title: [Learning contingencies without explicit reinforcement].
abstract: The goal of this work was to determine whether participants improve their performance on a task of conditional discrimination in which feedback of their responses was not provided. 188 participants were evaluated in an equivalence-equivalence test, which was divided into four blocks of 9 trials. The results show that the participants who made between 5 and 12 mistakes presented an improvement between the first and fourth block of almost 20%, and in some cases, of until 44.44%. These results provide evidence of learning without explicit reinforcement. The possible contradiction with some studies centered on searching for facilitation procedures of the equivalence-equivalence response is discussed.
authors.affiliation: Facultad de Psicología, Universidad Nacional de Educación a Distancia, Madrid, Spain. vperez@psi.uned.es
authors.forename: Vicente J
authors.initials: VJ
authors.lastname: Pérez Fernández
authors.forename: Andrés
authors.initials: A
authors.lastname: García García
mesh_terms: D000328:Adult; D006801:Humans; D007858:Learning; D008875:Middle Aged; D012054:Reinforcement, Psychology; D055815:Young Adult