RESUMO
Resumen La investigación en cognición implícita ha aumentado de manera vertiginosa durante las últimas décadas, principalmente por el uso generalizado de procedimientos experimentales conocidos como medidas implícitas. A diferencia de los cuestionarios de autoinforme, estas metodologías impiden que sesgos como la deseabilidad social afecten las respuestas de los participantes, lo que permite abordar temas sensibles. Sin embargo, las medidas implícitas difieren en aspectos como las instrucciones, los materiales o los indicadores conductuales analizados. Debido a esto, hay controversia sobre la naturaleza de los procesos que están siendo medidos, las características que se les atribuyen y, por ende, la posibilidad de hacer comparaciones entre los estudios que emplean diferentes medidas implícitas. Basándose en un modelo de procesamiento dual, este trabajo propone que las medidas implícitas pueden entenderse como indicadores de procesos automáticos. A partir de dicha propuesta, se discuten los requisitos que las medidas implícitas deben cumplir y algunos desafíos para la investigación en automaticidad.
Abstract The research on implicit cognition has increased dramatically over the past few decades, mainly because of the widespread use of experimental procedures known as implicit measurements. In contrast to self-report questionnaires, these methodologies prevent biases as social desirability from affecting participants' responses, allowing sensitive issues to be addressed. However, the implicit measures differ in central aspects as the instructions, materials, or behavioral indicators analyzed. For those reasons, there is controversy about the nature of the processes being measured, the characteristics attributed to them, and, therefore, the possibility of making comparisons between studies that use different implicit measures. Based on a dual processing model, this paper proposes that implicit measures can be understood as indicators of automatic processes. Finally, we will discuss the requirements that implicit measures must satisfy, and some challenges for research in automaticity.
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Según la hipótesis del déficit procedimental de (Ullman & Pierpont, 2005) las dificultades de los niños con Trastorno Especifico de Lenguaje (TEL) son producto de fallas en la memoria procedimental, por lo cual, resulta imperativo analizar las tareas de evaluación que permitan su identificación. Metodología: Se realizó una búsqueda documental en las principales bases de datos de estudios que examinaran la memoria procedimental en niños con TEL entre el 2012 y 2018. Resultados y discusión: De los 219 artículos compilados fueron seleccionados dieciséis para su análisis, extrayendo nueve tareas experimentales, las cuales se analizaron. Se encontró que las fallas en la memoria procedimental se producen específicamente para el aprendizaje implícito de secuencias. No obstante, las tareas con las que hasta el momento se ha buscado comprobar la relación entre lenguaje y memoria procedimental poseen baja confiabilidad en sus medidas (West, Vadillo, & Shanks, 2017). Conclusiones: La hipótesis del déficit procedimental solo puede ser confirmada mediante el desarrollo de nuevos estudios que controlen las variables relacionadas con los participantes y a las tareas experimentales, aumentado así la confiabilidad de los resultados
According to the procedural deficit hypothesis of (Ullman & Pierpont, 2005) the difficulties of children with Specific Language Impairment (SLI) are the result of failures in procedural memory, so it is imperative to analyze the evaluation tasks that allow their identification. Methodology: A documentary search was carried out in the main databases of studies examining procedural memory in children with SLI between 2012 and 2018. Results and discussion: From the 219 articles compiled, sixteen were selected for analysis, extracting nine experimental tasks, which were analyzed. Procedural memory failures were found to occur specifically for implicit sequence learning. However, the tasks with which so far we have sought to prove the relationship between language and procedural memory have low reliability in their measures (West, Vadillo, & Shanks, 2017)). Conclusions: The procedural deficit hypothesis can only be confirmed through the development of new studies that control variables related to participants and experimental tasks, thus increasing the reliability of the results
Assuntos
Humanos , Transtorno Específico de Linguagem , Aprendizagem , Reprodutibilidade dos Testes , Idioma , MemóriaRESUMO
El objetivo del presente artículo es contribuir a la integración teórica entre dos perspectivas de amplia difusión y desarrollo actual: las teorías sobre el aprendizaje implícito (AI) y el programa de investigación conocido como Psicología Evolucionista (PE). Se propone la existencia de una base teórica común entre el AI y la PE que incluye: una perspectiva adaptacionista, que sostiene que las estructuras y mecanismos, procesos y conductas necesitan ser integrados dentro de un marco evolucionista y evaluados en términos de los roles que cada uno juega en las especies que los poseen; un innatismo moderado, que admite la existencia de una estructura considerable no dependiente del ambiente y por último, un acuerdo acerca del carácter adaptativo y no reductible de la conciencia. Por el contrario, se considera que no forma parte de los compromisos compartidos la tesis del carácter masivamente modular de la mente.
Throughout the years, a wide range of systems, trends, schools of thought and paradigms have fought to become researchers' and professionals' number one field of study. In Psychology, however, competing has only produced noticeable theoretic dispersion. The aim of the present article is to contribute to the discussion on theoretical integration by analyzing conceptual convergences between two widely circulating perspectives that are also under current development: the theories of implicit learning (IL) and a research program known as Evolutionary Psychology (EP). Both theories have gradually gained increasing importance among current theory trends. The theories of implicit learning, on one hand, have evolved based on empirical data and have revealed their presence in different experimental paradigms and among diverse populations. On the other hand, over the past few years EP has achieved considerable relevance in the theoretic framework, and has provided evolutionary explanations about a great deal of psychological phenomena. In the first two sections we briefly describe the general characteristics of IL and EP, in order to later analyze possible convergences between both perspectives. Firstly, we show the main conceptual principles of IL based on the analysis made by Frensch who classifies the main existing definitions according to different topics: the stimuli that are involved in the acquisition context, the phenomenological character of the process, the structure complexity of implicit learning content, the existing relationship between IL and neural mechanisms that are different from those in explicit learning, and the functional relationship between IL and attention mechanisms. In the second section, we identify three main theoretical aspects of Evolutionary Psychology: the adjustment assumption (according to which mental systems have emerged basically as features that contribute to an organism's successful reproduction); computational modularity hypothesis (the computation systems that make up the mind are relatively autonomous, they work on a specific purpose and solve very limited kinds of problems); and the innate assumption (that states that mental systems are innate and are determined by a genetic program structure). In the third section we describe some attempts at integrating research on implicit learning within an evolutionary framework. We describe Reber's assumptions on implicit learning which suggest that it is an earlier and more basic phylogenetic type of learning than explicit learning; furthermore we examine their relationship with the comprehensive model of Donald's cognitive evolution. In the fourth section, we particularly examine theoretical convergences between IL and EP theories. We believe that there is a common theoretic base between both perspectives. This theoretical base implies accepting a perspective based on an adaptation framework, supported by the fundamental principles of implicit processes and from an innate position. We believe that the massive modularity assumption does not form part of the conceptual commitments in implicit learning theories, even if it does not turn out to be incompatible with these. Finally, in the conclusions, we summarize our main findings, as well as discuss, from an epistemological framework, the advantages that the theoretical compatibilities hold. We examine different paths to reach a conceptual convergence: theoretical reduction, the unification of a set of minor theories which make up another theory that integrates and surpasses previous ones, as well as the integration of two theoretic bodies that were not connected up to that moment and that account to different theoretic authorities. Given that the potential convergence between Evolutionary psychology and implicit learning does not adjust to any of the aforementioned models, we consider it as a special case of integration.
