Carlos Villamil | Fundación Universitaria Los Libertadores (original) (raw)

Papers by Carlos Villamil

International journal of psychology and psychological therapy, 2016

The probability of equivalence class formation was assessed in three matching to sample procedure... more The probability of equivalence class formation was assessed in three matching to sample procedures (standard, semi-standard, and linear series), and three training structures (one-to-many, many-to-one, and altered) in a 3x3 factorial design. The matching to sample procedures trained the same positive relations (sample-S+), but they differed in the kind of negative relations (sample-S-) that they trained. With the standard procedure only negative relations among stimuli of different classes (among-class relations) were trained; with the semi-standard procedure some among-class negative relations and others with stimuli that did not belong to any class (stimuli X) were trained; finally, with altered procedure negative relations only with X stimuli were trained. The baseline positive and negative relations were assessed, with trials with novel stimuli and a blank comparison stimulus. There was not an interaction effect between the matching procedure and the training structure. The stan...

Effect of Negative Between-class Training and Structure Training on Formation of Equivalence Rela... more Effect of Negative Between-class Training and Structure Training on Formation of Equivalence Relations. The probability of equivalence class formation was assessed in three matching to sample procedures (standard, semi-standard, and linear series), and three training structures (one-to-many, many-to-one, and altered) in a 3x3 factorial design. The matching to sample procedures trained the same positive relations (sample-S+), but they differed in the kind of negative relations (sample-S-) that they trained. With the standard procedure only negative relations among stimuli of different classes (among-class relations) were trained; with the semi-standard procedure some among-class negative relations and others with stimuli that did not belong to any class (stimuli X) were trained; finally, with altered procedure negative relations only with X stimuli were trained. The baseline positive and negative relations were assessed, with trials with novel stimuli and a blank comparison stimulus....

Diálogos sobre Investigación: Avances Científicos Konrad Lorenz, 2019

The formation of stimulus equivalence relations for three-member three classes was assessed by em... more The formation of stimulus equivalence relations for three-member three classes was assessed by employing a complete versus an incomplete baseline training. In Experiment 1, symmetry and transitivity test trials for the assessment of equivalence class formation were intermixed in the same experimental phase. In Experiment 2, symmetry was tested first and then transitivity was tested. With a complete baseline high scores in symmetry and transitivity were obtained, but with an incomplete baseline symmetry emerged only for the trained baseline relations, while transitivity did not emerge. Data suggests that symmetry exclusively depended on the baseline, and that it is a necessary but not sufficient condition for the emergence of transitivity, and that the emergence of a single class might not be possible, but rather it requires contrast with other classes.

Journal of the Experimental Analysis of Behavior, 2018

This study presents three experiments that aimed to show the formation of stimulus equivalence re... more This study presents three experiments that aimed to show the formation of stimulus equivalence relations among stimuli that had been previously related only by exclusion. In Experiment 1, participants were trained on baseline conditional discriminations to establish two 3-member equivalence classes. Then, they were exposed to exclusion trials, without feedback, in which undefined stimuli had to be matched by rejecting the defined baseline stimuli. Finally, participants responded to test trials evaluating the emergence of symmetry and transitivity among the undefined stimuli from the exclusion trials. For half of the participants, the stimuli related by exclusion were introduced as S-stimuli in the baseline trials, whereas for the other half they were not. Further, half of the participants were assessed for emergent relations with stimuli from all the classes, whereas the other half was assessed for emergent relations with only the stimuli related by exclusion. In Experiment 2, the S-comparisons in the emergent relations test trials with stimuli only related by exclusion were stimuli from a null class. In Experiment 3, the number of exclusion trials was doubled. Across experiments, most participants showed emergence of equivalence relations among the stimuli related by exclusion. Some conditions of stimulus control associated with exclusion learning and the emergence of equivalence relations are discussed.

Learning and Motivation, 2018

In this study, different training conditions involving six combinations of standard (STA) and alt... more In this study, different training conditions involving six combinations of standard (STA) and altered (ALT) baseline trials were compared in regard to the probability of emergence of three 3member stimulus classes. The STA and ALT baseline trials established the same within-class select relations, but the STA baseline trials established between-classes reject relations as well, while the ALT trials did not. The number of STA trials included in the baseline was related to higher likelihood of equivalence class formation; this relation, however, was not linear and simple, and rather it depended on the distribution of the STA trials, according with two dimensions in baseline training structure: the number of orthogonal relations (AB, AC) and the stimulus classes involved (Class 1, Class 2, and Class 3). A high probability of equivalence class formation was observed when between-classes reject relations were included in at least two stimulus classes, and in one of these for both orthogonal relations. It is concluded that for a six trials baseline between-classes reject relations must be involved in at least the two orthogonal relations and two classes, with a link between these dimensions, for a high probability of equivalence class formation to be ensured. Results are discussed in terms of an account emphasizing the role of sorting behavior on equivalence relations formation.

The Psychological Record, 2016

This study compared three three-choice matching to sample (MTS) procedures on their probability t... more This study compared three three-choice matching to sample (MTS) procedures on their probability to form equivalence relations for each of the three training structures: one to many (OTM), many to one (MTO), and linear series (LS). All three MTS procedures established the same withinclass positive relations, but they differed in the number of between-class negative relations included in their baseline trials, with two in the standard (STD) matching procedure, one in the semi-standard (SEMI) procedure, and none in the altered (ALT) procedure. Positive and negative control baseline relations were assessed by using trials including novel stimuli or a blank comparison stimulus before symmetry and equivalence performance testing. The matching procedures did not differ in the rate of positive control that they yielded, but they did in the rate of negative control. The number of betweenclass negative relations in the baseline trials was directly related to the probability of equivalence class formation. However, this relation was different across training structures: it was lineal for the OTM structure, did not differ between the STD and SEMI procedures for the MTO structure, and did not differ between the SEMI and ALT procedures for the LS structure. Testing of positive baseline control by means of a blank comparison stimulus as an incorrect choice and testing of the negative baseline control by using novel stimuli as the correct choice proved more sensitive to the matching procedures and most discriminative between participants who formed equivalence relations and those who did not.

Suma Psicológica, Jan 9, 2011

Se evaluaron los efectos de manipular los valores de P en la distribución temporal del responder ... more Se evaluaron los efectos de manipular los valores de P en la distribución temporal del responder bajo programas temporales. Se utilizaron 6 ratas albinas experimentalmente ingenuas las cuales se dividieron en dos grupos. Cada uno de los grupos se expuso a un programa temporal de distinta longitud. El Grupo 1 T= 30 s., el Grupo 2 T=120". Cada grupo se expuso a cuatro fases distintas. El parámetro P se manipuló entre fases en los valores de 1.0, 0.5 y 0.1. Durante las fases experimentales se entregó agua de manera contingente al responder de las ratas de acuerdo al valor de P. En las primeras tres fases se señalizaron de manera diferencial los subintervalos de t D y t ∆. Durante la fase cuatro (redeterminación de P a 1.0), la señalización se eliminó en ambos subintervalos. Posterior a las fases experimentales las ratas se sometieron a sesiones de sondeo en las cuales la entrega de agua fue independiente al responder. En la medida que los programas temporales prescriben contingencias temporales respecto de las ocurrencias de respuestas y eventos de estímulo, los resultados se analizan en términos de la modulación de las propiedades temporales de dichos eventos. En este sentido, se evidenciaron diferencias en la distribución temporal de las respuestas efectivas e inefectivas bajo condiciones de señalización y no señalización. Se analizan los resultados en términos del tipo de ajuste a las contingencias de ocurrencia característica de los programas definidos temporalmente, además se sugiere que los programas definidos temporalmente representan una herramienta metodológica pertinente para el análisis de las funciones contextual y suplementaria sugeridas por Ribes y López (1985).

Diversitas

El concepto de abstracción ha sido difundido en la literatura conceptual y experimental en el aná... more El concepto de abstracción ha sido difundido en la literatura conceptual y experimental en el análisis de la conducta desde inicios del siglo XX. Su uso en las aproximaciones derivadas de la teoría del condicionamiento, predominantemente ha sido permeado por categorías de orden operacional, lo cual ha permitido que se considere de forma equivalente o análoga a los conceptos de categorización y formación de conceptos, y que se formulen taxonomías de niveles de abstracción con base en criterios morfológicos. En el presente escrito, se describen las características de dichos usos en la tradición del análisis de la conducta, se identifican algunas insuficiencias conceptuales en torno a su definición con base en categorías operacionales y morfológicas, y se propone como alternativa una definición del comportamiento abstracto y una taxonomía de niveles de complejidad de este comportamiento desde una perspectiva interconductual.

Diversitas Psicológica, 2019

Análisis del concepto de abstracción y su uso en referencia a las relaciones conductuales *

Acta colombiana de Psicología, 2018

En el presente estudio se evaluó el efecto del contenido funcional de la instrucción sobre la adq... more En el presente estudio se evaluó el efecto del contenido funcional de la instrucción sobre la adquisición, transferencia y descripción de la ejecución en una tarea de igualación a la muestra de segundo orden. Se asignaron veinte estudiantes de psicología a uno de cuatro grupos experimentales: (a) instrucción procedimental al inicio de la tarea (PInicio); (b) instrucción procedimental en cada ensayo (PEnsayo); (c) instrucción referida a instancias en cada ensayo (IEnsayo); y (d) instrucción referida a relación en cada ensayo (REnsayo). Se analizó la proporción de aciertos, la cual fue superior en los grupos IEnsayo y
REnsayo en la fase de entrenamiento, para los grupos PInicio, PEnsayo y REnsayo en pruebas de transferencia extrainstancia y extramodal, y para el grupo IEnsayo en pruebas de transferencia extrarelacional; la mayor cantidad de descripciones adecuadas de ejecución se presentó en el grupo REnsayo. Estos resultados muestran que el control abstracto del estímulo se puede presentar tanto por transferencia de función a través de instrucciones como por diferenciación de casos positivos y negativos
de las contingencias, lo cual se ve potenciado por la presencia concurrente de la instrucción y el arreglo estimulativo.

The effect of the functional content of instructions on the acquisition, transfer and description... more The effect of the functional content of instructions on the acquisition, transfer and description of performance in a second order matching-to-sample task was evaluated. Twenty undergraduate students were assigned to one of four experimental groups: (a) procedural instruction at the start of the task (PStart); (b) procedural instruction in each trial (PTrial); (c) instruction referring to instances in each trial (ITrial); and (d) instruction referring to relation in each trial (RTrial). The proportion of
correct attempts was analyzed, and was found to be higher in the ITrial and RTrial groups for the training phase, and for the PStart, PTrial and RTrial groups in the extra-instance and extra-modal transfer test, as well as for the ITrial group in the extra-relational test; the larger number of accurate performance descriptions was observed in the RTrial group. These results show that abstract stimulus control can be presented either by way of transfer of functions throughout instructions, or
by differentiation of positive and negative cases of the contingencies, which is enhanced by the concurrent presence of the instruction and the stimulus array.

Revista mexicana de análisis de la …, Jan 1, 2009

Revista Colombiana de Psicología,(), Jan 1, 2009