hall, G. (1996). Backward sensory preconditioning. Journal of Experimental Psychology: Animal Behavior Processes, 22(4), 395-404. https://doi.org/10.1037/0097-7403.22.4.395
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2024 Apuntes de Psicología
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
