The establishment of sample/S‐ relations (or reject control) during conditional discrimination training (AB, BC) affects transitivity (AC), equivalence (CA) and reflexivity (AA, BB, CC) test outcomes. The present study parametrically evaluated the effects of different observing patterns to comparison stimuli on the establishment of reject control during baseline conditional relation training. A matching‐to‐sample with observing requirements (MTS‐OR) procedure was implemented during AB and BC conditional discrimination training. During training, the participants were required to observe the sample and incorrect comparison on every trial before responding. In addition, the participants were divided into three groups that differed regarding the percentage of training trials on which they were prevented from observing the correct comparison stimuli: 25%, 50%, and 75%. Once the mastery criteria were achieved during training, transitivity (AC), symmetry (BA, CB), equivalence (CA), and reflexivity (AA, BB, CC) tests were conducted with all comparison stimuli visible from the beginning. The results suggest that the number of errors during transitivity, equivalence, and reflexivity tests progressively increased as participants were prevented from observing the correct comparison on a greater number of trials during training. Symmetry test results, however, were not affected by the experimental manipulation. Moreover, the number of participants showing reject‐control patterns during tests slightly increased and the number of participants showing select‐control patterns decreased as a function of the number of trials on which the participants were prevented from observing the correct comparison. Thus, we suggest that observing patterns during training is a relevant variable that affects equivalence test outcomes.
The emotional valence of a given stimulus is more quickly identified when such stimulus is preceded by another stimulus with a congruent valence (e.g., a positive word preceded by another positive word), a phenomenon termed affective priming. The present study investigated whether affective priming occurs when chords (consonant/dissonant, high/low pitch) are used as primes, and faces (happy or sad) are used as targets. Forty undergraduate students were submitted to 64 trials divided in eight experimental conditions with eight trials each. The eight experimental conditions were half congruent and half incongruent. The congruent combinations consisted of (a) consonant/high pitch—happy, (b) consonant/low pitch—happy, (c) dissonant/high pitch—sad, and (d) dissonant/low pitch—sad, while the incongruent combinations consisted of (e) dissonant/high pitch—happy, (f) dissonant/low pitch—happy, (g) consonant/high pitch—sad, and (h) consonant/low pitch—sad. Faster responses were found in the congruent condition when compared with the incongruent one, except when the high pitch—happy face combination was presented. These results partially replicate previous findings suggesting that the salience of the target stimuli can hinder the affective priming effect, which seems consistent with the happiness superiority effect literature.
ResumoO obje vo do experimento foi inves gar os efeitos de diferentes mbres no processo de aprendizagem de discriminações de acordes musicais. Dezessete estudantes universitários par ciparam. O procedimento consis u em ensinar relações condicionais entre quatro diferentes acordes e suas representações pictóricas (i.e., X, Xm, Xm-5e X+5). Para nove par cipantes, os acordes foram tocados por um piano (Grupo-piano) e, para outros oito par cipantes, os mesmos acordes foram tocados por um violão (Grupo-violão). Em ambos os grupos, os par cipantes aumentaram a sua porcentagem de respostas corretas ao longo do procedimento de ensino. A análise dos dados também sugere que os par cipantes do Grupo-violão apresentaram maiores percentuais de acerto quando comparados com os par cipantes do Grupo-piano. Trabalhos recentes que u lizaram acordes em tarefas de discriminação condicional desconsideraram questões relacionadas ao mbre e nossos resultados sugerem que essa variável poderia modular o processo de aprendizagem e deve ser considerada em futuros estudos sobre o tema. Palavras-chave: mbre, discriminação condicional, acordes musicais, estudantes universitários AbstractThe present experiment aimed to inves gate the eff ects of diff erent mbre in the learning process of musical chord discrimina ons. Seventeen college students par cipated. The procedure was developed for teaching condi onal rela ons among four diff erent musical chords and its pictorial representa ons (i.e., X, Xm, Xm-5e X+5). Nine par cipants were given a teaching procedure in which musical chords were played by a piano (Piano Group) and other eight par cipants were given a teaching procedure in which the same musical chords were played by an acous c guitar (Guitar Group). In both groups, par cipants increased their percentage of correct responses throughout the teaching procedure. Beyond that, data analysis also suggests the Guitar Group par cipants showed higher percentage of correct responses when compared to the Piano Group par cipants. The most recent works that used musical chords in condi onal discrimina on tasks did not consider issues related to the mbre. Nonetheless, our fi ndings suggest that this variable could modulate the learning process and must be considered in futures studies about this ma er. Keywords: mbre, condi onal discrimina on,musical chords, college students Resumen Este experimento tuvo como obje vo inves gar los efectos de diferentes mbres en el proceso de aprendizaje de discriminaciones de acordes musicales. Diecisiete estudiantes universitarios par ciparon. El procedimiento fue desarrollado para la enseñanza de relaciones condicionales entre cuatro diferentes acordes musicales y sus representaciones pictóricas (i.e., X, Xm, Xm-5e X+5). Nueve par cipantes recibieron
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