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Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
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Fuentes subyacentes del aprendizaje de contingencia respuesta-respuesta

Klaus Rothermund¹, Anna Martini¹, Philipp Sprengholz²

¹Friedrich Schiller University Jena, Jena, Germany.

Journal of cognition

|February 23, 2026

Resumen

Este estudio muestra que las personas aprenden secuencias de respuesta (aprendizaje de contingencia respuesta-respuesta) en las tareas. Este aprendizaje es en parte consciente y en parte automático, incluso sin conciencia.

Palabras clave:

aprendizaje de contingencia secuencias de acción conciencia de contingencia recuperación de respuesta episódica hábitos aprendizaje implícito ley de la recencia conocimiento proposicional vinculación de respuesta-respuesta tarea de reacción en serie (SRTT)

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Área de la Ciencia:

Psicología Cognitiva
Neurociencia
Comportamiento Humano

Sus antecedentes:

El aprendizaje de contingencia es crucial para adaptar el comportamiento.
Comprender cómo se aprenden las secuencias de respuesta informa los modelos cognitivos.
La investigación previa se centró en asociaciones más simples, dejando el aprendizaje de secuencias menos comprendido.

Objetivo del estudio:

Investigar el aprendizaje de contingencia respuesta-respuesta (RR-CL) en una tarea de tiempo de reacción en serie (SRT).
Diferenciar entre la recuperación episódica y el RR-CL genuino.
Explorar el papel de la conciencia de contingencia en el RR-CL.

Principales métodos:

Un estudio pre-registrado con 40 participantes utilizando una tarea de tiempo de reacción en serie.
Se manipularon las probabilidades de transición para crear contingencias de secuencias de respuesta.
Se midieron los tiempos de reacción y la conciencia de contingencia.

Principales resultados:

Se observaron efectos robustos de RR-CL, con respuestas más rápidas a secuencias probables.
La recuperación episódica explicó parcialmente el RR-CL, pero persistió un efecto genuino.
El RR-CL residual se relacionó con la conciencia de contingencia, pero también ocurrió sin ella.

Conclusiones:

El aprendizaje de secuencias de respuesta implica procesos tanto conscientes (proposicionales) como automáticos.
El RR-CL genuino puede operar fuera de la conciencia.
Los hallazgos contribuyen a la comprensión de los mecanismos de aprendizaje implícito y explícito.