31
Capítulo 1 Aguado, L. (1983). Lecturas sobre aprendizaje animal. Madrid: Debate. Aguado, L. (1989). Condicionamiento clásico. En R. Bayés y J.L. Pinillos (Eds.), Aprendizaje y con- dicionamiento (pp.75-158). Madrid: Alhambra. Akims, C.K., Panicker, S. y Cunningham, C.L. (2005). Laboratory animals in research and teaching. Ethics, care, and methods. Washington, DC: APA. Altman, G.T.M. (2002). Learning and development in neural networks: The importance of prior experience. Cognition, 85, 43-50. Amsel, A. (1989). Behaviorism, neobehaviorism, and cognitivism in learning theory: Historical and con- temporary perspectives. Hilssdale, NJ: Lawrence Erlbaum Associates. Arcediano, F., Matute, H. y Miller, R.R. (1997). Blocking of pavlovian conditioning in humans. Learning and Motivation, 28, 188-199. Baird, M. y Rosenbaum, S.E. (1991). Animal experimentation: The moral issues. Buffalo, NY: Pro- metheus Books. Betchel, W. y Abrahamsen, A. (1991). Connectionism and the Mind. Cambridge, MA: Blackwell. Bitterman, M.E. (2000). Cognitive evolution: A psychological perspective. En C. Heyes y L. Huber (Eds.), The evolution of cognition (pp. 61-79). Cambridge: MIT Press. Boakes, R.A. (1984). From Darwin to behaviorism: Psychology and the minds of animals. Nueva York: Cambridge University Press. (Trad. Española. Historia de la psicología animal: de Darwin al con- ductismo. Madrid: Alianza, 1989). Bolles, R.C. (1970). Species-specific defense reactions and avoidance learning. Psychological Review, 77, 32-48. Caparrós, A. (1980). Los paradigmas de la psicología. Sus alternativas y sus crisis. Barcelona: Horsori. Carroll, M.E. y Overmier, J.B. (Eds.) (2001). Animal research and human health. Washington, DC: American Psychological Association. Crespo, A. (2002). Cognición humana. Madrid: Centro de Estudios Ramón Areces. Darwin, C. (1859). On the origin of species by means and natural selection. Londres: Murray. (Trad. Española: El origen de las especies. Madrid: Espasa Calpe, 1988). Darwin, C. (1871). The descent of man and selection in relation to sex. (Trad. Española: El origen del hombre y la selección en relación al sexo. Madrid: EDAF, 1982. Davey, C.G. (1987). Ecological learning theory. Nueva York: Routledge. 1 Bibliografía

Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

  • Upload
    others

  • View
    10

  • Download
    0

Embed Size (px)

Citation preview

Page 1: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Capítulo 1

Aguado, L. (1983). Lecturas sobre aprendizaje animal. Madrid: Debate.Aguado, L. (1989). Condicionamiento clásico. En R. Bayés y J.L. Pinillos (Eds.), Aprendizaje y con-

dicionamiento (pp.75-158). Madrid: Alhambra.Akims, C.K., Panicker, S. y Cunningham, C.L. (2005). Laboratory animals in research and teaching.

Ethics, care, and methods. Washington, DC: APA.Altman, G.T.M. (2002). Learning and development in neural networks: The importance of prior

experience. Cognition, 85, 43-50.Amsel, A. (1989). Behaviorism, neobehaviorism, and cognitivism in learning theory: Historical and con-

temporary perspectives. Hilssdale, NJ: Lawrence Erlbaum Associates.Arcediano, F., Matute, H. y Miller, R.R. (1997). Blocking of pavlovian conditioning in humans.

Learning and Motivation, 28, 188-199.Baird, M. y Rosenbaum, S.E. (1991). Animal experimentation: The moral issues. Buffalo, NY: Pro-

metheus Books.Betchel, W. y Abrahamsen, A. (1991). Connectionism and the Mind. Cambridge, MA: Blackwell.Bitterman, M.E. (2000). Cognitive evolution: A psychological perspective. En C. Heyes y L. Huber

(Eds.), The evolution of cognition (pp. 61-79). Cambridge: MIT Press.Boakes, R.A. (1984). From Darwin to behaviorism: Psychology and the minds of animals. Nueva York:

Cambridge University Press. (Trad. Española. Historia de la psicología animal: de Darwin al con-ductismo.Madrid: Alianza, 1989).

Bolles, R.C. (1970). Species-specific defense reactions and avoidance learning. Psychological Review,77, 32-48.

Caparrós, A. (1980). Los paradigmas de la psicología. Sus alternativas y sus crisis. Barcelona: Horsori.Carroll, M.E. y Overmier, J.B. (Eds.) (2001). Animal research and human health.Washington, DC:

American Psychological Association.Crespo, A. (2002). Cognición humana. Madrid: Centro de Estudios Ramón Areces.Darwin, C. (1859). On the origin of species by means and natural selection. Londres: Murray. (Trad.

Española: El origen de las especies. Madrid: Espasa Calpe, 1988).Darwin, C. (1871). The descent of man and selection in relation to sex. (Trad. Española: El origen del

hombre y la selección en relación al sexo.Madrid: EDAF, 1982.Davey, C.G. (1987). Ecological learning theory. Nueva York: Routledge.

1

Bibliografía

Page 2: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Dewsbury, D.A. (1989). Comparative psychology, ethology, and animal behavior. Annual Review ofPsychology, 40, 581-602.

Dickinson, A. (1980). Contemporary learning theory. Cambridge: Cambridge University Press. (Trad.Española. Teorías actuales del aprendizaje animal. Madrid: Debate).

Dickinson, A. (1989). Expectancy theory in animal conditioning. En R.R. Mowrer y S.B. Klein(Eds.), Contemporary learning theories: Pavlovian conditioning and the status of traditional lear-ning theory (pp. 279-308). Hillsdale, NJ: Lawrence Erlbaum Associates.

Dickinson, A., Shancks, D. y Evenden, J. (1984). Judgment of act-outcome contingency: the role ofselective attribution. Quarterly Journal of Experimental Psychology, 36A, 29-50.

Domjan, M. y Purdy, J.E. (1995). Animal Research in Psychology. American Psicologist, 50, 496-503.Ebbinghaus, H. (1885). Uber das Gedächtnis. Leipzig: Dunker.Galef, B. G. (1988). Communication of information concerning distant diets in a social, central-

place foraging species: Rattus norvegicus. En T.R. Zentall y B.G. Galef (Eds.), Social learning:Psychological and bio-logical perspectives (pp. 119-140). Hillsdale, NJ: Lawrence Erlbaum Asso-ciates.

García, J. (1989). Food for Tolman: Cognitive and cathexis in concert. En. T. Archer y L.G. Nilsson(Eds.), Aversion, avoidance, and anxiety: Perspectives on aversively motivated behavior (pp.45-85).Hillsdale, NJ: Laurence Erlbaum Associates.

García, J. y García y Robertson, R. (1985). Evolution of learning mechanisms. En B.H. Hammonds(Ed.), Psychology and learning (pp. 191-243). Washington, DC: American Psychological Asso-ciation.

Geis, G.L. (1970). Three innovative teaching systems: Common sources of effectiveness. Record, 71,379-389.

Gilgen, A.R. (1982). American Psychology since world war II: A profile of the discipline. Nueva York:Greenwood Press.

Gorfein, D.S. y Hoffman, R.R. (Eds.) (1987). Memory and learning: the Ebbinghaus centennial con-ference. Hillsdale, NJ: Lawrence Erlbaum Associates.

Hall, G. (2003). Learned changes in the sensitivity of stimulus representations: associative and nonas-sociative mechanisms, Quarterly Journal of Experimental Psycholgy, 56B, pp. 43–55.

Hull, C.L. (1943). The principles of psychology: An introduction to behavior theory.Nueva York: Apple-ton Century Crofts.

Kant, I. (1781). Kritik der reinen Vernunft. Riga: J.F. Bartinoch. (Trad. Española: Crítica de la razónpura. Madrid: Tecnos, 2004).

Köhler, W. (1917). Intelligenzprüfungen an menschenaffen. Berlin: Springer Verlag. (Trad. Española:Experimentos sobre la inteligencia de los chimpancés. Clásicos de la psicología. Madrid: Debate,1989).

Logue, A.W. (1980). Visual cues for illness-induced aversions in the pigeons. Behavioral and NeuralBiology, 28, 372-377.

Logue, A.W. (1985a). The origins of behaviorism: antecedents and proclamation. En C.E. Buxton(Ed.), Points of view in the modern history of psychology (pp.141-164). Orlando: Academic Press.

Logue, A.W. (1985b). The growth of behaviorism: controversy and diversity. En C.E. Buxton (Ed.),Points of view in the modern history of psychology (pp. 169-192). Orlando: Academic Press.

Loovas, O.I. y Smith, T. (1989). A Comprehensive behavioral theory of autistic children: Paradig forresearch and treatment. Journal of Behavior Therapy and Experimental Psychiatry, 20, 17-29.

Psicología del aprendizaje

2

Page 3: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Mackenzie, B.D. (1977). Behaviorism and the limits of scientific method. Atlantic Highlands: Huma-nities Press. (Trad. Española: Behaviorismo y los límites del método científico. Bilbao: Desclée deBrower, 1982).

Mackintosh, N.J. (1983). Condicitioning and associative learning. Nueva York: Oxford UniversityPress. (Trad. Española: Condicionamiento y aprendizaje asociativo. Madrid: Alhambra, 1986).

Mackintosh, N.J. (1986). Tolman and the modern conditioning theory. British Journal of Psychology,77, 517-523.

Mackintosh, N.J. (1997). Has the wheel turned full circle? Fifty years of learning theory, 1946-1996.The Quarterly Journal of Experimental Psychology, 50A, 879-898.

Macphail, E.M. (1993).The neuroscience of animal behavior. Nueva York: Columbia University Press.McLaren, I.P., Kaye, H. y Mackintosh, N.J. (1989). An associative theory of representation of sti-

muli: implications to perceptual learning and latent inhibition. En R.G.M. Morris (Ed.), Para-llel distributed processing: Implications for psychology and neurobiology (102-130). Oxford: OxfordUniversity Press.

Miller, N.E. (1985). The value of behavioral research on animals. American Psychologist, 40, 423-440.

Mowrer, R.R. y Klein, S.B. (1989a). Traditional learning theory and the transition to the contem-porary learning theory. En R.R. Mowrer y S.B. Klein (Eds.), Contemporary learning theories: Ins-trumental conditioning and the impact of biological constraints on learning (pp.3-18). Hillsdale,NJ: Lawrence Erlbaun Associates.

Mowrer, R.R. y Klein, S.B. (1989b). A contrast between traditional and contemporary learningtheory. En R.R. Mowrer y S.B. Klein (Eds.), Contemporary learning theories: Pavlovian condi-tioning and the status of traditional learning theory (pp. 1-10). Hillsdale, NJ: Lawrence ErlbaunAssociates.

Neisser, U. (1978). Memory: What are the important questions? En M.M. Gruneberg, E.E. Morrisy R.N. Sykes (Eds.), Practical aspects of memory (pp. 3-24). San Diego, CA: Academic Press.

Núñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu-li. The Spanish Journal of Psychology, 7, 13-28.

Öhman, A. y Soares, J. (1993). On the automatic nature of phobic fear: Conditioning electroder-mal responses to masked fear relevant stimuli. Journal of Abnormal Psychology, 102, 121-132.

Overmier, J.B. (1992). On the nature of animal models of human behavior dysfuntion. En J.B. Over-mier y P.D. Burke (Eds.), Animal models of human psychopathology: A bibliography of a quartercentury of behavioral research, 1967-1992 (pp. 7-14). Washington, DC: American PsichologicalAssociation.

Pavlov, I.P. (1927). Conditioned reflexes. Londres: Oxford University Press.Pavlov, I.P. (1973). Actividad nerviosa superior. Obras escogidas. Barcelona: Fontanella.Pozo, I. (1990). Teorías cognitivas del aprendizaje. Madrid: Morata.Randall, C.O. y Rudy, J.W. (2000). Computational principles of learning in the neocortex and hip-

pocampus. Hippocampus, 10, 389-397.Roitblat, H.L. (1987). Introduction to comparative cognition. Nueva York: Freeman.Romanes, G.J. (1882). Animal Intelligence. Londres: Kegan Paul.Rumelhart, D.A. y McClelland, J.M. (Eds.) (1986). Parallel distributed processing. (Trad. Española:

Introducción al procesamiento distribuido en paralelo. Madrid: Alianza, 1992).Sanjuán, M.C., Alonso, G. y Nelson, J.B. (2006). The contribution of latent inhibition to reduced

generalization after pre-exposure to the test stimulus. Behavioural Processes, 71, 21-28.

Bibliografía

3

Page 4: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Séchenov, I.M. (1978). Los reflejos cerebrales: Barcelona: Fontanella.Seligman, M.E.P. y Maier, S.F. (1967). Failure to scape to a traumatic shock. Journal of Experimen-

tal Psychology, 74, 1-9.Settelworth, S.J. (1998). Cognition, evolution, and behavior. Nueva York: Oxford University Press.Skinner, B.F. (1948). “Superstitious” in the pigeon. Journal of Experimental Psychology, 38, 168-172.Skinner, B.F. (1953). Science and human behavior. Nueva York: MacMillan. (Trad. Española: Cien-

cia y conducta humana. Barcelona: Fontanella, 1971).Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review,

24, 86-97.Skinner, B.F. (1981). Selection by consequences. Science, 213, 501-504.Staddon, J. (2001). The new behaviorism: mind, mechanism, and society. Psychology Press. Nueva York:

Taylor and Francis.Thompson, R.F. y Spencer, W.A. (1966). Habituation: A model phenomenon for the study of neu-

ronal substrates of behavior. Psychological Review, 73, 16-43.Tolman, E.C. (1932). Purposive behavior in animals and men. Nueva York: Appleton Century Crofts. Tolman, E.C. y Honzik, C.H. (1930a). Insight in rats. University California Publishing Psychology, 4,

215-252.Wagner, A.R. (1981). SOP: A model of automatic memory processing in animal behavior. En N.E.

Spear y R.R. Miller (Eds.), Information processing in animals: Memory mechanisms (pp. 5-48).Hillsdale, NJ: Erlbaum.

Wagner, A.R. y Brandon, S.E. (1989). Evolution of a structured connectionist model of Pavlovianconditioning (ASEOP). En S.B. Klein y R.R. Mowrer (Eds.), Contemporary learning theories:Pavlovian conditioning and the status of traditional learning theory (pp. 149-189). Hillsdale, NJ:Lawrence Erlbaum Associates.

Watson, J.B. (1914). Behavior: An introduction to comparative psychology. Nueva York: H. Holt.Wilkoson, H.C., Dragoin, W.B. y Kral, P.A. (1971). Illness-induced aversions in rat and quail: rela-

tive salience of visual and gustatory cues. Science, 171, 826-828.Wolpe, J. (1952). Experimental neurosis as learned behavior. British Journal of Psychology, 43, 243-268.Wood, D.C. (1973). Stimulus specific habituation in a protozoan. Physiology and Behavior, 11, 349-

354.Yarczower, M. (1998). Anagenesis. En G. Greenberg y M.H. Haraway (Eds.), Comparative psycho-

logy: A handbook (pp. 66-70). Nueva York: Garland.Yela, M. (1989). Unidad y diversidad de la psicología. En J. Mayor y J.L. Pinillos (Eds.), Tratado de

psicología general. Historia, teoría y método (pp. 71-94). Madrid. Alambra.Zuriff, G.E. (1986). Precis of behaviorism: A conceptual reconstruction. Behavioral and Brain Scien-

ces, 9, 687-724.

Capítulo 2

Akdag, S.J., Nestor, P.G., O’Donnell, B.F., Niznikiewicz, M.A.m Senton, M.E. y McCarley,R.W.(2003). The startle reflex in schizophrenia: habituation and personality correlates. SchizophreniaResearch 64, 165-173.

Baker, T.B. y Tiffany, S.T. (1985). Morphine tolerance as habituation. Psychological Review, 92, 78-108.

Psicología del aprendizaje

4

Page 5: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Barry, R.J. (1990). Scoring criteria for response latency and habituation in electrodermal research: Astudy in context of the orienting response. Psychophysiology, 27, 94-100.

Bashinsky, H., Werner, J. y Rudy, J. (1985). Determinats of infant visual attention: Evidence for atwo-process theory. Journal of Exsperimental Child Psychology, 39, 580-594.

Beach, F.A. y Jordan, L. (1956). Sexual exhaustion and recovery in the male rat. Quarterly Journal ofExperimental Psychology, 8, 121-133.

Bechterev, V.M. (1913). La psychologie objetive. París: Alcan (Traducción Española: La psicología obje-tiva. Buenos Aires: Paidós, 1965).

Blumenthal, T.D. (2001). Extraversion, attention, and startle response reactivity, Personality and Indi-vidual Differences, 30, 495–503.

Bornstein, M. H. (1988). Answers to three prominent questions about habituation. Cahiers de psycho-logie cognitive. European Bulletin of Cognitive Psychology, 8, 531-538.

Bornstein, M H. y Benasich, A.A. (1986). Infant habituation: Assessments of individual differencesand short-term reliability at five months. Child Development, 57, 87-99.

Brown, R.E. (1974). Sexual arousal, the Coolidge effect and dominance in the rat (Rattus norvegi-cus). Animal Behavior, 22, 634-637.

Bush, D.M. (1994). The evolution of desire: Strategies of human mating. Nueva York: Basic Books.(Trad. Española: La evolución del deseo. Madrid: Alianza).

Cajal, S.R. (1911). Hystologie du systeme nerveux de l’homme et des vertebrés. París: Maloine.Carretié, L. e Iglesias, J. (1995). Psicofisiología. Fundamentos metodológicos. Madrid: Pirámide.Corning, W.C., Dyal, J.A. y Willows, A.O.D. (1973). Invertebrate learning, Vols. 1-3. Nueva York:

Plenum. Crespo López, M. (1994). Formulaciones de la significación funcional de la respuesta de orientación.

Psicothema, 6, 265-281.Davis, M. (1970). Effects of interstimulus interval length and variability of startle-response habi-

tuation in the rat. Journal of Comparative Physiology and Psychology, 72, 177-192.Davis, M. (1974). Sensitization of the rat startle response by noise. Journal of Comparative and Physio-

logical Psychology, 87, 571-581.Davis, M. y Wagner, A.R. (1969). Habituation of startle response under incremental sequence of sti-

mulus intensities. Journal of Comparative and Physiological Psychology, 67, 486-492.Eisenstein, E.M., Eisenstein, D. y Smith, J.C. (2001). The evolutionary significance of habituation

and sensitization across phylogeny: A behavioral homeostasis model. Integrative Psychological andBehavioral Science, 36, 252-265.

Erickson, M.T. y Walters, E.T. (1988). Differential expression of pseudoconditiong and sensitiza-tion by siphon responses in Aplysia. Novel response selection after training. Journal of Neuros-cience, 8, 3000-3010.

File, S.E. y Rusell, I.S. (1972). Specificity and saving of behavioural habituation over a series of intra-and inter-modal stimuli. Quarterly Journal of Experimental Psychology, 24, 465-473.

Fischer, H., Furmark, T., Wik, G. y Fredrikson, M. (2000). Brain representation of habituation torepeated complex visual stimulation studied with PET. Neuroreport 11, 123-126.

Fischer, H., Wright, C., Whalen, P.J., McInerney, C., Shin, L. y Rauch, S. (2003). Brain habituationduring repeated exposure to fearful and neutral faces: A functional MRI study. Brain ResearchBulletin, 59, 387-392.

García, J. y Koelling, R.A. (1966). Relation of cue to consequence in avoidance learning. Psychono-mic Science, 4, 123-124.

Bibliografía

5

Page 6: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Gaultney, J.F. y Gringas, J.L. (2005). Fetal rate of behavioral inhibition and preference for noveltyduring infancy. Early Human Development. 81, 379-386.

Grant, D.A. (1943). The pseudo-conditioned eyelid response. Journal of Experimental Psychology, 32,139-149.

Grayson, J.B. (1982). The elicitation and habituation of orienting and defensive responses to pho-bic imagery and the incremental stimulus intensity. Psychophysiology, 19, 104-111.

Grether, W.F. (1938). Pseudo-conditioning without paired stimulation encountered backward con-ditioning. Journal of Comtemporay Psychology, 25, 91-96.

Groves, P.M., Lee, D. y Thompson, R.F. (1969). Effects of stimulus frequency and the intensity onhabituation and sensitization in acute spinal cat. Psychology and Behavior, 5, 384-388.

Groves, P.M. y Thompson, R.F. (1970). Habituation: A dual-process theory. Psychological Review,77, 419-450.

Groves, P.M., Wilson, C.J. y Miller, S.W. (1976). Habituation of the acoustic startle response: A neu-ral systems analysis of habituation in the intact animal. En A.H. Riesen y R.F. Thompson (Eds.),Advances in psychobiology. Vol. 3, (pp. 327-379). Nueva York: Wiley.

Harlow, H.F. y Toltzien, F. (1940). Formation of the pseudo-conditioned responses in the cat. Jour-nal of the Genetic Psychology, 23, 367-375.

Harris, J.D. (1941). Forward conditioning, backward conditioning, and pseudo-conditioning, andadaptation to conditioned stimulus. Journal of Experimental Psuchology, 28, 491-502.

Hoffman, H.S. y Fleshler, M. (1964). An apparatus for the measurement of the startle-response inthe rat. The American Journal of Psychology, 77, 307-308.

Jennings, H.S. (1906). Behavior of the lower organisms. Nueva York: Columbia University Press.Jordan, W.P. y Poore, L.H. (1998). Long- and short-term habituation of acoustic startle is not fre-

quency specific in the rat. Physiology and Behavior, 63, 643-649.Koob, G, F., Caine, S.B., Parsons, L., Markou, A. y Weiss, F. (1997). Opponent-process model and

psychostimulant addiction. Farmacology, Biochemistry, and Behavior, 57, 531-541.Krasne, F.B. y Glanzman, D.L. (1995). What can learn from invertebrate learning. Annual Review

of Psychology, 46, 585-624.LaRowe, S.D., Patrick, C.J., Curtin, J.J. y Kline, J.P. (2006). Personality correlates of startle habi-

tuation. Biological Psychology, 72, 257-264.Launch, M., Katja, B. y Schmidt, M. (2006). Visual exploratory behaviour in infancy and novelty

seeking in adolescence: two developmentally specific phenotypes of DRD4? Journal of ChildPsychology and Psychiatry, 47, 1143-1151.

Lester, G.L. y Gorzalka, B.B. (1988). The novel and familiar mating partness on the duration ofsexual receptivity in the female hamster. Behavioral Neural Biology, 49, 398-405.

Luria, A. R. (Ed.) (1963). The mentally retarded child: Essays based on a study of the peculiarities of thehigher nervous. Nueva York: Pergamon Press.

Mackintosh, N.J. (1987). Neurobiology, psychology, and habituation. Behavioral Research and The-rapy, 25, 81-87.

Mackintosh, N.J. (1988). Comparator theories of habituation: A reply. Biological Psychology, 27, 65-67.Marcos, J.L. (1997). Técnicas de condicionamiento humano. Madrid: Universitas.Marlin, N.A. y Miller, R.R. (1981). Associations to contextual stimuli as a determinant of long-term

habituation. Journal of Experimental Psychology: Animal Behavior Processes, 7, 313-333.Miller, V. y Domjan. M. (1981). Selective sensitization induced by lithium malaise and footshock

in rats. Behavioral and Neural Biology, 31, 42-55.

Psicología del aprendizaje

6

Page 7: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Miquel, M., García-Merita, M.L. y Fuentes y Rojo, L. (1993). Habituación y deshabituación de larespuesta de orientación en sujetos deprimidos. Anales de Psicología, 9, 207-212.

Peeke, H.V. y Petrinovich, L. (1984a). Habituation, sensitizacion, and behavior. Orlando, Florida:Academic Press.

Peeke, H.V. y Petrinovich, L. (1984b). Approaches, constructs, and terminology for the study of res-ponse change in the intact organism. En H.V.S Peeke y L. Petrinovich (Eds.), Habituation, sen-sitization, and behavior (pp. 1-16). Orlando, Florida: Academic Press.

Peeke, H.V. y Veno, A. (1973). Stimulus specificity of habituated aggression in the stickleback (Gas-terosteus aculeatus). Behavioral Biology, 8, 427-432.

Pilz, P.K.D., Carl, T.D. y Plappert, C.F. (2004). Habituation of the acoustic and the tactile startleresponse in mice: two independent sensory processes, Behavioural Neuroscience, 118, 975-983.

Pilz, P.K.D. y Schnitzler, H.U. (1996). Habituation and sensitization of the acoustic startle respon-se in rats: Amplitude, threshold, and latency measures. Neurobiology of Learning and Memory,66, 67-79.

Sherrington, C.S. (1906). The integrative action of the nervous system. New Haven: Yale University Press.Rodríguez Sánchez, C. (1995). Relaciones entre la habituación y el rendimiento en un test de inte-

ligencia en ratas. Psicothema, 7, 129-138.Sokolov, Y.N. (1963). Perception and the conditioned reflex. Oxford: Pergamon Press. (Trad. Españo-

la: La percepción y el reflejo condicionado. México: Trillas, 1982).Sokolov, Y.N. (1966). Orienting reflex as information regulator. En S.N. Leontiev, A.R. Luria, I.N.

Sokolov y O.S. Vinogradova (Eds.), Psychological research in the USSR. Vol. I (pp. 334-360).Moscú: Progress Publisshers.

Sokolov, Y.N. (1975). The neural mechanism of the orienting reflex. En Y.N. Sokolov y O.E. Vino-gradova (Eds.), Neuronal mechanisms of the orienting reflex (pp. 217-235). Lawrence Erlbaum.New Jersey: Hillsdale,

Sokolov, E.N. (1990). The orienting response, and future directions of its development. The Pavlo-vian Journal of Biológical Science, 25, 142-150.

Sokolov, E.N. (1991). Local plasticity in neuronal learning. En L.A.S. Squire, N.M. Weinberger, G.Lynch y J.L. McGraugh (Eds.), Memory: organization and locus of change. Nueva York: OxfordUniversity Press.

Solomon, R.L. (1979). Addiction: an opponent-process theory of acquired motivation: the affecti-ve dinamics of addiction. En J.D. Maser, Psychopathology: Experimental models (pp. 66-103). SanFrancisco: Freeman.

Solomon, R.L. (1990). The opponent-process theory of acquired motivation: The cost of pleasureand the benefits of pain. American Psychologist, 35, 691-712.

Solomon, R.L. y Corbit, J.D. (1973). An opponent-process theory of motivation. II. Cigarette adic-tion. Journal of Abnormal Psychology, 81, 158-171.

Solomon, R.L. y Corbit, J.D. (1974). An opponent-process theory of motivation: I. Temporal dyna-mics of affect. Psychological Review, 81, 119-143.

Solomon, R.L. y Corbit, J.D. (1978). An opponent-process theory of motivation. The American Eco-nomic Review, 68, 12-24.

Squire, L.R. y Kandel, E.R. (2000). Memory. From mind to molecules. Nueva York: Owl Books.Thompson, R.F. y Glanzman, D.L. (1973). Neural and behavioral mechanisms of habituation and

signification. En T.J. Tighe y R.N. Leaton (Eds.), Habituation. Hillsdale, NJ: Lawrence ErlbaumAssociates.

Bibliografía

7

Page 8: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Thompson, R.F., Groves, P.M., Teyler, T.J. y Roemer, R.A. (1973). The dual procesess theory of habi-tuation: theory and behavior. En H.V.S. Peeke y M.J. Herz (Eds.), Habituation: Behavioral stu-dies (Vol. 1) (pp. 239-271). Nueva York: Academic Press

Thompson, R.F. y Spencer, W.A. (1966). Habituation: A model phenomenon for the study of neu-ronal substrates of behavior. Psychological Review, 73, 16-43.

Vogel, E.H. y Wagner, R. (2005). Stimulus specificity in the habituation of the startle response inthe rat. Phisiology and Behavior, 86, 516-585.

Wagner, A.R. (1981). SOP: A model of automatic memory processing in animal behavior. En N.E.Spear y R.R. Miller (Eds.), Information processing in animals: Memory mechanisms (pp. 5-48).Hillsdale, NJ: Erlbaum.

Wedig, M.M., Rauch, S.L., Albert, M.S. y Wright, C.I. (2005). Differential amygdala habituationto neutral faces in young and elderly adults. Neuroscience Letters, 385, 114-119.

Wilson, G. (1992). The great sex divide: A study of male-female differences. Washington: Scott-Townsend.Whitlow, J. (1975). Short term memory in habituation and dishabituation. Journal of Experimental

Psychology, 104, 189-206.Wood, D.C. (1973). Stimulus specific habituation in a protozoan. Physiology and Behavior, 11, 349-

354.Wright, C.I., Fischer, H., Whalen, P.J., McInerney, S.C., Shin, L.M. y Rauch, S.L. (2001). Diffe-

rential prefrontal cortex and amygdala habituation to repeatedly presented emotional stimuli.Neuroreport 12, 379-383.

Capítulo 3

Amsel, A. (1967). Partial reinforcement effects on vigor and persistence: Advances in frustration the-ory derived from a variety of within-subjects experiments. En K. W. Spence y J. T. Spence (Eds.),The psychology of learning and motivation: Advances in research and theory. Vol I (pp. 1-65). Nue-va York: Academic Press.

Bechterev, V.M. (1913). La psychologie objetive. París: Alcan (Trad. Española: La psicología objetiva.Buenos Aires: Paidós, 1965).

Bouton, M.E. (1991). Context and retrieval in extinction and in other examples of interference insimple associative learning. En L.W. Dachowski y C.F. Flaherty (Eds.), Current topics in animallearning: Brain, emotion, and cognition (pp. 35-53). Hillsdale, NJ: Lawrence Erlbaum Associa-tes.

Bouton, M.E. (1993). Context, time, and memory retrieval in the interference paradigms of Pavlo-vian learning. Psychological Bulletin, 114, 8-99.

Bouton, M.E. y Bolles, R.C. (1979). Role of conditioned contextual stimuli in reinstatement of extin-guished fear. Journal of Experimental Psychology: Animal Behavior Processes, 5, 368-378.

Brimer, C.J. (1972). Desinhibition of an operant response. En R.A. Boakes y M.S. Halliday (Eds.),Inhibition and learning (pp. 225-227). Nueva York: Academic Press.

Brown, P.L. y Jenkins, H.M. (1968). Auto-shaping of the pigeon’s key-peck. Journal of ExperimentalAnalysis of Behavior, 11, 1-8.

Chang, R.C., Blaisdell, A.P. y Miller, R. (2003). Backward conditioning: Mediation by the context.Journal of Experimental Psychology: Animal Behavior Procesess, 29, 171-183.

Psicología del aprendizaje

8

Page 9: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Christian, K.M. y Thompson, R.F. (2003). Neural substrates of eyeblink conditioning: Adquisitionand retention. Learning and Memory, 10, 427-255.

Cole, R.P. y Miller, R.R. (1999). Conditioned excitation and conditioned inhibition acquired throughbackward conditioning. Learning and Motivation, 30, 129-156.

Delamater, A.R. (1997). Selective reinstatement of stimulus-outcome associations. Animal Learningand Behavior, 25, 400-412.

Delamater, A.R., Lolordo, V.M. y Sosa, W. (2003). Outcome-specific conditioned inhibition in pavlo-vian backward conditioning. Learning and Behavior, 31, 393-402.

Delgado-García, J.M. (2003). Participación del cerebelo y del hipocampo en el condicionamientoclásico del reflejo corneal. Salud Mental, 26, 1-10.

Dweck, C.S. y Wagner, A.R. (1970). Situational cues and the correlation between CS and US asdeterminants of the conditioned emotional response. Psychonomic Science, 18, 145-147.

Gantt, W.H. (1966). Conditional or conditioned, reflex or response? Conditioned Reflex, 1, 69-74.Gewirtz, J.C. y Davis, M. (2000). Using Pavlovian higher-order Conditioning paradigms to inves-

tigate the neural substrates of emotional learning and memory. Learning and Memory, 7, 257-266.

Gormezano, I., Schneiderman, N., Deaux, E. y Fuentes, I. (1962). Nictitating membrane: Classicalconditioning and extinction in the albino rabbit. Science, 138, 33-34.

Gormezano, I., Kehoe, E.J. y Marshall, B.S. (1983). Twenty years of classical conditioning researchwith rabbit. Progress in Psychobiology and Physiological Psychology, 10, 197-275.

Green, N. y Schweitser, L. (1980). Second-order conditioning of the pigeon’s key-peck using anautoshaping procedure. American Journal of Psychology, 33, 25-39.

Gruart, A. y Delgado-García, J.M. (2007). Bases fisiológicas del aprendizaje asociativo en mamífe-ros. Revista Latinoamericana de Psicología, 39, 15-30.

Gruart, A., Schreurs, B.G., Domínguez del Toro, E. y Delgado-García, J.M. (2000c). Kinetic andfrequency-domain properties of reflex and conditioned eyelid responses in the rabbit. Journal ofNeurophysiology, 83, 836-852.

Hall, G. y Pearce, J.M. (1979). Latent inhibition of a CS during CS-US pairings. Journal of Experi-mental Psychology: Animal Behavior Processes, 5, 31-42.

Hearst, E. y Jenkins, H. M. (1974). Sign tracking: The stimulus-reinforcer relation and directed action.Austin, TX: The Psychonomic Society.

Heth, D.C. (1976). Simultaneous and backward fear conditioning as a function of number of CS-UCS pairings. Journal of Experimental Psychology: Animal Behavior Processes, 2, 117-129.

Kaplan, P.S. y Hearst, E. (1982). Bridging temporal gaps between CS and US in autoshaping: Inser-tion of other stimuli before, during, and after CS. Journal of the Experimental Psychology: Ani-mal Behavior Processes, 8, 187-203.

Kearns, D.N. y Weiss, S.J. (2007). Contextual renewal of cocaine seeking in rats and its attenuation bythe conditioned effects of an alternative reinforcer. Drug and Alcohol Dependence, 90, 193-202.

Kehoe, E. J., Cool, V. y Gormezano, I. (1991). Trace conditioning of the rabbit’s nictitating mem-brane response as a function of CS-US interstimulus interval and trials per session. Learning andMotivation, 22, 269-290.

Limebeer, C.L. y Parker, L.A. (2000). The antiemetic drug ondansetron intereferes with lithium-induced conditioned rejection reactions, but not lithium induced taste avoidance in rats. Jour-nal of Experimental Psychology: Animal Behavior Processes, 26, 371-384.

Bibliografía

9

Page 10: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

LoLordo, V.M. y Fairless, J.L. (1985). Pavlovian conditioned inhibition: The literature since 1969.En R.R. Miller y N.E. Spear (Eds). Information processing in animals: Conditioned inhibition.Hillsdale, NJ: Lawrence Earlbaum Associates.

López, M., Cantora, R. y Aguado, L. (2004). Retardation and summation tests after extintion: Therole of familiarity and generalization decrement. Psicologica, 25, 45-65.

Mackintosh, N. J. (1975). A theory of attention: Variations in the associability of stimuli with rein-forcement. Psichological Review, 82, 276-289.

Miller, R. y Escobar, M. (2002). Learning. Laws and models of basic conditioning. En R. Gallistelly H. Pashler (Eds.), Stevens’ Handbook of Experimental Psychology, Vol. 3. Learning, Motivationand Emotion (pp. 47-102). Nueva York: Willey.

Mineka, S. (1985). Animals models of anxiety-based disorders: Their usefulness and limitations. EnA.H. Tuma y J.D. Maser (Eds.), Anxiety and the anxiety disorders (pp. 199-244). Hillsdale, NJ:Laurence Erlbaum Associates.

Mineka, S. y Öhman, A. (2002a). Phobias and preparedness: The selective, automatic and encapsu-lated nature of fear. Biological Psychiatry, 52, 927-937.

Mineka, S. y Öhman, A. (2002b). Born to fear: Non-associative versus associative factors in the etio-logy of phobias. Behaviour Research and Therapy, 40, 173-184.

Mineka, S. y Sutton, S.K. (1989). Cognitive biases and the emotional disorders. Psychological Scien-ce, 3, 65–69.

Mineka, S. y Zinbarg, R. (1996). Conditioning and ethological models of anxiety disorders. Nebras-ka Symposium on Motivation, 43, 135-210.

Mineka, S. y Zinbarg, R. (2006). A contemporary learning theory perspective on the etiology ofanxiety disorders: It’s not what you thought it was. American Psychologist, 61, 10-26.

Pearce, J.M. y Hall, G. (1980). A model of Pavlovian learning: Variations in the effectiveness of con-ditioned but no of unconditioned stimuli. Psichological Review, 87, 532-552.

Pavlov, I.P. (1927). Conditioned reflexes. Londres: Oxford University Press.Rescorla, R.A. (1966). Predictability and number of pairings in Pavlovian fear conditioning. Psycho-

nomic Science, 4, 383-384.Rescorla, R.A. (1979). Aspects of the reinforce learned in second-order Pavlovian conditioning. Jour-

nal of the Experimental Psychology: Animal Behavior processes, 5, 79-95.Rescorla, R.A. (1988). Pavlovian conditioning: It’s not that you think it is. American Psychologist, 43,

151-170.Rescorla, R.A. (1989). Simultaneous and sequential conditioned inhibition in autoshaping. The

Quarterly Journal of Experimental Psychology, 41B, 275-286.Rescorla, R.A. (1996). Spontaneous recovery alter training with multiple outcomes. Animal Lear-

ning and Behavior, 24, 450-458.Recorla, R.A. (2001). Experimental extinction. En R.R. Mowrer y S.B. Klein (Eds.), Handbook of

comtemporary learning theories (pp.119-154). Mahwah, NJ: Lawrence Erlbaum Associates.Rescorla, R.A. y Wagner, A.R. (1972). A theory of Pavlovian conditioning: Variations in the effecti-

veness of reinforcement and nonreinforcement. En A. Black y W.F. Prokasy (Eds.), Classical con-ditioning: II (pp. 64-99). Nueva York: Appleton Century Crofts.

Rizley, R.C. y Rescorla, R.A. (1972). Associations in second-order conditioning and sensory pre-conditioning. Journal of Comparative and Physiological Psychology, 81, 1-11.

Rozin, P. y Kalart, J.W. (1971). Specific hungers and poison avoidance as adaptive specializations oflearning. Psychological Review, 78, 459-486.

Psicología del aprendizaje

10

Page 11: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Rozin, P. y Zellner, D. (1985). The role of Pavlovian conditioning in the acquisition of food likesand dislikes. Annals of the New York Academy of Sciences, 443, 189-202.

Sclafany, A. (1995). How food preferences are learned: Laboratory animals models. Proceedings of theNutrition Society, 54, 419-427.

Schneiderman, N., Fuentes, L. y Gormezano, I. (1962). Acquisition and extinction of the classicallyconditioned eyelid response in the albino rat. Science, 136, 650-652.

Siegel, S. y Domjan, M. (1971). Backward conditioning as an inhibitory procedure. Learning andMotivation, 2, 1-11.

Smith, M.C., Coleman, S.R. y Gormezano, I. (1969). Classical conditioning of the rabbit’s nictita-ting membrane response at backward, simultaneous and forward CS-US intervals. Journal of theComparative and Physiological Psychology, 69, 226-231.

Smith, J.C. y Roll, D.L. (1967). Trace conditioning with x-rays as an aversive stimulus. PsychonomicScience, 9, 11-12.

Solomon, P.R., Blanchard, S., Levine, E., Velázquez, E. y Groccia-Ellison, M, (1991). Attenuationof age-related conditioning déficits in humans by extensión of the interstimulus interval. Psycho-logy and Aging, 6, 36-42.

Stevenson, R.J., Boakes, R.A. y Wilson, J.P. (2000). Counter-conditioning Following HumanOdor–Taste and Color–Taste Learning. Learning and Motivation, 31, 114-127.

Tait, R. W. y Saladin, M.E. (1986). Concurrent development of excitatory and inhibitory associa-tions during backward conditioning. Animal Learning and Behavior, 14, 133-137.

Wagner, A.R. (1981). SOP: A model of automatic memory processing in animal behavior. En N.E.Spear y R.R. Miller (Eds.), Information processing in animals: Memory mechanisms (pp. 5-47).Hillsdale, NJ: Erlbaum.

Watson, J.B. y Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psycho-logy, 3, 1-14.

Williams, B.A. (1995). Forms of inhibition in animals and humans learning. Journal of Experimen-tal Psychology: Animal Behavior Processes, 21, 129-142.

Woodruff-Pak, D.S. y Steinmetz, J.E. (Ed.) (2000a). Eyeblink classical conditioning: Vol. I. Applica-tions in humans. Berlín: Springer.

Woodruff-Pak, D.S. y Steinmetz, J.E. (Ed.) (2000b). Eyeblink classical conditioning: Vol. II. Animalmodels. Berlín: Springer.

Yerkes, R.M. y Morgulis, S. (1909).The method of Pawlow in animal psychology. The PsychologicalBulletin, 6, 257-273.

Capítulo 4

Arcediano, F., Escobar, M. y Matute, H. (2001). Reversal from blocking in humans as a result ofposttraining extinction of the blocking stimulus. Animal Learning and Behavior, 29, 354-366.

Bakal, C.W., Johnson, R.D. y Rescorla, R.A. (1974). The effect of change in US quality on the bloc-king effect. Pavlovian Journal of Biological Science, 9, 97-103.

Baker, A.G. (1976). CS duration, amount, and concentration effects in conditioned taste aversions.Learning and Motivation, 7, 265-273.

Baker, A.G., Murphy, A. y Mehta, R. (2003). Learned irrelevance and retrospective correlation lear-ning. The Quarterly Journal of Experimental Psychology, 56B, 90-101.

Bibliografía

11

Page 12: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Balsam, P. y Schwartz, A. (1981). Rapid contextual conditioning in autoshaping. Journal of Experi-mental Psychology: Animal Behavior Processes, 7, 382-393.

Berthental, B.I., Campos, J.J. y Barett, K.C. (1984). Self-produced locomotion: An organizer of emo-tional, cognitive and social development in infancy. En R. Emde y R. Harmon (Eds.), Conti-nuities and discontinuities in development (pp. 175-210). Nueva York: Plenum Press.

Baruch, I., Hemsley, D.R. y Gray, J.A. (1988). Differential performance of acute and chronic schi-zophrenics in a latent inhibition task. Journal of Nervous and Mental Disease, 176, 598-606.

Beckers, T., Miller, R.R., De Houwer, J. y Urushihara, K. (2006). Reasoning rats: forward blockingin Pavlovian animal conditioning is sensitive to constraints of causal inference. Journal of Expe-rimental Psychology: General, 135, 92-102.

Benett, C., Maldonado, A. y Mackintosh, N. (1995). Learned irrelevance is not the sum of exposu-re to CS and US. The Quarterly Journal of Experimental Psychology, 48B, 117-128.

Bonardi, C. y Ong, S. (2003). Learned irrelevance: A contemporary overview. The Quarterly Jour-nal of Experimental Psychology, 58B, 80-89.

Bouton, M. y King, D. (1983). Contextual control of the extinction of conditioned fear: test for theassociative value of the context. Journal of Experimental Psychology: Animal Behavior Processes, 9,248-265.

Chamizo, M.V., Aznar-Casanova, J.A. y Artigas, A. (2003). Human overshadowing in a virtual pool: Sim-ple guidance is a good competitor against locale learning. Learning and Motivation, 34, 262-281.

Cook, M. y Mineka, S. (1993). A contemporary learning theory perspective on the etiology of anxietydisorders: it’s not what you thought it was. Journal of Experimental Psychology: General, 122 (1),23-38.

Craske, M.G. y Waters, A.M. (2005). Panic disorder, phobias, and generalized anxiety disorder.Annual Review of Clinical Psychology, 1, 197-225.

Csoban, E. (2008). Papel de las claves contextuales en la ocurrencia del fenómeno de aprendizajeestado-dependiente. Revista Interamericana de Psicología, 42, 11-18.

Davey, G. C. L. (1997). A conditioning model of phobias. En G.C.L. Davey (Ed.), Phobias: A hand-book of theory, research and assessment (pp. 301-322). Oxford, England: Wiley.

De Houwer, J., Beckers, T. y Glautier, S. (2002). Outcome and cue properties modulate blocking.Quarterly Journal of Experimental Psychology, 55A, 965-985.

De la Casa, G., Ruiz, G. y Lubow, R.E. (1993). Latent inhibition and recall/recognition of irrele-vant stimuli as a function of preexposure duration in high and low psychotic-prone normals.British Journal of Psychology, 84, 119-132.

Dickinson, A., Hall, G. y Mackintosh, N.J. (1976). Surprise and the attenuation of blocking. Jour-nal of Experimental Psychology: Animal Behavior Processes, 2, 313-322.

Domjan, M. (2005). Pavlovian conditioning: A functional perspective. Annual Review of Psychology,56, 179-206.

Gerwitz, J.C. y Davis, M. (2000). Using Pavlovian hight-order conditioning paradigms to investi-gate the neural substrates of emotional learning and memory. Learning and Memory, 7, 257-266.

Gray, J.A. (1987). The psychology of fear and stress. Nueva York: McGraw-Hill.Gray, N.S., Hemsley, D.R. y Gray, J.A. (1992). Abolition of latent inhibition in acute, but not chro-

nic, schizophrenics. Neurology, Psychiatry and Brian Research, 1, 83-89.Green, N. y Schweitser, L. (1980). Second-order conditioning of the pigeon’s key-peck using an

autoshaping procedure. American Journal of Psychology, 33, 25-39.

Psicología del aprendizaje

12

Page 13: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Hygge, S. y Öhman, A. (1978). Modeling processes in the acquisition of fears: Vicarious electrodermalconditioning to fear-relevant stimuli. Journal of Personality and Social Psychology, 36, 271-279.

Iversey, E. J. y Boakes, R. A. (2004). Outcome additivity, elemental processing and blocking in humancausality judgements. Quarterly Journal of Experimental Psychology, 57B, 361-379.

Kamin L. J. (1968). “Attention-like” processes in classical conditioning. En Jones M. R. (Ed.),Mia-mi Symposium on the Prediction of Behavior: Aversive stimulation (pp. 9-31). Miami, FL: Uni-versity of Miami Press.

Kopp, B., Schlimm, M. y Herman, C. (2005). Memory-emotional interactions as revealed by feargeneralization in animal-fearful individuals. Journal of Behavior Therapy and Experimental Psychiatry,36,145-166.

Lang, P.J., Davis, M. y Ohman, A. (2000). Fear and anxiety: animal models and human cognitivepsychophysiology. Journal of Affective Disorders, 61, 137-159.

Lawon, J., Banerjee, R. y Field, A.P. (2007). The effects of verbal information on children’s fear beliefsabout social situations. Behaviour Research and Therapy, 45, 21-37.

Lolordo, V.M., Jacobs, W.J. y Foree, D.D. (1982). Faillure to block control by a relevant stimulus.Animal Learning and Behavior, 10, 183-193.

Lovibond, P.F. y Dickinson, A. (1982). Counterconditioning of appetitive and defensive CRs in rab-bits. The Quarterly Journal of Experimental Psychology, 34B, 115-126.

Lubow, R.E. (1998). Latent inhibition and behavior pathology: Prophylactic and other possible effectsof stimulus preexposure. En W. O’Odonohue (Ed.), Learning and behavior therapy (pp.107-121).Reno, Ne: Allyn and Bacon.

Lubow, R.E. (1989). Latent inhibition and conditioned attention theory. Nueva York: Cambridge Uni-versity Press.

Lubow, R.E., Weiner, I. y Schnur, P. (1981). Conditioned attention theory. En G. Bower (Ed.), Thepsychology of learning and motivation. Vol. 15 (1-49). Nueva York: Academic Press.

Marchant, H.G. y Moore, J.W. (1973). Blocking of the rabbit’s conditioned nictitating membraneresponse in Kamin’s two-stage paradigm. Journal of Experimental Psychology, 10, 155-158.

Martin, I. y Kevey, A.B. (1991). Blocking observed in human eyelid conditioning. Quarterly Journalof Experimental Psychology, 43B, 233-256.

Mineka, S. (1985). Animals models of anxiety-based disorders: Their usefulness and limitations. EnA.H. Tuma y J.D. Maser (Eds.), Anxiety and the anxiety disorders (pp. 199-204). Hillsdale, NJ:Laurence Erlbaum Associates.

Mineka, S. y Cook, M. (1993). Mechanisms underlying observational conditioning of fear in mon-keys. Journal of Experimental Psychology: General, 122, 23-38.

Mineka, S., Davidson, M., Cook, M. y Keir, R. (1984). Observational conditioning of snake fear inrhesus monkeys. Journal of Abnormal Psychology, 93, 355-372.

Mineka, S., Gunnar, M. y Champoux, M. (1986). Control and early socioemotional development:Infant rhesus monkeys reared in controllable versus uncontrollable environments. Child Deve-lopment, 57, 1241-1256.

Mineka S, y Öhman, A. (2002a). Phobias and preparedness: the selective, automatic, and encapsu-lated nature of fear. Biological Psychiatry, 52, 927-937.

Mineka, S. y Öhman, A. (2002b). Born to fear: Non-associative versus associative factors in the etio-logy of phobias. Behaviour Research and Therapy, 40, 173-184.

Mineka, S. y Zinbarg, R. (2006). A contemporary learning theory perspective on the etiology ofanxiety disorders: It’s not what you thought it was. American Psychologist, 61, 10-26.

Bibliografía

13

Page 14: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Morris, R., Westbrook, F. y Killcross, A. (2005). Reinstatement of extinguished fear by ß-adrenergicarousal elicited by a conditioned context. Behavioral Neuroscience, 119, 1662-1671.

Murphy, R., Baker, A. y Fouquet, N. (2001). Relative validity of contextual and discrete cues. Jour-nal of Experimental Psychology: Animal Behavior Processes, 2, 137-152.

O’Donohue, W. (Ed.) (1998). Learning and beavior therapy. Boston, MA: Pearson.Öhman, A. (1983). The orienting response during Pavlovian conditioning. En D. Siddle (Ed.), Orien-

ting and habituation: Perspectives in human research (pp.315-369). Chichester: Wiley.Öhman, A. (1986). Face the beast and fear the face: Animal and social fears as prototypes for evolu-

tionary analyses of emotion. Psychophysiology, 23, 123–145.Öhman, A. (1999). Distinguishing unconscious from conscious emotional processes: Methodologi-

cal considerations and theoretical implications. En T. Dalgleish y M. Power (Eds.), Handbook ofcognition and emotion (pp. 321-3352). Chichester: Wiley.

Öhman, A. (2000). Fear and anxiety. En M. Lewis y J.M. Haviland-Jones (Eds.), Handbook of emo-tions. Second Edition. Nueva York: The Guilford Press.

Öhman, A. y Dimberg, U. (1978). Facial expressions as conditioned stimuli for electrodermal res-ponses: a case of “preparedness”? Journal of Personality and Social Psychology, 36, 1251-1258.

Öhman, A. y Mineka, S. (2001). Fears, phobias, and preparedness: Toward an evolved module offear and fear learning. Psychological Review, 108, 483-522.

Öhman, A., Lundqvist, D. y Esteves, F. (2001). The face in the crowd revisited: A threat advantagewith schematic stimuli. Journal of Personality and Social Psychology, 80, 381-396

Öhman, A. y Mineka, S. (2001). Fears, phobias, and preparedness: Toward an evolved module offear and fear learning. Psychological Review, 108, 483-522.

Öhman, A. y Mineka, S. (2003). The malicious serpent: Snakes as a prototypical stimulus for anevolved module of fear. Current Directions in Psychological Science, 12, 2-9.

Orosz, A., Feldon, J., Gal., G. Simon, A. y Cattapan-Ludewig, K. (2007). Repeated measurementsof learned irrelevance by a novel within-subject paradigm in humans. Behavioural Brain Rese-arch, 180, 1-3.

Pellón, R. y Montaño, J.M.G. (1990). Conditioned stimuli as determinants of blocking in humanelectrodermal conditioning. En P.J.D. Drenth, J.A. Sergeant y R.J. Takens (Eds.), European pers-pectives in psychology: Vol. 2. Clinical, health, stress and anxiety, neuropsychology, psychophysiology(pp. 409-423). Chichester, U.K.: Wiley.

Polenchar, B.E., Romano, A.G., Steinmetz, J.E. y Patterson, M.M. (1984). Effects of US parame-ters on classical conditioning of cat hindlimb flexion. Animal Learning and Behavior, 12, 69-72.

Rachman, S.J. (1990). The determinants and treatment of simple phobias. Advances in BehaviourResearch and Therapy, 12, 1-30.

Reiss, S. y Wagner, A.R. (1972). CS habituation produces a “latent inhibition effect” but no activeconditioned inhibition. Learning and Motivation, 3, 237-245.

Rescorla, R.A. (1966). Predictability and number of pairings in Pavlovian fear conditioning. Psycho-nomic Science, 4, 383-384.

Rescorla, R.A. (1967). Pavlovian conditioning and its proper control procedures. Psychological review,74, 71-80.

Rescorla, R.A. (1968). Probability of shock in the presence and absence of CS in fear conditioning.Journal of Comparative and Physiological Psychology, 66, 1-5.

Rescorla, R.A. (1980). Pavlovian second order conditioning: Studies in associative learning. Hillsdale,NJ: Laurence Erlbaum Associates.

Psicología del aprendizaje

14

Page 15: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Rozin, P. y Kalart, J.W. (1971). Specific hungers and poison avoidance as adaptive specializations oflearning. Psychological Review, 78, 459-486.

Schmajuk, N. (2002). Latent inhibition and its neural substrates. Berlín: Springer.Siegel, S. (1989). Generalization of latent inhibition. Journal of Comparative and Physiological Psycho-

logy, 69, 157-159.Smith, M.C., Coleman, S.R. y Gormezano, I. (1969). Classical conditioning of the rabbit’s nictita-

ting membrane response at backward, simultaneous and forward CS-US intervals. Journal of theComparative and Physiological Psychology, 69, 226-231.

Smith, J.C. y Roll, D.L. (1967). Trace conditioning with x-rays as an aversive stimulus. PsychonomicScience, 9, 11-12.

Stevenson, R.J., Boakes, R.A. y Wilson, J.P. (2000). Counter-conditioning following human odor–tas-te and color–taste learning. Learning and Motivation, 31, 114-127.

Suiter, R.D. y LoLordo, V.M. (1971). Blocking of inhibitory Pavlovian conditioning in the condi-tioned emotional response procedure. Journal of Comparative and Physiological Psychology, 76,137-144.

Capítulo 5

Akdag, S.J., Nestor, P.G., O’Donnell, B.F., Niznikiewicz, M.A., Senton, M.E. y McCarley, R.W.(2003). The startle reflex in schizophrenia: habituation and personality correlates. SchizophreniaResearch, 64, 165-173.

Baker, T.B. y Tiffany, S.T. (1985). Morphine tolerance as habituation. Psychological Review, 92, 78-108.

Barry, R.J. (1987). Latency range defining the skin conductance in the context of the orienting res-ponse. Psychophysiology, 24, 578.

Betancourt, D.R. (2002). Condicionamiento clásico y drogas: modulación de los procedimientos de extincióna la tolerancia y síntomas de abstinencia al etanol en ratas. Tesis doctoral. Universidad de Chile.

Betancourt, D.R. (2006). Condicionamiento clásico y drogas: modulación de los procedimientos deextinción a la tolerancia y síntomas de abstinencia al etanol en ratas. En Decouvieres, C. (Ed.),Tesis doctorales en Psicología. Santiago de Chile: Praxis.

Brandon, S.E., Bombace, J.C., Falls, W. y Wagner, A.R. (1991). Modulation of unconditioned defen-sive reflexes via an emotive pavlovian conditioned stimulus. Journal of Experimental Psychology:Animal Behavior Processes, 17, 312-322.

Brandon, S.E., Vogel, E.H. y Wagner, A.R. (2000). A componential view of configurational cues ingeneralization and discrimination in Pavlovian conditioning. Behavioural Brain Research, 110,67-72.

Brandon, S.E., Vogel, E.H. y Wagner, A.R. (2002). Computational theories of classical conditioning.En J.W. Moore (Ed.), A neuroscientist’s guide of to classical conditioning (pp. 270-349). NuevaYork: Springer.

Brandon, S.E., Vogel, E.H. y Wagner, A.R. (2003). Stimulus representation in SOP: I. Theoreticalrationalization and some implications. Behavioural Processes, 62, 2-26.

Bouton, M.E. (2002). The other learning process in substance abuse comment on Alessi, Roll, Reilly,and Johanson. Experimental and Clinical Psychopharmacology, 10, 84-86.

Bibliografía

15

Page 16: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Carew, T.J., Walters, E.E. y Kandel, E.R. (1981). Classical conditioning in a simple withdrawal reflexin Aplysia californica. Journal of Neuroscience, 1, 1426-1437.

Carter, B.L. y Tiffany, S.T. (1999). Meta-analysis of cue-reactivity in addiction research. Addiction,94, 327-340.

Cleland, G.G. y Davey, G.C. (1983). Autoshaping in the rat: The effects of localizable visual andauditory signals for food. Journal of Experimental Analysis Behavior, 40, 47-56.

Collins, B.N. y Brandon, T.H. (2002). Effects of Extinction Context and Retrieval Cues on AlcoholCue Reactivity Among Nonalcoholic Drinkers. Journal of Consulting and Clinical Psychology, 70,390-397.

Crow, T. y Tian, L-M. (2006). Pavlovian conditioning in Hermissenda: A circuit analysis. BiologicalBulletin, 210, 289-297.

Delgado-García, J.M. y Gruart A. (2002). The role of interpositus nucleus in eyelid conditioned res-ponses. Cerebellum, 1, 289-308.

Donegan, N. H. (1981). Priming-produced facilitation or diminution of responding to a Pavlovianunconditioned stimulus. Journal of Experimental Psychology: Animal Behavior Processes, 7, 295-312.

Edeline, J. y Weinberger, N. (1992). Associative retuning in the thalamic source of input to the amyg-dala and auditory cortex: receptive field plasticity in the medial division of medial geniculatebody. Behavioural Neuroscience, 106, 81-105.

Epstein, L.H., Caggiula, A.R. y Stiller, R. (1989). Environment-specific tolerance to nicotine. Psycho-pharmacology, 97, 235-237.

Falls, W.A. y Kelsey, J.E. (1989). Procedures that produce context-specific tolerance to morphine inrats also produce context-specific withdrawal. Behavioral Neuroscience, 103, 842-849.

Gruart, A. y Delgado-García, J.M. (2007). Bases fisiológicas del aprendizaje asociativo en mamífe-ros. Revista Latinoamericana de Psicología, 39, 15-30.

Hawkins, R., Abrams, T., Carew, T. y Kandel, E. (1983). A cellular mechanism of classical condi-tionning in Aplysia: Activity dependent amplification of presynaptic facilitation. Science, 219,400-405.

Hall, G. y Honey, R.C. (1989). Contextual effects in conditioning, latent inhibition, and habitua-tion: Associative and retrieval functions of contextual cues. Journal of Experimental Psychology:Animal Behavior Processes, 15, 232-241.

Hawkins, R., Kandel, E. y Siegelbaum, S. (1993). Learning to modulate transmitter release: Themesand variations in synaptic plasticity. Annual Review of Neuroscience, 16, 625-665.

Hawkins, R., Lalevic, N., Clark, G.A. y Kandel, E. (1989). Classical conditioning of the aplysiasiphon-withdral reflex exhibits response specificity. Proceedings of the National Academy of Scien-ces USA, 86, 7620-7624.

Holland, P.C. y Rescorla, R.A. (1975). The effect of two ways of devaluing the unconditioned sti-mulus after first- and second-order appetitive conditioning. Journal of Experimental Psychology:Animal Behavior Processes, 1, 355-363.

Jiménez-Díaz, L., Navarro-López, J.D., Gruart, A. y Delgado-García, J.M. (2004). Role of cerebe-llar interpositus nucleus in the genesis and control of reflex and conditioned eyelid responses.Journal of Neuroscience, 24, 9138-45.

Kelly, T.M., Zuo, C. y Bloedel, J.R. (1990). Classical conditioning of the eyeblink reflexin the dece-rebrate-decerebellate rabbit. Behavioral Brain Research, 38, 7-18.

Kesner, R.P. y Martínez, J.L. (2007). Neurobiology of learning and memory. Bourlington. MA: Aca-demic Press.

Psicología del aprendizaje

16

Page 17: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Krasne, F.B. y Glanzman, D.L. (1995). What can learn from invertebrate learning. Annual Reviewof Psychology, 46, 585-624.

Kruzich, P.J., Congleton, K.M. y See, R.E. (2001). Conditioned reinstatement of drug-seeking beha-vior with a discrete compound stimulus classically conditioned with intravenous cocaine. Beha-vioral Neuroscience, 115, 1086-1092.

Lau, C.E., Falk, J.L. y King, G.R. (1993). Tolerance to the anxiolytic effects of Midazolam, Clona-zepam, and Diazepam. Experimental and Clinical Psychopharmacology, 1, 80-91.

Le Pelley, M.E. (2004). The role of associative history in models of associative learning: A selectivereview and a hybrid model. The Quarterly Journal of Experimental Psychology, 57B, 193-243.

Mackintosh, N. (1975b). Blocking of conditioned suppression: Role of the first compound trial.Journal of Experimental Psychology: Animal Behavior Processes, 1, 335-345.

McDonald, R.V. y Siegel, S. (1998). Environmental control of morphine withdrawal: Contextspe-cificity or stimulus novelty? Psychobiology, 26, 53-60.

Mediavilla, C., Molina, F. y Puerto, A. (1996). Funciones no motoras del cerebelo. Psicothema, 8,669-683.

Medina, J., Repa, J., Maunk, M. y Ledoux, J. (2002). Parallels between cerebellum-and amigdala-depending conditioning. Nature Reviews of Neuroscience, 3, 122-131.

Miller, R.R., Bernett, R.C. y Grahame, N.J. (1995). Assessment of the Rescorla-Wagner model.Psychological Bulletin, 117, 363-386.

Mowrer, R.R. y Klein, S.B. (2001). Handbook of Contemporary learning theories. Mawrah, NJ: Lawren-ce Erlbaum Publisher.

Múnera, A., Gruart, A., Muñoz, M.D., Fernández-Mas, R. y Delgado-García, J.M. (2001). Hippo-campal pyramidal cell activity encodes conditioned stimulus predictive value during classicalconditioning in alert cats. Journal of Neurophysiology, 86, 2571-2582.

Poulos, C.X. y Cappell, H. (1991). Homeostatic theory of drug tolerance: A general model of physio-logical adaptation. Psychological Review, 98, 390-408.

Ramsay, D.S. y Woods, S.C. (1997). Biological consequences of drug administration: Implicationsfor acute and chronic tolerance. Psychological Review, 104, 170-193.

Rescorla, R. (1982b). Some consequences of associations between the excitor and the inhibitor in aconditioned inhibition paradigm. Journal of Experimental Psychology: Animal Behavior Processes,8, 288-298.

Riccio, D.C., MacArdy, E.A. y Kissinger, S.C. (1991). Associative processes in adaptation to repea-ted cold exposure in rats. Behavioral Neuroscience, 105, 599-602.

Siegel, S. (1978). Tolerance to the hiperthermic effect of morphine in the rat is a learned response.Journal of Comparative and Physiological Psychology, 92, 1137-1149.

Siegel, S. (1991). Feedforward processes in drug tolerance. En R.G. Lister y H.J. Weingartner (Eds.),Perspectives on Cognitive Neuroscience (pp. 405-416). Nueva York: Oxford University Press.

Siegel, S. (1999). Drug anticipation and drug addiction: The 1998 H. David Archibald lecture.Addiction, 94, 1113-1124.

Siegel, S. y Allan, L.G. (1998). Learning and homeostasis: Drug addiction and the McCollougheffect. Psychological Bulletin, 124, 230-239.

Siegel, S. y Ramos, B.M. (2002). Applying laboratory research. Drug anticipation and the treatmentof drug addiction. Experimental and Clinical Psychopharmacology, 10, 162-183.

Bibliografía

17

Page 18: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Sokolowska, M., Siegel, S. y Kim, J.A. (2002). Intraadministration associations conditional hype-ralgesia elicited by morphine onset cues. Journal of Experimental Psychology: Animal Behavior Pro-cesses, 28, 309-320.

Squire, L.R. y Kandel, E.R. (2000). Memory. From mind to molecules. Nueva York: Owl Books.Thomas, D.R. (1970). Stimulus selection, attention, and related matters. En J.H. Reynerse (Ed.),

Current issues in animal learning (311-356). Lincoln: University of Nebraska Press.Tiffany, S.T. y Maude-Griffin, P.M. (1988). Tolerance to morphine in the rat associative and nonas-

sociative effects. Behavioral Neuroscience, 102, 534-543.Timberlake, W. (2001). Integrating niche-related and general process approaches in the study of lear-

ning. Behavioral Processes, 3, 79-94.Thompson, R.F. (1988). The neural basis of basic associative learning of discrete behavioral respon-

ses. TINS, 11, 152-155.Thompson, R.F. (2005). In Search of Memory Traces. Annual Review of Psychology, 56, 1-23.Topka, H., Vall-Sole, J., Massaquoi, S.G. y Hallett, M. (1993). Deficit in classical conditioning in

patiens with cerebellar degeneration. Brain, 116, 961-969.Tully, T. y Quinn, W.G. (1985). Classical conditioning and retention in normal and mutant Dro-

sophila melanogaster. Journal of Comparative Physiology. 157A, 263-277.Van Hamme, L.J. y Wasserman, E.A. (1994). Cue competition in causality judgments: The role

of nonrepresentation of compound stimulus elements. Learning and Motivation, 25, 127-151.

Wagner, A.R. (1979). Habituation and memory. En A. Dickinson y R.A. Bodakes (Eds.), Mecha-nisms of Learning and Motivation (pp. 53-82). Hillsdale, NJ: Lawrence Erlbaum Associates.

Wagner, A.R. (1981). SOP: A model of automatic memory processing in animal behavior. En N.E.Spear, y R.R. Miller (Eds.), Information processing in animals: Memory mechanisms (pp. 5-48).Hillsdale, NJ: Erlbaum.

Wagner, A.R. (2003). Context-sensitive elemental theory. The Quarterly Journal of ExperimentalPsychology, 56B, 7-29.

Wagner, A.R. y Brandon, S.E. (2001). A componential theory of Pavlovian conditioning. En R.R.Mowrer y S.B. Klein (Eds.), Handbook of contemporary learning theories (pp. 23-64). Mahwah,NJ: Erlbaum.

Capítulo 6

Abramson, L.Y., Seligman, M.E. y Teasdale, J.D. (1978). Learned helplessness in humans: Critiqueand reformulation. Journal of Abnormal Psychology, 87, 49-74.

Alloy, L.B. y Tabachnik, N. (1984). Assessment of covariation by humans and animals: The jointinfluence of prior expectations and current situational information. Psychological Review, 91,112-149.

Baum, W.M. (1973). The correlation-based law of effect. Journal of the Experimental Analysis of Beha-vior; 20, 137-153.

Belke, T.W. (1997). Running and responding reinforced by the opportunity to run: Effect of rein-forcer duration. Journal of the Experimental Analysis of Behavior, 67, 337–351.

Bolles, R.C. (1970). Species-Specific Defense Reactions and avoidance learning. Psychological Review,77, 32-48.

Psicología del aprendizaje

18

Page 19: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Bolles, R.C. y Warren, J.A. (1965). The acquisition of bar press avoidance as a function of shockintensity. Psychonomic Science, 3, 297-298.

Christophel, D.M. (1990). The Relationships among teacher immediacy behaviors, student moti-vation, and learning. Communication Education, 39, 323-340.

Dews, P.B. (1960). Free-operant behavior under conditions of delayed reinforcement. I. CRF-typeschedules. Journal of Experimental Analysis of Behavior, 3, 221-234.

Domjan, M. y Galeff, B.G. (1983). Biological constraints on instrumental and classical conditio-ning: Retrospect and prospect. Animal Learning and Behavior, 11, 151-161.

Flaherty, C.F. (1982). Incentive contrast: A review of behavioral changes following shifts in reward.Animal Learning and Behavior, 10, 409-440.

Flaherty, C.F. (1996). Incentive relativity. Cambridge, UK: Cambridge University Press.Franchina, J.J. (1969). Escape behavior and shock intensity: Within-subject versus between-groups

comparisons. Journal of Comparative and Physiological Psychology, 69, 241-245.García, J., Brett, L.P. y Rusinak, K.W. (1989). Limits. En S.B. Klein y R.R. Mowrer (Eds.), Com-

temporary learning theories: Instrumental conditioning theory and the impact of biological constraintson learning (pp. 237-275). Hillsdale, NJ: Lawrence Erlbaum Associates.

Goodkin, F. (1976). Rats learn the relationship between responding and environmental events: Anexpansion of the original learned helplessness hypothesis. Journal of Personality and Social Psycho-logy, 33, 227-332.

Grace, R., Schwendiman, J. y Nevin, J. (1998). Effects of unsignaled delay of reinforcement on pre-ference and resistance to change. Journal of Experimental Analysis of Behavior, 69, 247-261.

Jenkins, W.O. y Clayton, F.L. (1949). Rate of responding and amount of reinforcement. Journal ofComparative and Physiological Psychology, 42, 174 -181.

Johansen, E.B., Sagvolden, T. y Kvande, G. (2005). Effects of delayed reinforcers on the behavior ofan animal model of attention-deficit/hyperactivity disorder (ADHD). Behavioral Brain Research,162, 47-61.

Langer, E.J. (1975). The illusion of control. Journal of Personality and Social Psychology, 32, 311-328.Lattal, K.A. y Gleeson, S. (1990). Response acquisition with delayed reinforcement. Journal of Expe-

rimental Psychology: Animal Behavior Processes, 16, 27–39.Maier, S. F. y Seligman, M.E.P. (1976). Learned helplessness: Theory and evidence. Journal of Expe-

rimental Psychology: General, 105, 1, 3-46.Matute, H. (1993). Efectos de la incontrolabilidad en humanos: ¿Indefensión o superstición? Revis-

ta de Psicología General y Aplicada, 46, 421-427.McAllister, W.R., McAllister, D.E. y Douglas, K.W. (1971). The inverse relationship between shock

intensity and shuttlebox avoidance learning in rats: a reinforcement explanation. Journal of Com-parative and Physiological Psychology, 74, 426-433.

Mustaca, A. E. y Papini, M. R. (2005). Consummatory successive negative contrast induces hypo-algesia. International Journal of Comparative Psychology, 18, 333-339.

Ono, K. (1987). Superstitious behavior in humans. Journal of the Experimental Analysis of Behavior,47, 261-271.

Pelegrini, S., Muzio, N.M. y Mustaca, A.E. (2004). La extinción del contexto aumenta el consumodel reforzador, pero no afecta al contraste negativo sucesivo consumatorio en ratas. Acta Psicoló-gica, 11, 73-80.

Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in lear-ning and teaching contexts. Journal of Educational Psychology, 95, 667-686.

Bibliografía

19

Page 20: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Presson, P.K. y Besassi, V.A. (1996). Illusion of control: A meta-analytic review. Journal of Social Beha-vior and Personality, 11, 493-510.

Reberg, D., Mann, B. e Innis, N.K. (1977). Superstitious behavior for food and water in the rat.Physiology and Behavior, 19, 803-806.

Reed, P. (1991). Multiple determinants of the effects of reinforcement magnitude on free-operantresponse rates. Journal of the Experimental Analysis of Behavior, 55, 109-123.

Reed, P. y Wright, J.E. (1988). Effects of magnitude of food reinforcement on free operant respon-se rates. Journal of the Experimental Analysis of Behavior.49, 75-85.

Schaal, D. W y Branch, M.N. (1990). Responding of pigeons under variable-interval schedules ofsignaled-delayed reinforcement: Effects of delay-signal duration. Journal of the ExperimentalAnalysis of Behavior, 53, 103-121.

Seligman, M.E.P. (1970). On the generality of the laws of learning. Psycholigcal Review, 77, 406-418.Shettleworth, S.J. (1975). Reinforcement and the organization of behavior in golden hamsters. Jour-

nal of Experimental Psychology: Animal Behavior Processes, 1, 56-87.Staddon, J.E.R. (1970). Effect of reinforcement duration on fixed-interval responding. Journal of the

Experimental Analysis of Behavior, 13, 9-11.Staddon, J.E.R. y Simmelhag, V.L. (1971). The “superstition” experiment: A reexamination of its

implications for the principles of adaptive behavior. Psychological Review, 78, 3-43.Timberlake, W. (1984). An ecological approaches of learning. Learning and Motivation, 15, 321-333.Timberlake, W. (2007a). Evolution-based learning mechanisms can contribute to both adaptive and

problematic behavior. En O.S. Lilienfeld y W.T. O’Donohue (Eds.), The great ideas in clinicalsciences. 17 Principles that every mental health professional should understand (pp. 187-218). Nue-va York: Brunner-Routledge.

Timberlake, W. (2007b). Reinforcement theory. En W. Darity (Ed.), International Encyclopedia ofthe Social Sciences (8 Vols., 2ª Ed.). Nueva York: Macmillan/Thomson Gale.

Timberlake, W. y Lucas, G.A. (1989). Behavior systems and learning: From misbehavior to generalprinciples. En S.B. Klein y R.R. Mowrer (Eds.), Comtemporary learning theories: Instrumentalconditioning theory and the impact of biological constraints on learning (pp. 237-275). Hillsdale,NJ: Lawrence Erlbaum Associates.

Willians, B.A. (1994). Conditioned reinforcement.: Neglected or outmoded explanatory construct?Psychonomic Bulletin and Review, 1, 457-475.

Williams, J.L., Friend, T.H., Newill, C.H. y Archer, G. (2004). The eficacy of secondary reinforcer(clicker) during acquisition and extinction of an operant task in horses. Applied Animal Beha-viour Science, 88, 331-341.

Winefield y Fay, P.M. (1983). Effects of an institutional environment on responses to uncontrolla-ble outcomes. Motivation and Emotion, 6, 103-112.

Capítulo 7

Ainslie, G.W. (1974). Impulse control in pigeons. Journal of the Experimental Analysis of Behavior,21, 485-489.

Aparicio, C.F. (2001). Overmatching in rats: The barrier choice paradigm. Journal of the ExperimentalAnalysis of Behavior. 75, 93-106.

Psicología del aprendizaje

20

Page 21: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Aparicio, C.F. (2007). Haloperidol, dynamics of choice, and the parameters of the matching law.Behavioural Processes, 75, 206-212.

Aparicio, C.F. y Jiménez, A. (2007). Elección en transición y requisitos de respuesta de cambio enprogramas concurrentes encadenados independientes y dependientes. Universitas Psychologica,6, 649-677.

Baum, W.M. (1979). Matching, undermatching, and overmatching in studies of choice. Journal ofthe Experimental Analysis of Behavior, 32, 269-281.

Baum, W.M. (1981). Optimization and the matching law as accounts of instrumental behavior. Jour-nal of the Experimental Analysis of Behavior, 36, 387-403.

Baum, W.M. (1993). Performances on ratio and interval schedules of reinforcement: Data and the-ory. Journal of Experimental Analysis of Behavior, 59, 245-264.

Baum, W.M. y Aparicio, C.F. (1999). Optimality and Concurrent Variable-interval Variable-ratioSchedules. Journal of the Experimental Analysis of Behavior, 71, 75-89.

Bauman, R. (1991). An experimental analysis of the cost of food in a closed economy. Journal of theExperimental Analysis of Behavior, 56, 33–50.

Bickel, W.K. y Johnson, M.W. (2003). Delay discounting: A fundamental behavioral process of drugdependence. En G. Loewenstein, D. Read y R.F. Baumeister (Eds.) Time and decision: Economicand psychological perspectives in intertemporal choice (419-440). Nueva York: Russell Sage Foun-dation.

Billington, E. y Di Tommaso, N.M. (2003). Demonstrations and applications of the matching lawin education. Journal of Behavioral Education, 12, 91-104.

Bizo, L.A. y Killeen, P.R. (1997). Models of ratio schedule performance. Journal of ExperimentalPsychology: Animal Behavior Processes, 23, 351-367.

Bolles, R.C. (1970). Species-specific defence reactions and avoidance learning. Psychological Review,77, 32-48.

Catania, A.C. (1988). Learning. Upper Saddle River, NJ: Prentice Hall.Collier, G. y Johnson, D. (2000). Sucrose intake as a function of its cost and the cost of chow. Physio-

logy and Behavior, 70, 477-487.Davison, M. (1988). Concurrent schedules: Interaction of reinforcer frequency and reinforcer mag-

nitude. Journal of the Experimental Analysis of Behavior, 49:339-349. Delfabbro, P.H. y Winefield, A.H. (1999). Poker-machine gambling: An analysis of within session

characteristics. British Journal of Psychology, 90, 3, 425-439.Dragoi, V. y Staddon, J.E.R. (1999). The dynamics of operant conditioning. Psychological Review,

106, 20-61.Eisenberger, R., Karpman, M. y Trattner, J. (1967). What is the necessary and sufficient condition

for reinforcement in the contingency situation? Journal of Experimental Psychology, 74, 342-350.Elliffe, D. y Alsop, B. (1996). Concurrent choice: Effects of overall reinforcer rate and the temporal

distribution of reinforcers. Journal of the Experimental Analysis of Behavior, 65: 445-463.Field, D.P., Tonneau, F., Ahearn, W. y Hineline, P.N. (1996). Preference between variable-ratio and

fixed-ratio schedules: Local and extended relations. Journal of the Experimental Analysis of Beha-vior, 66, 283-295.

Foltin, R.W. (1999). Food and cocaine self-administration by baboons effects of alternatives. Jour-nal of Experimental Analysis of Behavior, 72, 215-274.

Bibliografía

21

Page 22: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Foster, T.M. , Blackman, K.A. y Temple, W. (1997). Open versus closed economies: Performanceof domestic hens under fixed-ratio schedules. Journal of Experimental analysis of Behavior, 67,67-89.

Gibbon, J. y Fairhurst, S. (1994). Ratio versus difference comparators in choice. Journal of the Expe-rimental Analysis of Behavior, 62, 409-434.

Heil, S.H., Johnson, M.W., Higgins, S.T. y Bickel, W.K. (2005). Delay discounting in currentlyusing and currently abstinent cocaine-dependent outpatients and non-drug-using matched con-trol. Addictive Behaviors, 31, 1290-1294.

Herrnstein, R. (1970). On the law of effect. Journal of the Experimental Analysis of Behavior, 13, 243-266.

Herrnstein, R. y Heyman, G. (1979). Is matching compatible with reinforcement maximization onconcurrent variable interval, variable ratio? Journal of the Experimental Analysis of Behavior, 31,209-223.

Hursh, S. R. (1984). Behavioral economics. Journal of the Experimental Analysis of Behavior, 42, 435-452.

Hursh, S.R., Raslear, T.G., Bauman R. y Black, H. (1989). The quantitative analysis of economicbehavior with laboratory animals. En K.G. Grunert y F. Olander (Eds.), Understanding econo-mic behavior. Theory and Decision Library, Series A, Vol. II, (pp. 383-407). Boston: Kluwer Aca-demic Press.

Ito, M., Nakamura, K. y Kuwata, S. (1997). Humans’ choice between different reinforcer amountsand delays: Effects of choice procedures and monetary deduction. Learning and Motivation, 28,102-117.

Johnson y Bickel, W.K. (2006). Replacing relative reinforcing efficacy with behavioral economicsdemand curves. Journal of Experimental Analysis of Behavior, 85, 73-93.

Logue, A.W. (1995). Self-control. Englewood-Cliff, NJ: Prentice-Hall.Logue, A.W. y Chavarro, A. (1987). Effects on choice of absolute and relative values of reinforcer

delay, amount, and frequency. Journal of Experimental Psychology: Animal Behavior Processes, 13,280-291.

López-Torrecillas, F., Peralta, I., Muñoz-Rivas, M.J. y Godoy, J.F. (2003). Self-control and drug use.Adicciones, 15, 127-136.

Logue. A.W., King. G.R, Chavarro. A. y Volpe, J.S. (l990). Matching and maximizing in a self-con-trol paradigm using human subjects. Learning and Motivation, 2l, 340-368.

Maguire, D.R., Hughes, C.E. y Pitts, R.C. (2007). Acquisition of preference in concurrent schedu-les: Effects of reinforcement amount. Behavioural Processes, 75, 213-219.

Mayorga, P., Albañil, N. y Cómbita, L. (2006). Elección y sustitución de estímulos entre el alcoholy el alimento en ratas: una explicación del consumo de drogas desde el contexto de la economíaconductual. Suma Psicologíca, 13, 33-50.

Mazur, J.E. (1987). An adjusting procedure for studying delayed reinforcement. En M.L. Commons,J.E. Mazur, J.A. Nevin y H. Rachlin (Eds.), Quantitative analyses of behavior: Vol. 5. The effect ofdelay and of intervening events on reinforcement value (pp. 55–73). Hillsdale, NJ: Lauren ErlbaumAssociates.

Mazur, J.E. (2000). Tradeoffs among delay, rate, and amount of reinforcement. Behavioural Proces-ses, 49, 1-10.

Mazur, J.E. (2008). Effects of reinforcer delay and variability in a successive-encounters procedure.Learning and Behavior, 36, 301-310.

Psicología del aprendizaje

22

Page 23: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

McLean, A.P. y Blampied, N.M. (2001). Sensitivity to relative reinforcer rate in concurrent schedu-les: Independence from relative and absolute reinforcer duration. Journal of the ExperimentalAnalysis of Behavior. 75, 25-42.

Myerson, J. y Hale, S. (1984). Practical implications of the matching law. Journal of Applied andBehavior Analysis, 17, 367-380.

Olds, J. (1956). Pleasure centers in the brain. Scientific American. Reprinted in S. Coopersmith (Ed.),Frontiers of Psychological Research (pp. 54-59). San Francisco: W.H. Freeman y Company (1966).

Olds, J. (1962). Hypothalamic substrates of reward. Physiological Review, 42, 554-604.Olds, J. (1977). Drives and reinforcements: Behavioral studies of hypothalamic functions. Nueva York:

Raven Press.Premack, D. (1963). Rate differential reinforcement in monkey manipulation. Journal of the Expe-

rimental Analysis of Behavior, 6, 81-89.Premack, D. (1965). Reinforcement theory. En D. Levine (Ed.), Nebraska Symposium on Motivation

Theory (pp. 129-148). Lincoln, Nebraska: University of Nebraska Press.Rachlin, H. (1974). Self-control. Behaviorism, 3, 94-107.Rachlin, H., Green, L. y Tormey, B. (1988). Is there a decisive test between matching and maximi-

zing. Journal of the Experimental Analysis of Behavior, 50, 113-123.Sakai, Y. y Fukai T. (2008). When does reward maximization lead to matching law? PLoS ONE, 3:

e3795. doi:10.1371/journal.pone.0003795.Sandoval, M., Caycedo, C., Gutiérrez, C. y Pereira, C. (1994). Una revisión de los conceptos eco-

nómicos incluidos en la economía conductual. Suma Psicologica, 1, 51-64.Savastano, H.I. y Fantino, E. (1994). Human choice in concurrent ratio-interval schedules of rein-

forcement. Journal of the Experimental Analysis of Behavior. 61, 453-463.Schelinger, H., Blakey, S.H. y Kaczor, T. (1990). Pausing under variable-ratio schedules: Interaction

of reinforcer magnitude, variable-ratio size, and lowest ratio. Journal of the Experimental Analy-sis of Behavior, 53, 133-139.

Schultz, L.A., Collier, G. y Johnson, D.F. (1999). Behavioral strategies in the cold: effects of feedingand nesting cost. Physiology and Behavior, 67, 107-115.

Sheffield, F. D., Wulff, J. J. y Backer, R. (1951). Reward value of copulation without sex drive reduc-tion. Journal for Comparative and Physiological Psychology, 44, 3-8.

Sheffield, F.D. (1960). New evidence on the drive-induction theory of reinforcement. Paper presentedat the Stanford Psychology Colloquium.

Sheffield, F.D. y Roby, T.B. (1950). Reward value of a non-nutritive sweet taste. Journal of Compa-rative and Physiological Psychology, 43, 471-481.

Shefield, F.D., Roby, T.B. y Campbell, B.A. (1954). Drive reduction versus consummatory beha-vior as determinants of reinforcement. Journal of Comparative and Physiological Psychology,47, 349-354.

Shimp, C.P. (1966). Probabilistically reinforcement chocie behavior in pigeons. Journal of the Expe-rimental Analysis of Behavior, 9, 443-455.

Timberlake, W. (1980). A molar equilibrium theory of learned performance. En G. H. Bower (Ed.),Psychology of Learning and Motivation (Vol. 14, pp. 1-58). Nueva York: Academic Press.

Timberlake, W. (1984). Behavior regulation and learned performance: Some misapprehensions anddisagreements. Journal of the Experimental Analysis of Behavior, 41, 355-375.

Timberlake, W. y Allison, J. (1974). Response deprivation: An empirical approach to instrumentalperformance. Psychological Review, 81, 146-164.

Bibliografía

23

Page 24: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Timberlake, W. y Farmer-Dougan, W.A. (1991). “Reinforcement in applied settings: figuring outahead of time what will work”. Psychological Bulletin, 110, 379-91.

Tobin, H. y Logue, A. W. (1994). Self-control across species (Columbia livia, Homo sapiens, Rat-tus norvegieus). Journal of Comparative Psychology, 108, 126-133.

Vohs, K.D., Baumeister, R.F., Schmeichel, B.J., Twenge, J.M., Nelson, N.M. y Tice, D.M. (2008).Making choices impairs subsequent self-control: a limited-resource account of decision making,self-regulation, and active initiative. Journal of Personality and Social Psychology, 94, 883–898.

Williamns, B.A. (1994). Reinforcement and choice. En N.J. Mackintosh (Ed.), Animal learning andcognition (pp. 81-108). San Diego: Economic Press.

Williams, B.A. (1993). Molar versus local reinforcement probability as determinant of stimulus value.Journal of the Experimental Analysis of Behavior, 59, 163-172.

Yi, R., Johnson, M.W., Giordano, L.A., Landes, R.D., Badger, G.J. y Bickel, W.K. (2008). The effectsof reduced cigarette smoking on discounting future rewards: an initial evaluation. The Psycholo-gical Record, 58, 163-174.

Capítulo 8

Alloy, L. B. y Tabacknik, N. (1984). Assessment of covariation by humans and animals: The jointinfluence of prior expectations and current situational information. Psychological Review, 91,112-149.

Alonso, M. (1981). Estudio experimental del castigo: una revisión. Estudios de Psicología, 4, 137-145.Anisman, H., de Catanzaro, D. y Remington, G. (1978). Escape performance following exposure to

inescapable shock: Deficits in motor response maintenance. Journal of Experimental Psychology:Animal Behavior Processes, 4, 197-218.

Apple, J.B. (1961). Punishment in the squirrel monkey: Saimiri sciurea. Science, 133, 36.Appel, J.B. (1963). Punishment and shock intensity. Science, 141, 528-529.Archer, T., Ögren, S.O. y Johansson, G. (1984). Stimulus condition affecting rate of acquisition in

a computer operated version of the two-way active avoidance. Scandinavian Journal of Psycho-logy, 25, 89-95.

Axelrod, S. y Apsche, J. (1983). The effects of punishment on human behavior. Nueva York: Academi-ca Press.

Azrin, N.H. y Holz, W.C. (1966). Punishment. En W.K. Honig (Ed.), Operant behavior: Areas ofresearch and application (pp. 380-447). Nueva York: Appleton Century Crofts.

Azrin, N.H., Hutchinson, R.R. y McLaughlin, R. (1965). The opportunity for aggression as an ope-rant reinforcer during aversive stimulation. Journal of the Experimental Analysis of Behavior, 8,171-180.

Barón, A. (1965). Delayed punishment of runway response. Journal of Comparative and Physiologi-cal Psychology, 60, 131-143.

Baum, W.M. (1969). Extinction of an avoidance response following response-prevention: Some para-metric investigations. Canadian Journal of Psychology, 23, 1-10.

Baum, W.M. (1970). Extinction of avoidance responding through response prevention (flooding).Psychological Bulletin, 74, 276-284.

Baum, W.M. (1973). Extinction of avoidance behavior: Comparison of various flooding proceduresin rats. Bulletin of the Psychonomic Society, 1, 22-24.

Psicología del aprendizaje

24

Page 25: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Baum, W.M. (1997). The trouble with time. In L.J.Hayes y P.M. Ghezzi (Eds.), Investigations inbehavioral epistemology (pp. 47-59). Reno, NV: Context Press.

Baum, W.M. (2002). From molecular to molar: A paradigm shift in behavior analysis. Journal of theExperimental Analysis of Behavior, 78, 95-116.

Bechterev, V. M. (1913). La psychologie objetive. Paris: Alcan (Trad. Española: La psicología objetiva.Buenos Aires: Paidós, 1965).

Berkowitz, L. (1962). Agression: A social psychological analysis. Nueva York: McGraw-Hill.Bersh, P. J. y Alloy, L.B. (1978). Avoidance based on shock intensity reduction with no change in

shock probability. Journal of the Experimental Analysis of Behavior, 30, 293-300.Black, A. H. (1963). The effects of CS-US interval on avoidance conditioning in the rat. Canadian

Journal of Psychology, 17, 174-182.Blanchard, R.J. y Blanchard, D.C. (1971). Defensive reactions in the albino rat. Learning and Moti-

vation, 2, 351-362.Boe, E.E. y Church, R.M. (1967). Permanent effects of punishment during extinction. Journal of

Comparative and Physiological Psychology, 63, 486-492.Bolles, R.C. (1972). The avoidance learning problems. En G.H. Bower (Ed.), The psychology of lear-

ning and motivation. Vol. 6 (pp. 97-141). Nueva York: Academic Press.Bolles, R.C. (1978). The role of stimulus learning in defensive behavior. En S.H. Hulse, H. Fowler y

W.K. Honig (Eds.), Cognitive processes in animal behavior (pp. 89-107). Hillsdale, NJ: Erlbaum.Bolles, R.C. y Warren, J.A. (1965). The acquisition of bar-press avoidance as a function of shock

intensity. Psychonomic Science, 3, 279-358.Cassady, J. M. (1996). Avoidance and classical conditioning of leg flexion in dogs. Behavioural Brain

Research, 77, 79-99.Cheyne, J.A., Goyeneche, J.R. y Walters, R.H. (1969). Attention, anxiety, and rules in resistance-to-

deviation in children. Journal of Experimental Child Psychology, 8, 127-139.Church, R.M. (1967). The varied effects of punishment on behavior. Psychological Review, 70, 367-

402.Cook, M., Mineka, S. y Trumble, D. (1985). The role of response-reduced and exteroceptive feed-

back in the attenuation of fear over the course of avoidance learning. Journal of ExperimentalPsychology: Animal Behavior Processes, 13, 239-249.

Crawford, M. (1977). Brief “response prevention” in a novel place can facilitate avoidance extinc-tion. Learning and Motivation, 8, 39-53.

Crawford, M. y Masterson, E. (1978). Components of the flight response can reinforce barpress avoi-dance learning. Journal of Experimental Psychology: Animal Behavior Processes, 4, 144-151.

D’Amato, M.R., Fazzaro, J. y Etkin, M. (1968). Anticipatory responding and avoidance discrimi-nation as factors in avoidance conditioning. Journal of the Experimental Analysis of Behavior, 77,41-47.

Díaz-Berciano, C., Vicente, F. y Fontecha, E. (2008). Modulating effects in learned helplessness ofdyadic dominante-submission relations. Aggressive Behavior, 34, 273-281.

Dickinson, A. y Balleine, B. (1994). Motivational control of goal-directed action. Animal Learningand Behavior, 22, 1-18.

Dinsmoor, J.A. (1977). Escape, avoidance, punishment: Where do we stand? Journal of the Experi-mental Analysis of Behavior, 28, 83-95.

Dinsmoor, J.A. (1997). Punishment. En W. O’Donohue (Ed.), Learning and behavior therapy (pp.188-204). Boston: Allyn and Bacon.

Bibliografía

25

Page 26: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Dinsmoor, J.A. (2001). Stimuli inevitably generated by behavior that avoids electric shock are inhe-rently reinforcing. Journal of the Experimental Analysis of Behavior, 75, 311-333.

Dua, J.K. y Burnham, D.K. (1978). A laboratory comparison of systematic desensitization, flooding,and punishment procedures in the extinction of the human avoidance response. Australian Jour-nal of Psychology, 30, 79-87.

Estes, W.K. (1944). An experimental study of punishment. Physiological Monographs, 57, Nº. 263.Estes, W.K. (1969). Outline of the theory of punishment. En B.A. Campbell y R.M. Church (Eds.),

Punishment and aversive behavior (pp. 57-82). Nueva York: Appleton Century Crofts.Ferrari, E.A., Todorov, J.C. y Graeff, F.G. (1973). Nondiscriminated avoidance of shock by pigeons

pecking a key. Journal of the Experimental Analysis of Behavior, 19, 211-218.Fowler, H. y Trapold, M.A. (1962). Escape performance as a function of delay of reinforcement.

Journal of Experimental Psychology, 63, 464-467.Glazer, H.I., Weiss, J.M., Pohorecky, L.A. y Miller, N.E. (1975). Monoamines as mediators of avoi-

dance-escape behavior. Psychosomatic Medicine, 37, 535-543. Herrsntein, R.J. (1969). Method and theory in the study of avoidance. Psychological Review, 66, 49-69.Herrnstein, R.J. y Hineline, P.N. (1966). Negative reinforcement as shock-frequency reduction. Jour-

nal of the Experimental Analysis of Behavior, 9, 421–430.Hineline, P.N. (1977). Negative reinforcement and avoidance. En W.K. Honig y J.E.R. Staddon

(Eds.), Handbook of operant behavior (pp. 364-414). Englewood Cliffs, N.J. Prentice-Hall.Hineline, P.N. (1981). The several roles of stimuli in negative reinforcement. En P. Harzem y M.D.

Zeiler (Eds.), Predictability, correlation, and contiguity (pp. 203-246). Nueva York: Wiley.Hineline, P.N. (2001). Beyond the molar-mollecular distintion: We nered multiscaled analyses. Jour-

nal of the Experimental Analysis of Behavior, 75, 342-347.Jones, S.L., Nation, J.R. y Massard, P. (1977). Immunization against learned helplessness in man.

Journal of Abnormal Psychology, 86, 75-83.Kamin, L.J. (1956). The effects of termination of the CS and avoidance of the US on avoidance lear-

ning. Journal of Comparative Psychology, 49, 420-424.Kamin, L.J. (1957). The gradient of delay of secondary reward in avoidance learning. Journal of Com-

parative Psychology, 50, 445-449.Kamin, L.J., Brimer, C.J. y Black, A.H. (1963). Conditioned suppression as a monitor of fear of the

CS in the course of avoidance training. Journal of Comparative and Physiological Psychology, 56,497-501.

Levis, D.J. (1976). Learned helplessness: A reply and alternative S-R interpretation. Journal of Expe-rimental Psychology: General, 105, 47-65.

Linley, P.A., Joseph, S. y Seligman, M.E.P. (Eds.). (2004). Positive psychology in practice. Hoboken,NJ: Wiley.

Lolordo, V.M. y Taylor, T.L. (2001). Effects of uncontrollable aversive events. Some unsolved Puzz-les. En R.R. Mowrer y S.B. Klein (Eds.): Contemporary learning theories (pp. 469-504). Mah-wah, NJ: Lawrence Erlbaum Associates.

Maier, S.F. (1989). Learned helplessness: Event covariation and cognitive changes. En S.B. Klein yR.R. Mowrer (Eds.), Contemporary learning theories: Instrumental conditioning theory and the impactof biological impact on learning (pp. 73-110). Hillsdale, NJ: Lawrence Erlbaum Associates.

Matson, J.L. y Taras, M.E. (1989). A 20-year review of punishment and alternative methods to tre-at problems behaviors in developmentally delayed person. Research in Development Disabilities,10, 85-104.

Psicología del aprendizaje

26

Page 27: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Matute, H. y Miller, R. (1997). Detecting causal relations. En W. O’Donohue (Ed.). Learning andbehavior therapy (pp.483-497). Boston: Allyn and Bacon.

McAllister, W.E. y McAllister, D.E. (1991). Fear theory and aversively motivated behavior: Somecontroversial issues. En M.R. Denny (Ed.), Fear, avoidance, and phobias: A fundamental analy-sisis (153-163). Hillsdale, NJ: Erlbaum.

McAllister, W.R., McAllister, D.E. y Douglas, W.K. (1971). The inverse relationship between shockintensity and shuttle-box avoidance learning in rats: a reinforcement explanation. Journal of Com-parative and Physiological Psychology, 74, 426-433.

McAllister, V.R., McAllister, D.E., Scoles., M.T. y Hampton, S.R. (1986). Persistence of fear-redu-cing behaviors: Relevance for the conditioning theory of neurosis. Journal of Abnormal Psycho-logy, 95, 365-372.

Miller, R. (1948). Studies of fear as an acquirable drive: I. Fear as motivation and fear-reduction asreinforcement in the learning of new responses. Journal of Experimental Psychology, 38, 89-101.

Miller, S., Mineka, S. y Cook, M. (1982). Comparison of various flooding procedures in reducingfear and in extinguishing jump-up avoidance responding. Animal Learning and Behavior, 10,390-400.

Miller, N.E. y Weiss, J. (1969). Effects of somatic or visceral responses to punishment. En. B.A.Campbell y R.M. Church (Eds.), Punishment and aversive behavior (pp.343-372). Nueva York:Appleton Century Crofts.

Minor, T. R. (1990). Conditioned fear and neophobia following inescapable shock. Animal Learningand Behavior, 18, 2, 212-226.

Minor, T. R. y LoLordo, V. M. (1984). Escape deficits following inescapable shock: The role of con-textual odor. Journal of Experimental Psychology: Animal Behavior Processes, 10, 168-181.

Minor, T.R., Traumer, M.A., Lee, C.Y. y Dess, N.K. (1990). Modeling the signal features of an esca-pe response: Effects of cessation conditioning in the “learned helplessness” paradigm. Journal ofExperimental Psychology: Animal Behavior Processes, 16, 123-136.

Mowrer, O.H. (1947). On the dual nature of learning: A reinterpretation of “conditioning” and “pro-blem solving.” Harvard Educational Review, 17, 102-108.

Mowrer, O.H. (1956).Two-factor learning theory reconsidered, with special reference to secondaryreinforcement and the concept of habit. Psychological Review, 63, 114-128.

O’Kelly, L.I. y Steckel, L.C. (1939). A note on long enduring emotional responses in the rat. Jour-nal of Psychology, 8, 125-131.

Overmier, J.B. y LoLordo, V.M. (1997). Learned helplessness. En W. O’Donohue (Ed.). Learningand behavior therapy (pp.352-373). Boston: Allyn and Bacon.

Overmier, J.B. y Seligman, M.E.P. (1967). Effects of inescapable shock upon subsequent escape andavoidance responding. Journal of Comparative and Physiological Psychology, 63, 28-33.

Peterson, C., Maier, S.F. y Seligman, M.E. (1993). Learned helplessness. Londres: Oxford University Press.Riess, D. y Farrar, C.H. (1972). Shock intensity, shock duration, Sidman avoidance acquisition, and

the “all or nothing” principle in rats. Journal of Comparative and Physiological Psychology. 81, 347-355.

Scobie, S.R. y Fallon, D. (1974). Operant and pavlovian control of a defensive shuttle response ingoldfish (Carassius auratus). Journal of Comparative and Physiological Psychology, 86, 858-866.

Seligman, M.E.P. (1975). Helplessness: On depression, development, and death. San Francisco: Free-man.

Seligman, M.E.P. (1991). Learned Optimism. Nueva York: Knopf.

Bibliografía

27

Page 28: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Seligman, M.E.P. (2002a). Authentic Happiness. Nueva York: Free Book Press.Seligman, M.E.P. (2002b). Positive psychology, positive prevention, and positive therapy. En C. R.

Snyder y S. J. López (Eds.), Handbook of positive psychology (pp. 3–9). Nueva York: Oxford Uni-versity Press.

Seligman, M.E.P. y Beagley, G. (1975). Learned helplessness in the rat. Journal of Comparative andPhysiological Psychology, 88, 534-541.

Seligman, M.E.P. y Csikszentmihalyi, M. (2000). Positive Psychology: An introduction. AmericanPsychologist, 55, 5-14.

Seligman, M.E.P., Steen, T.A., Park, N. y Peterson, C. (2005). Positive psychology progress: empiri-cal validation of interventions. American Psychologist, 60, 410-21.

Sidman, M. (1953). Avoidance conditioning with brief shock and no exteroceptive warning signal.Science, 118, 157–158.

Sidman, M. (1955). On the persistence of avoidance behavior. Journal of Abnormal Psychology, 50,217–220.

Snyder, C.R. y López, S.J. (Eds.) (2005). Handbook of Positive Psychology. Nueva York: Oxford Uni-versity Press.

Skinner, B.F. (1953). Science and human behavior. Nueva York: Macmillan. (Trad. Española: Cien-cia y conducta humana. Barcelona: Fontanella, 1971).

Smith, N.F., Misanin, J.R. y Campbell, B.A. (1965). Effects of punishment on extinction of a avoi-dance response: Facilitation on inhibition? Psychonomic Science, 4, 271-272.

Solomon, R.L., Kamin, L.J. y Wynne, L.C. (1953). Traumatic avoidance learning: the outcomes ofseveral extinction procedures with dogs. Journal of Abnormal Psychology, 48, 291-302.

Tarpy, R.M. y Koster, E.D. (1970). Stimulus facilitation of delayed-reward learning in the rat. Jour-nal of Comparative and Physiological Psychology, 71, 147-151.

Tobeña, A. (1979). Adquisición y extinción del condicionamiento de evitación shuttle. Efectos de laintensidad del choque eléctrico. Aprendizaje y Comportamiento, 2, 123-147.

Ulrich, R.E. y Azrin, N.H. (1962). Reflexive fighting in response to aversive stimulation. Journal ofthe Experimental Analysis of Behavior, 5, 511-520.

Walters, G.C. y Grusec, J.E. (1977). Punishment. San Francisco: Freeman.Weiss, J.M. (1968). The effects of coping responses on stress. Journal of Comparative and Physiologi-

cal psychology, 65, 251-260.Weiss, J.M., Glazer, H.I. y Pohorecky, L.A. (1976). Coping behavior and neurochemical chan-

ges: An alternative explication for the original “learned helplessness” experiments. En F. Ser-ban y A. Kling (Eds.), Animals models in human psychobiology (pp. 232-269). Nueva York:Plenum.

Willians, J.L. (1982). Influence of shock contollability by dominants rats on subsequent attack anddefensive behaviors toward colony intruders. Animal Learning and Behavior, 14, 305-313.

Capítulo 9

Astley, S. y Wasserman, E. A. (1992). Categorical discrimination and generalization in pigeons: allnegative stimuli are not created equal. Journal of Experimental Psychology: Animal Behavior Pro-cesses, 18, 193-207.

Psicología del aprendizaje

28

Page 29: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Hanson, H. M. (1959). Effects of discrimination training on stimulus generalization. Journal of Expe-rimental Psychology, 58, 321-34.

Kluender, K.R., Diehl, R.L. y Killeen, P.R. (1987). Japanese quail can learn phonetic categories.Science, 237, 1195-1197.

Köhler, W. (1918). Nachweis einfacher structurfunktionen beim schimpansen und beim haushuhn,Abh. d. Konig, Preusss. Ak. D. Wissen. Phys. Math. Klasse, 2, 2-101. (Traducido al inglés comoSimple structural functions in chimpanzees and chicken, en W.D. Ellis (Ed.) (1969), A sourcebooks for Gestalt psychololgy. Londres: Routledge y Kegan Paul).

Lashley, K.S. (1938). The mechanism of vision: XV. Preliminary studies of the rat’s capacity for detai-led vision. Journal of General Psychology, 18, 123–193.

Lashley, K.S. y Wade, M. (1946). The pavlovian theory of generalization. Psychological Review, 53,72-87.

Lea, S.E.G. y Ryan, C.M E. (1990). Unnatural concepts and the theory of concept discriminationin birds. En M. L. Commons, R. J. Herrnstein, S. Kosslyn y D. Mumford (Eds.), QuantitativeAnalysis of Behavior: Vol. 8. Behavioral approaches to pattern recognition and concept formation (pp.165-185). Cambridge, MA: Ballinger.

McLaren, I.P.L., Kaye, H. y Mackintosh, N.J. (1989). An associative theory of the representation ofstimuli: Applications to perceptual learning and latent inhibition. En R.G.M. Morris (Ed.), Para-llel distributed processing: Implications for psychology and neurology (pp. 102-130). Nueva York:Oxford University Press.

Pearce, J.M. (1988). Stimulus generalization and the acquisition of categories by pigeons. En L.Weiskrantz (Ed.), Thought without language (pp. 132-152). Oxford, U. K.: Oxford UniversityPress.

Pearce, J.M. (1991). The acquisition of concrete and abstract categories in pigeons. En L. Dachows-ki y C. F. Flaherty (Eds.), Current topics in animal learning (pp. 141-164). Hillsdale, NJ: Lawren-ce Erlbaum.

Pearce, J.M. (1994). Similarity and discrimination: a selective review and a connectionist model.Psychological Review, 101, 587-607.

Roberts, W.A. y Mazmanian, D.S. (1988). Concept learning at different levels of abstraction by pigeons,monkeys, and people. Journal of Experimental Psychology: Animal Behavior Processes, 14, 247-260.

Ryan, C.W.E. (1982). Concept formation and individual recognition in the domestic chicken (Gallusgallus). Behavior Analysis Letters, 2, 213-220.

Schrier, A.M., Angarella, R. y Povar, M.L. (1984 ). Studies of concept formation by stumptailedmonkeys: Concepts humans, monkeys, and letter A. Journal of Experimental Psychology: AnimalBehavior Processes, 13, 136-143.

Turner, C. (1968). Models of discrimination learning.Tesis doctoral inédita. Oxford University Press.Wasserman, E.A. (1995). The conceptual abilities of pigeons. American Scientist, 83, 246-255.Wasserman, E. A. y Astley, S. L. (1994). A behavioral analysis of concepts: its application to pigeons

and children. En D.L. Medin (Ed.), The psychology of learning and motivation, advances in rese-arch and theory. Vol. 31 (pp. 73-132). San Diego, CA: Academic Press.

Watanabe, S. (2001).Van Gogh, Chagall and pigeons: Picture discrimination in pigeons and humans.Animal Cognition, 4, 147-151.

Watanabe, S., Sakamoto, J. y Wakita, M. (1995). Pigeons’ discrimination of paintings by Monet andPicasso. Journal of the Experimental Analysis of Behavior, 63, 165-174.

Bibliografía

29

Page 30: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Capítulo 10

Aisner, R. y Terkel, J. (1992). Ontogeny of pine cone opening behaviour in the black rats, Rattus rat-tus. Animal Behavior, 214, 327–336.

Akins, C.K., Klein, E.D. y Zentall, T.R. (2002). Imitative learning in Japanese quail (Coturnix japo-nica) using the bidirectional control procedure. Animal Learning and Behavior, 30, 275-281.

Arriaga-Ramírez, J.C.P., Ortega-Saavedra, M.G., Meza Reynoso, G., Huichán Olivares, F., JuárezMaldonado, E., Rodríguez Cuadrados, A. y Cruz-Morales, S.E. (2006). Análisis conceptual delaprendizaje observacional y la imitación conceptual. Revista Latinoamericana de Psicología, 38,87-101.

Bandura, A. (1965). Influence of models reinforcement contingencies on the acquisition of imitati-ve responses. Journal of Personality and social Psychology, 11, 587-595.

Bandura, A. (1969). Principles of behavior modification. Nueva York: Holt, Rinehart y Winston.Bandura, A. (1971). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. (Trad. Española:

Teoría del aprendizaje social. Madrid: Espasa Calpe, 1972).Bandura, A. (1973). Agression. A social learning analysis. Nueva York: Prentice Hall.Bandura, A. (1989). Human agency on social cognitive theory. Psychologist, 44, 1175-1184.Bandura, A. y Walters, R.H. (1963). Social learning and personality development. Nueva York: Holt,

Rinehart y Winston. (Trad. Española: Aprendizaje social y desarrollo de la personalidad.Madrid:Alianza, 1974).

Boesch, C. (1991). Teaching in wild chimpanzees. Animal Behaviour, 41, 530-532.Bolhuis, J. J. y Honey, R. C. (1994). Within-event learning during filial imprinting. Journal of Expe-

rimental Psychology: Animal Behavior Processes, 20, 240-248.Bruner, J.S. (2007). Acción, pensamiento y lenguaje. Madrid: Alianza.Cheney, D.L. y Seyfarth, R.M. (1988). Assessment of meaning and the detection of unrealiable sig-

nals by vervet monkeys. Animal Behaviour, 36, 477-486.Cousi-Korbel, S. y Fragaszy, D.M. (1995). On the relationship between social dynamics and social

learning. Animal Behaviour, 50, 1441-1453.De Waal, F.B.M. (1991). Chimpanzee Politics. Londres: Jonathan Cape.Emery, N. y Clayton, N. (2009). Comparative Social Cognition. Annual Review of Psychology, 60,

87-113.Feistner, A.T.C: y McGrew, W.C. (1989). Food-sharing in primates: A critical review: En P.K. Seth

y S. Seth (Eds.), Perspectives in primate biology, (Vol.3; pp.21-36). Nueva Delhi: Today and Tomo-rrow’s Printers.

Fragaszy, D.M. y Adams-Curtis, L.E. (1991). Generative aspects of manipulation in tufted capuchinmonkeys (Cebus apella). Journal of Comparative Psychology 105: 387-397.

Fragaszy, D.M. y Visalberghi, E. (1989). Social influences on the acquisition of tool-using behaviorsin tufted capuchin monkeys (Cebus apella). Journal of Comparative Psychology 103, 159-170.

Fragaszy, D.M. y Visalberghi, E. (1990). Social processes affecting the appearance of innovative beha-viors in capuchin monkeys. Folia Primatologica 54, 155-165, 1990.

Fragaszy, D.M. y Visalberghi, E. (1996). Social learning in monkeys: primate “Primacy” reconside-red. En C.H. Heyes y B.G. Galef (Eds.), Social learning in animals: The roots of culture. San Die-go, CA: Academic Press.

Fragaszy, D.M. y Visalberghi, E. y Galloway, A.T. (1997). Infant tufted capuchins monkeys’ beha-vior with novel foods: Opportunism, not selectivity. Animal Behavior, 53, 1337-1343.

Psicología del aprendizaje

30

Page 31: Bibliografía - Editorial SíntesisNúñez, J.P. y Vicente, F. de (2004). Unconscious learning conditioning to subliminal visual stimu Unconscious learning conditioning to subliminal

Fragaszy, D.M., Vitale, A.F. y Ritchie, B. (1994). Variation among juvenile capuchins in social influen-ces on exploration. American Journal of Primatology 32, 249-260.

Galef, B.G. y Sherry, D.F. (1973). Mother’s milk: A medium for transmission of cues reflecting theflavor of mother’s diet. Journal of Comparative Physiology, 83, 374-378.

Galef, B.G. y Wigmore, S.W. (1983). Transfer information concerning distant foods: A laboratoryinvestigation of the “information-centre” hypothesis. Animal Behaviour, 31, 748-758.

Goodal, J. (1986). The chimpanzee of Gombe. Cambridge, MA: Bellknap Press.Hall, K.R.L. (1963). Observational learning in monkeys and apes. British Journal of Psychology, 54,

201-226.Heyes, C.M. (1994). Social learning in animals: Categories and mechanisms. Biological Reviews, 69,

207-231. Heyes, C.M. (1996). Introduction: Identifying and defining imitation. En C.M. Heyes y B.G. Galef, Jr.

(Eds.), Social learning in animals: The roots of culture (pp. 211-220). San Diego, CA: Academic Press.Heyes, C.M. (2005). Imitation by association. En N. Chater y S. Hurley (Eds.), Perspectives on imi-

tation: From cognitive neuroscience to social Science. Cambridge, MA: MIT Press.Heyes, C.M. y Dawson, G.R. (1990). A demonstration of observational learning in rats using a bidi-

rectional control. Quarterly Journal of Experimental Psychology, 42B, 59-71.Heyes, C.M. y Galef, Jr., B.G. (Eds.) (1996). Social learning in animals: The roots of culture. San Die-

go, CA: Academic Press.Heyes, C.M. y Ray, E.D. (2000). What is the significance of imitation in animals? Advance in Study

or Behavior, 29, 215-245.Itani, J. y Nisihmura, A. (1973). The study of infrahuman cultura in Japan. En E.Menzel (Ed.), Pre-

cultural primate behavior (pp, 127-141). Basilea: Karger.Kawamura, S. (1959). The process of sub-culture propagation among Japanese macaques. Primates,

2, 43-60.Laland, K.N. y Plotkin, H.C. (1991).Excretory deposits surrounding food sites facilitate social lear-

ning of food preferences in Norway rats. Animal Behaviour, 41, 997-1005.Laland, K.N. y Plotkin, H.C. (1993). Social transmission of food preferences among Norway rats

by marking of food sites and by gustatory contact. Animal Learning and Behavior, 21, 35-42.Mayade, D. (1963). The social live of Japanese monkeys. Science, 143, 783-786.Mazur, J.E. (1990). Learning and behavior. Londres: Prentice-Hall.Seyfarth, R.M. y Cheney, D.L. (1993). Meaning, reference, and intentionality in the natural vocaliza-

tions of monk. En H.L. Roitblat, L.M. Herman y P.E. Nachtigall (Eds.), Language and communi-cations: Comparative perspectives (pp. 195-219). Hillsdale, NJ: Lawrence Erlbaum Associates.

Steiniger, F. (1950). Beitrage zur Soziologie und sonstigen Biologie der Wanderratte. Zeitschrift fürTierpsychologie, 7, 356-370.

Terkel, J. (1991). Ontogeny and mechanism underlying pine cone opening by black rats. Mamma-lia, 55, 166–167.

Thorpe, W.H. (1956). Learning and instinct in animals. Londres: Methuen.Zajonc, R.B. (1965). Social facilitation. Science, 149, 269-274. Zajonc, R.B. (1969). Coaction. En R. B. Zajonc (Ed.), Animal social psychology (pp. 9-12). Nueva

York: Wiley.Zohar, O. y Terkel, J. (1992). Acquisition of pinecone stripping behaviour in black rats (Rattus rat-

tus). International Journal of Comparative Psychology, 5, 1-6.

Bibliografía

31