Facilitación del procesamiento de la información tras la interferencia
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2016-02-04
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Jaén: Universidad de Jaén
Resumen
La Teoría Atencional del Procesamiento Contextual expone que la indeterminación provocada por la información interferente produce un aumento en la atención que el sujeto presta a los contextos donde ocurre el aprendizaje, de tal manera que la recuperación de toda la información que se presente en ellos se convierte en dependiente del contexto, deteriorándose su recuperación cuando se realiza la prueba en un contexto distinto al contexto de entrenamiento. Es posible que tal incremento en la atención que produce la interferencia no estuviera circunscrito específicamente al contexto sino que suponga un incremento general en la atención que haga que toda la información nueva se aprenda con más facilidad después de un tratamiento de interferencia. El objetivo planteado en este trabajo es comprobar si la experiencia de interferencia facilita el aprendizaje de una tarea espacial en ratas. Se encontró que el grupo experimental, que había recibido el tratamiento de interferencia, aprendió más rápidamente la nueva localización de una plataforma oculta en una piscina de Morris con respecto a un grupo control que no ha sido sometido a interferencia. Estos resultados sugieren que la ambigüedad que produce la interferencia provoca un aumento general en la atención que lleva a una facilitación del aprendizaje posterior.
Attention theory of context processing says that interfering information produces an increase in the attention the subject pays to contexts in such a way that retrieval of all the information that is presented within them becomes dependent on the context, so that its recovery is impaired when the test is conducted in a context different from the context of training. It is possible that this increase in attention caused by the interference treatment is not specifically circumscribed to the context. Interference may produce a general increase in attention making that all the new information is easier to learn. The goal of this study was to test whether interference facilitates the learning of a spatial task in rats. It was found that the experimental group, that had received the interference 8 treatment, learned the new location of a hidden platform in a Morris water maze faster than a control group that had not received the interference treatment. These results suggest that the ambiguity produced by the interference treatment induce an overall increase in attention that leads to facilitation of subsequent learning.
Attention theory of context processing says that interfering information produces an increase in the attention the subject pays to contexts in such a way that retrieval of all the information that is presented within them becomes dependent on the context, so that its recovery is impaired when the test is conducted in a context different from the context of training. It is possible that this increase in attention caused by the interference treatment is not specifically circumscribed to the context. Interference may produce a general increase in attention making that all the new information is easier to learn. The goal of this study was to test whether interference facilitates the learning of a spatial task in rats. It was found that the experimental group, that had received the interference 8 treatment, learned the new location of a hidden platform in a Morris water maze faster than a control group that had not received the interference treatment. These results suggest that the ambiguity produced by the interference treatment induce an overall increase in attention that leads to facilitation of subsequent learning.