El efecto de consecuencias diferenciales: un caso de investigación traslacional

Mateos Morfín, Laura Rebeca; Flores Aguirre, Carlos Javier

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Mateos Morfín, Laura Rebeca

Flores Aguirre, Carlos Javier

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https://hdl.handle.net/20.500.12032/117785

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La investigación traslacional representa un esfuerzo por integrar los hallazgos derivados de la investigación básica y aproximarlos al ámbito aplicado. El presente trabajo plantea al área de investigación relativa al Efecto de Consecuencias Diferenciales (ECD) como un caso de investigación traslacional caracterizada por su contribución en el aprendizaje de discriminaciones condicionales. Se realiza una revisión que parte de algunos de los trabajos germinales con animales de laboratorio y que continúa con los primeros estudios con humanos. Posteriormente, se revisan algunos estudios que destacan el potencial de aplicación de los Procedimientos con Consecuencias Diferenciales (PCD) como herramienta para el tratamiento de personas con diversos padecimientos asociados a deficiencias en el aprendizaje y la memoria, así como su empleo en el ámbito educativo en situaciones que implican el aprendizaje de discriminaciones condicionales.

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Derechos de autor 2016 Alling, K., Nickel, M., & Poling, A. (1991). The effects of differential and nondiferential outcomes on response rates and accuracy under a delayedmatching-to-sample procedure. The Psychological Record, 41, 537-549. Breckler, S.J. (2006). Psychology is translational science. Monitor on Psychology, 37, 6. Chatlosh, D.L., & Wasserman, E. (1992). Memory and expectancy in delayed discrimination procedures. En. I. Gormezano y E.A. Wasserman (Eds.). Learning and Memory. (pp. 61-79). Lawrence Erlbaum Associates. Critchfield, T.S. (2011). Translational contributions of the experimental analysis of behavior. The Behavior Analyst, 34, 3-17. Easton, A., Child, S., & López-Crespo, G. (2011). Differential outcomes aid the formation of categorical relationships between stimuli. Behavioural Brain Research, 222, 270-273. Escobar, R. (2011). De la vida cotidiana al laboratorio: algunos ejemplos de investigación de traducción. Revista Mexicana de Análisis de la Conducta, 37, 32-50. Escobar, R. (2012). Investigación de traducción y análisis conductual aplicado: ¿quién debe preocuparse? Revista Mexicana de Investigación en Psicología, 4, 112-120. Esteban, L., Plaza, V., López-Crespo, G., Vivas, A.B., & Estévez, A.F. (2014). Differential outcomes training improves face recognition memory in children and in adults with Down syndrome. Research in Developmental Disabilities, 35, 1384-1392. Estévez, A.F., Fuentes, L.J., Mari-Beffa, P., González, C., & Álvarez, D. (2000). The differential outcome effect as a useful tool to improve conditional discrimination learning in children. Learning and Motivation, 32, 48-64. Estévez, A.F., Fuentes, L., Overmier, J.B., & González, C. (2003). Differential outcome effect in children and adults with Down syndrome. American Journal on Mental Retardation, 108, 108-116. Estévez, A.F., Vivas, A.B., Alonso, D., Mari-Beffa, P., Fuentes, L.J., & Overmier, J.B. (2007). Enhancing challenged students recognition of mathematical relations through differential outcomes training. The Quarterly Journal of Experimental Psychology, 60, 571-580. Flores, C. (2011). De los modelos animales a la práctica psicológica: el surgimiento de algunas técnicas aplicadas a problemas de salud. Suma Psicológica, 18, 115-123. Flores, C., & Mateos, L.R. (2010). Probabilidad de reforzamiento diferencial y no diferencial en una tarea de discriminación condicional. Universitas Psychologica, 9, 485-493. Flores, C., Ortega, D., Reyes, K., Mateos, R., Villanueva, S., & Amaya, A. (2005). Reversiones parciales y totales muestra-comparativo en igualación a la muestra con consecuencias diferenciales y no diferenciales. Universitas Psychologica, 4, 43-47. Goeters, S., Blakely, E., & Poling, A. (1992). The differential outcomes effect. The Psychological Record, 42, 389-411. Hochhalter, A.K., & Joseph, B. (2001). Differential outcomes training facilitates memory in people with Korsakoff and Prader-Willi Syndromes. Integrative Physiological and Behavioral Science, 36, 196-204. Hochhalter, A.K., Sweeney, W.A., Bakke, B. L., Holub, R. J., & Overmier, J.B. (2000). Improving face recognition in alcohol dementia. Clinical Gerontologist, 22, 3-18. Hochhalter, A.K, Sweeney, W. A., Savage, L.M., Bakke, B.L., & Overmier, J.B. (2001). Using animal models to address the memory deficits of Wernicke-Korsakoff syndrome. En M. E. Carroll and J.B. Overmier (Eds.). Animal Research and human health. pp. 281-292. American Psychological Association: Washington. Holden, J.M., & Overmier, J.B. (2014). Performance under differential outcomes: contributions of reward-specific expectancies. Learning and Motivation, 45, 1-14. Joseph, B., Overmier, J.B. & Thompson, T.I (1997). Food and Nonfood Related Differential Outcomes in Equivalence Learning by Adults with Prader-Willi Syndrome. American Journal of Mental Retardation, 4, 374-386. Laborda, M. A., Miguez, G., Polack, C.W., & Miller, R.R. (2012). Animal models of psychopathology: Historical models and the pavlovian contribution. Terapia Psicológica, 30, 45-59. Legge, E.L.G., & Spetch, M.L. (2009). The differential outcomes effect (DOE) in spatial localization: An investigation with adults. Learning and Motivation, 40, 313-328. Lerman, D. C. (2003). From the laboratory to community application: translational research in behavior analysis. Journal of Applied Behavior Analysis, 36, 415-419. Leslie, J. (2011). Animal models of psychiatric disorders: behavior analysis perspectives. European Journal of Behavior Analysis, 12, 27-40. Litt, M.D. & Schreibman, L. (1981). Stimulus-specific reinforcement in acquisition of receptive labels by autistic children. Analysis and Intervention in Developmental Disabilities, 1, 171-186. López-Crespo, G., Plaza, V., Fuentes, L.J., & Estevez, A.F. (2009). Improvement of age-related memory deficits by differential outcomes. International Psychogeriatrics, 21, 503-510. Mace, F.C., & Critchfield, T.S. (2010). Translational research in behavior analysis: historical traditions and imperative for the future. Journal of the Experimental Analysis of Behavior, 93, 293-312. Maki, P., Overmier, J.B., Delos, S., & Gutman, A.J. (1995). Expectancies as factors influencing conditional discrimination performance of children. The Psychological Record, 45, 45-71. Malanga, P., & Poling, A. (1992). Letter recognition by adults with mental handicaps: through differential outcomes. Developmental Disabilities Bulletin, 20, 39-48. Martella, D., Plaza, V., Estévez, A.F., Castillo, A. & Fuentes, L.J. (2012). Minimizing sleep deprivation effects in healthy adults by differential outcomes. Acta Psychologica, 139, 391-396. Martínez, L., Estevez, A.F., Fuentes, L.J., & Overmier, J.B. (2009). Improving conditional discrimination learning in five-year-old children: DOE using different types of reinforcement. The Quarterly Journal of Experimental Psychology, 62, 1617-1630. Martínez, L., Marí-Beffa, P., Roldán-Tapia, D., RamosLizana, J., Fuentes, L.J., & Estévez, A.F. (2012). Training with differential outcomes enhances discriminative learning visuospatial recognition memory in children born prematurely. Research in Developmental Disabilities, 33, 76-84. Mateos, L.R., Cabrera, R., García-Leal, O., & Flores C. (2011). Evaluación del efecto de resistencia al cambio en un procedimiento de consecuencias diferenciales. Revista Mexicana de Investigación en Psicología, 3, 36-43. Mateos, L.R., Madrigal, K., Flores, C., & Overmier, J.B. (2016). The effects of differential outcomes on learning and memory in young and aged rats. Learning and Motivation, 53, 1-6. Miller, O., Waugh, K, & Chambers, K. (2002). Differential outcomes effect: Increased accuracy in adults learning Kanji with stimulus specific rewards. Psychological Record, 52, 315-324. Minster, S.T., Jones, M., Ellife, D., & Mathukumaraswamy, S.D. (2006). Stimulus equivalence: Testing Sidman’s (2000) theory. Journal of the Experimental Analysis of Behavior, 85, 371-391. Mok, L.W., Estevez, A., & Overmier, J.B. (2010). Unique outcome expectations as a training and pedagogical tool. The Psychological Record, 60, 227-248. Mok, L.W., & Overmier, J.B. (2007). The differential outcomes effect in normal human adults using a concurrent-task within-subject design and sensory outcomes. The Psychological Record, 57, 187-200. Mustaca, A.E (2004). Tratamientos psicológicos eficaces y ciencia básica. Revista Latinoamericana de Psicología, 36, 11-20. Mustaca, A.E. (2011). Evaluación objetiva de los tratamientos psicológicos: modelos basados en ciencia. Revista Colombiana de Psicología, 20, 99-106. Overmier, J.B. (2001). Del laboratorio a la clínica: una parabola moderna. Revista Mexicana de Psicología, 18, 287-300. Overmier, J.B. (2007). La investigación básica con animales fortalece la ciencia y práctica de la psicología. Interdisciplinaria, 24, 211-228. Peterson, G.B., Wheeler, R.L., & Armstrong, G.D. (1978). Expectancies as mediators in the differential - reward conditional discrimination performance of pigeons. Animal Learning and Behavior, 6, 279-285. Peterson, G.B., Wheeler, R.L., & Trapold, M.A. (1980). Enhancement of pigeons conditional discrimination performance by expectancies of reinforcement and non reinforcement. Animal Learning and Behavior, 8, 22-30. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences, a practical guide. Malden, MA: Blackwell Publishing. Plaza, V., Antúnez, C., Estévez, A.F., López-Crespo, G., & Fuentes, L.J. (2012). Improving Delayed Face Recognition in Alzheimer`s Disease by Differential Outcomes. Neuropsychology, 4, 482-489. Plaza, V., Estévez, A.F., López-Crespo, G., & Fuentes, L.J. (2011). Enhancing recognition memory in adults through differential outcomes. Acta Psychologica, 136, 129-136. Plaza, V., Esteban, Estévez, A.F., & Fuentes, (2013). El procedimiento de consecuencias diferenciales mejora el reconocimiento de rostros con independencia de su valencia emocional. Psicológica, 34, 79-95. Ribes, E. (2009). Reflexiones sobre la aplicación del conocimiento psicológico: ¿qué aplicar o cómo aplicar? Revista Mexicana de Análisis de la Conducta, 35, 3-17. Santoyo, C. (2012). Investigación traslacional: Una misión prospectiva para la ciencia del desarrollo y la ciencia del comportamiento. Revista Mexicana de Investigación en Psicología, 4, 84-110. Saunders, R., & Sailor, W. (1979). A comparison of three strategies of reinforcement on two-choice learning problems with severely retarded children. AAESPH Review, 4, 323-333. Savage, L.M. & Langlais, P.J. (1995). Differential outcomes attenuate spatial memory impairments on matching to position following pyrithiamine-induced thiamine deficiency in rats. Psychobiology, 23, 153-160. Savage, L.M., Pitkin, S.R., & Careri, J.M. (1999). Memory enhancement in aged rats: the differential outcomes effect. Developmental Psychobiology, 35, 318-327. Savage, L.M., Stanchfield, M.A., & Overmier, J.B. (1994). The effects of scopolamine, diazepam, and lorazepam on working memory in pigeons: an analysis of reinforcement procedures and sample problem type. Pharmacology, Biochemistry, and Behavior, 48, 183-191. Tashiro, T., & Mortensen, L. (2006). Translational research. How social psychology can improve psychotherapy. American Psychologist, 61, 959-966. Trapold, M.A. (1970). Are expectancies based upon different positive reinforcing events discriminably different? Learning and Motivation, 1, 129-140. Trapold, M.A., & Overmier, J.B. (1972). The secondary learning process in instrumental learning. In A. H. Black & W.F. Prokasy (Eds.), Classical conditioning: Vol 2. Current Research and Theory. New York: Appleton. Urcuioli, P.J. (2005). Behavioral and associative effects of differential outcomes in discrimination learning. Learning and Behavior, 33, 1-21. Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicaciuón de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135, 507-511.

Except where otherwise noted, this item's license is described as Derechos de autor 2016 Alling, K., Nickel, M., & Poling, A. (1991). The effects of differential and nondiferential outcomes on response rates and accuracy under a delayedmatching-to-sample procedure. The Psychological Record, 41, 537-549. Breckler, S.J. (2006). Psychology is translational science. Monitor on Psychology, 37, 6. Chatlosh, D.L., & Wasserman, E. (1992). Memory and expectancy in delayed discrimination procedures. En. I. Gormezano y E.A. Wasserman (Eds.). Learning and Memory. (pp. 61-79). Lawrence Erlbaum Associates. Critchfield, T.S. (2011). Translational contributions of the experimental analysis of behavior. The Behavior Analyst, 34, 3-17. Easton, A., Child, S., & López-Crespo, G. (2011). Differential outcomes aid the formation of categorical relationships between stimuli. Behavioural Brain Research, 222, 270-273. Escobar, R. (2011). De la vida cotidiana al laboratorio: algunos ejemplos de investigación de traducción. Revista Mexicana de Análisis de la Conducta, 37, 32-50. Escobar, R. (2012). Investigación de traducción y análisis conductual aplicado: ¿quién debe preocuparse? Revista Mexicana de Investigación en Psicología, 4, 112-120. Esteban, L., Plaza, V., López-Crespo, G., Vivas, A.B., & Estévez, A.F. (2014). Differential outcomes training improves face recognition memory in children and in adults with Down syndrome. Research in Developmental Disabilities, 35, 1384-1392. Estévez, A.F., Fuentes, L.J., Mari-Beffa, P., González, C., & Álvarez, D. (2000). The differential outcome effect as a useful tool to improve conditional discrimination learning in children. Learning and Motivation, 32, 48-64. Estévez, A.F., Fuentes, L., Overmier, J.B., & González, C. (2003). Differential outcome effect in children and adults with Down syndrome. American Journal on Mental Retardation, 108, 108-116. Estévez, A.F., Vivas, A.B., Alonso, D., Mari-Beffa, P., Fuentes, L.J., & Overmier, J.B. (2007). Enhancing challenged students recognition of mathematical relations through differential outcomes training. The Quarterly Journal of Experimental Psychology, 60, 571-580. Flores, C. (2011). De los modelos animales a la práctica psicológica: el surgimiento de algunas técnicas aplicadas a problemas de salud. Suma Psicológica, 18, 115-123. Flores, C., & Mateos, L.R. (2010). Probabilidad de reforzamiento diferencial y no diferencial en una tarea de discriminación condicional. Universitas Psychologica, 9, 485-493. Flores, C., Ortega, D., Reyes, K., Mateos, R., Villanueva, S., & Amaya, A. (2005). Reversiones parciales y totales muestra-comparativo en igualación a la muestra con consecuencias diferenciales y no diferenciales. Universitas Psychologica, 4, 43-47. Goeters, S., Blakely, E., & Poling, A. (1992). The differential outcomes effect. The Psychological Record, 42, 389-411. Hochhalter, A.K., & Joseph, B. (2001). Differential outcomes training facilitates memory in people with Korsakoff and Prader-Willi Syndromes. Integrative Physiological and Behavioral Science, 36, 196-204. Hochhalter, A.K., Sweeney, W.A., Bakke, B. L., Holub, R. J., & Overmier, J.B. (2000). Improving face recognition in alcohol dementia. Clinical Gerontologist, 22, 3-18. Hochhalter, A.K, Sweeney, W. A., Savage, L.M., Bakke, B.L., & Overmier, J.B. (2001). Using animal models to address the memory deficits of Wernicke-Korsakoff syndrome. En M. E. Carroll and J.B. Overmier (Eds.). Animal Research and human health. pp. 281-292. American Psychological Association: Washington. Holden, J.M., & Overmier, J.B. (2014). Performance under differential outcomes: contributions of reward-specific expectancies. Learning and Motivation, 45, 1-14. Joseph, B., Overmier, J.B. & Thompson, T.I (1997). Food and Nonfood Related Differential Outcomes in Equivalence Learning by Adults with Prader-Willi Syndrome. American Journal of Mental Retardation, 4, 374-386. Laborda, M. A., Miguez, G., Polack, C.W., & Miller, R.R. (2012). Animal models of psychopathology: Historical models and the pavlovian contribution. Terapia Psicológica, 30, 45-59. Legge, E.L.G., & Spetch, M.L. (2009). The differential outcomes effect (DOE) in spatial localization: An investigation with adults. Learning and Motivation, 40, 313-328. Lerman, D. C. (2003). From the laboratory to community application: translational research in behavior analysis. Journal of Applied Behavior Analysis, 36, 415-419. Leslie, J. (2011). Animal models of psychiatric disorders: behavior analysis perspectives. European Journal of Behavior Analysis, 12, 27-40. Litt, M.D. & Schreibman, L. (1981). Stimulus-specific reinforcement in acquisition of receptive labels by autistic children. Analysis and Intervention in Developmental Disabilities, 1, 171-186. López-Crespo, G., Plaza, V., Fuentes, L.J., & Estevez, A.F. (2009). Improvement of age-related memory deficits by differential outcomes. International Psychogeriatrics, 21, 503-510. Mace, F.C., & Critchfield, T.S. (2010). Translational research in behavior analysis: historical traditions and imperative for the future. Journal of the Experimental Analysis of Behavior, 93, 293-312. Maki, P., Overmier, J.B., Delos, S., & Gutman, A.J. (1995). Expectancies as factors influencing conditional discrimination performance of children. The Psychological Record, 45, 45-71. Malanga, P., & Poling, A. (1992). Letter recognition by adults with mental handicaps: through differential outcomes. Developmental Disabilities Bulletin, 20, 39-48. Martella, D., Plaza, V., Estévez, A.F., Castillo, A. & Fuentes, L.J. (2012). Minimizing sleep deprivation effects in healthy adults by differential outcomes. Acta Psychologica, 139, 391-396. Martínez, L., Estevez, A.F., Fuentes, L.J., & Overmier, J.B. (2009). Improving conditional discrimination learning in five-year-old children: DOE using different types of reinforcement. The Quarterly Journal of Experimental Psychology, 62, 1617-1630. Martínez, L., Marí-Beffa, P., Roldán-Tapia, D., RamosLizana, J., Fuentes, L.J., & Estévez, A.F. (2012). Training with differential outcomes enhances discriminative learning visuospatial recognition memory in children born prematurely. Research in Developmental Disabilities, 33, 76-84. Mateos, L.R., Cabrera, R., García-Leal, O., & Flores C. (2011). Evaluación del efecto de resistencia al cambio en un procedimiento de consecuencias diferenciales. Revista Mexicana de Investigación en Psicología, 3, 36-43. Mateos, L.R., Madrigal, K., Flores, C., & Overmier, J.B. (2016). The effects of differential outcomes on learning and memory in young and aged rats. Learning and Motivation, 53, 1-6. Miller, O., Waugh, K, & Chambers, K. (2002). Differential outcomes effect: Increased accuracy in adults learning Kanji with stimulus specific rewards. Psychological Record, 52, 315-324. Minster, S.T., Jones, M., Ellife, D., & Mathukumaraswamy, S.D. (2006). Stimulus equivalence: Testing Sidman’s (2000) theory. Journal of the Experimental Analysis of Behavior, 85, 371-391. Mok, L.W., Estevez, A., & Overmier, J.B. (2010). Unique outcome expectations as a training and pedagogical tool. The Psychological Record, 60, 227-248. Mok, L.W., & Overmier, J.B. (2007). The differential outcomes effect in normal human adults using a concurrent-task within-subject design and sensory outcomes. The Psychological Record, 57, 187-200. Mustaca, A.E (2004). Tratamientos psicológicos eficaces y ciencia básica. Revista Latinoamericana de Psicología, 36, 11-20. Mustaca, A.E. (2011). Evaluación objetiva de los tratamientos psicológicos: modelos basados en ciencia. Revista Colombiana de Psicología, 20, 99-106. Overmier, J.B. (2001). Del laboratorio a la clínica: una parabola moderna. Revista Mexicana de Psicología, 18, 287-300. Overmier, J.B. (2007). La investigación básica con animales fortalece la ciencia y práctica de la psicología. Interdisciplinaria, 24, 211-228. Peterson, G.B., Wheeler, R.L., & Armstrong, G.D. (1978). Expectancies as mediators in the differential - reward conditional discrimination performance of pigeons. Animal Learning and Behavior, 6, 279-285. Peterson, G.B., Wheeler, R.L., & Trapold, M.A. (1980). Enhancement of pigeons conditional discrimination performance by expectancies of reinforcement and non reinforcement. Animal Learning and Behavior, 8, 22-30. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences, a practical guide. Malden, MA: Blackwell Publishing. Plaza, V., Antúnez, C., Estévez, A.F., López-Crespo, G., & Fuentes, L.J. (2012). Improving Delayed Face Recognition in Alzheimer`s Disease by Differential Outcomes. Neuropsychology, 4, 482-489. Plaza, V., Estévez, A.F., López-Crespo, G., & Fuentes, L.J. (2011). Enhancing recognition memory in adults through differential outcomes. Acta Psychologica, 136, 129-136. Plaza, V., Esteban, Estévez, A.F., & Fuentes, (2013). El procedimiento de consecuencias diferenciales mejora el reconocimiento de rostros con independencia de su valencia emocional. Psicológica, 34, 79-95. Ribes, E. (2009). Reflexiones sobre la aplicación del conocimiento psicológico: ¿qué aplicar o cómo aplicar? Revista Mexicana de Análisis de la Conducta, 35, 3-17. Santoyo, C. (2012). Investigación traslacional: Una misión prospectiva para la ciencia del desarrollo y la ciencia del comportamiento. Revista Mexicana de Investigación en Psicología, 4, 84-110. Saunders, R., & Sailor, W. (1979). A comparison of three strategies of reinforcement on two-choice learning problems with severely retarded children. AAESPH Review, 4, 323-333. Savage, L.M. & Langlais, P.J. (1995). Differential outcomes attenuate spatial memory impairments on matching to position following pyrithiamine-induced thiamine deficiency in rats. Psychobiology, 23, 153-160. Savage, L.M., Pitkin, S.R., & Careri, J.M. (1999). Memory enhancement in aged rats: the differential outcomes effect. Developmental Psychobiology, 35, 318-327. Savage, L.M., Stanchfield, M.A., & Overmier, J.B. (1994). The effects of scopolamine, diazepam, and lorazepam on working memory in pigeons: an analysis of reinforcement procedures and sample problem type. Pharmacology, Biochemistry, and Behavior, 48, 183-191. Tashiro, T., & Mortensen, L. (2006). Translational research. How social psychology can improve psychotherapy. American Psychologist, 61, 959-966. Trapold, M.A. (1970). Are expectancies based upon different positive reinforcing events discriminably different? Learning and Motivation, 1, 129-140. Trapold, M.A., & Overmier, J.B. (1972). The secondary learning process in instrumental learning. In A. H. Black & W.F. Prokasy (Eds.), Classical conditioning: Vol 2. Current Research and Theory. New York: Appleton. Urcuioli, P.J. (2005). Behavioral and associative effects of differential outcomes in discrimination learning. Learning and Behavior, 33, 1-21. Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicaciuón de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135, 507-511.