EL ESTUDIO DEL CONTRASTE ENTRE INCENTIVOS: LA CONTRIBUCIÓN DE ABRAM AMSEL

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

Este artículo describe las contribuciones de Abram Amsel [1922-2006] al estudio del aprendizaje en situaciones que involucran la omisión sorpresiva de incentivos. Se enfatizan algunos desarrollos recientes en el estudio del contraste sucesivo negativo consumatorio. Amsel propuso un modelo de la investigación psicobiológica basado en una integración de la teoría conductual con enfoques neurobiológicos y del desarrollo. Se sugiere aquí que dicho modelo está implícito en muchas líneas actuales de investigación que están avanzando nuestra comprensión de algunos fenómenos centrales de la psicología, tales como el aprendizaje, la emoción y el conflicto.

Translated abstract

This article describes Abram Amsel's [1922-2006] contributions to the study of learning in situations involving surprising reward omissions. Emphasis is placed on recent developments in the study of consummatory successive negative contrast. Amsel's model of psychobiological research involves an integration of behavioral theory with neurobiological and developmental approaches. It is suggested that such a model is often implicit in current research programs that are advancing our understanding of some of the central phenomena in basic psychological theory, including learning, emotion, and conflict

Related collections

Most cited references 89

Record: found
Abstract: found
Article: not found

The molecular biology of memory storage: a dialogue between genes and synapses.

E R Kandel (2001)

One of the most remarkable aspects of an animal's behavior is the ability to modify that behavior by learning, an ability that reaches its highest form in human beings. For me, learning and memory have proven to be endlessly fascinating mental processes because they address one of the fundamental features of human activity: our ability to acquire new ideas from experience and to retain these ideas over time in memory. Moreover, unlike other mental processes such as thought, language, and consciousness, learning seemed from the outset to be readily accessible to cellular and molecular analysis. I, therefore, have been curious to know: What changes in the brain when we learn? And, once something is learned, how is that information retained in the brain? I have tried to address these questions through a reductionist approach that would allow me to investigate elementary forms of learning and memory at a cellular molecular level-as specific molecular activities within identified nerve cells.