Influencia del nivel educativo de los progenitores y la edad en la derivación de equivalencia-equivalencia

Antecedentes: el objetivo de este trabajo fue el estudio del razonamiento analógico desde el fenómeno de equivalencia-equivalencia. Método: las variables estudiadas fueron la edad de los participantes y el nivel educativo de los padres, en relación a la ejecución de la tarea de razonamiento. Para ello se utilizó una muestra de 64 participantes. Se diseñó un instrumento basado en discriminaciones condicionales utilizando el procedimiento de igualación simbólica a la muestra. Resultados: los resultados mostraron una diferencia significativa en la ejecución de la tarea entre los niños con padres universitarios y los niños con padres no universitarios. Sin embargo, en relación a la edad no se obtuvieron resultados concluyentes. Conclusiones: se analizan estos resultados desde la perspectiva de la derivación de la relación de equivalencia-equivalencia a través de entrenamiento en múltiples ejemplares como origen de la derivación del fenómeno.Background: The objective of this work was the study of analogical reasoning from the perspective of the equivalence-equivalence phenomenon. Method: The variables studied consisted of the age of the participants and the educational level of the parents, in relation to performance on a reasoning task. The task utilized a sample size of 64 participants and an instrument based on conditional discriminations using the matching-to-sample procedure. Results: The results showed a significant difference in the performance on the task between the children of parents with college degrees, and those of parents without college degrees. However, there were no conclusive results as to age. Conclusions: The results are analyzed from the perspective of the derivation of the relationship of equivalence-equivalence via multiple exemplar training

Deciphering CHFR role in pancreatic ductal adenocarcinoma

Checkpoint with forkhead-associated and ring finger domains (CHFR) has been proposed as a predictive and prognosis biomarker for different tumor types, but its role in pancreatic ductal adenocarcinoma (PDAC) remains unknown. The aim of this study was two-pronged: to review the role of CHFR in PDAC and evaluating CHFR as a potential predictive biomarker in this disease. For this purpose, we first explored the CHFR messenger (m)RNA expression and promoter methylation through the TCGA database. Secondly, the CHFR expression and promoter methylation were prospectively evaluated in a cohort of patients diagnosed with borderline (n = 19) or resectable (n = 16) PDAC by immunohistochemistry (IHC), methylation specific-PCR (MSP), and pyrosequencing. The results from the TCGA database showed significant differences in terms of progression-free survival (PFS) and overall survival (OS) based on the CHFR mRNA expression, which was likely independent from the promoter methylation. Importantly, our results showed that in primarily resected patients and also the entire cohort, a higher CHFR expression as indicated by the higher IHC staining intensity might identify patients with longer disease-free survival (DFS) and OS, respectively. Similarly, in the same cohorts, patients with lower methylation levels by pyrosequencing showed significantly longer OS than patients without this pattern. Both, the CHFR expression intensity and its promoter methylation were established as independent prognostic factors for PFS and OS in the entire cohort. In contrast, no significant differences were found between different methylation patterns for CHFR and the response to taxane-based neoadjuvant treatment. These results suggest the potential role of the higher expression of CHFR and the methylation pattern of its promoter as potential prognostic biomarkers in PDAC, thus warranting further comprehensive studies to extend and confirm our preliminary findings.This work was funded by grants from the Department of Health from the Government of Navarra (Ref. 008-2018), REFBIO II Pyrenees Biomedical Network from Programa INTERREG V-A España-Francia-Andorra (Ref. BMK_PANC) and Sociedad Española de Oncología Médica (SEOM) to AV. IG-B was supported by a predoctoral fellowship from the Department of Economic Development Government of Navarre Ayudas para la contratación de doctorandos y doctorandas por empresas y organismos de investigación y difusión de conocimientos: doctorados industriales 2018–2020. Intensification Programme Navarrabiomed 2017-2021 Obra Social La Caixa Fundación Caja Navarra. This work has also been supported by the Spanish Ministry of Economy [MINECO; BFU2016-80360-R (to JC)] and the Ministry of Science and Innovation [MICINN; PID2019-105201RB-I00 (to JC)]. Instituto de Salud Carlos III, co-funded by European Union (ERDF/ESF, Investing in your future) [Predoctoral contract FI17/00282 (to EA-P)]. Junta de Andalucía (BIO-0139); GETNE2016 and GETNE2019 Research grants (to JC); and CIBERobn

Comportamento governado por regras e a brecha descrição-experiência

Tese de Doutoramento em Psicologia BásicaThe present Ph.D. thesis assesses the relation between rule-governed or instruction following behavior and the description-experience gap from a behavioral perspective. Extensive research on the field of rule-governed behavior has shown that human behavior is often insensitive to schedule contingencies when instructions are available. On the other hand, the description-experience gap refers to the difference on choice behavior when either descriptions or experience are available. For our purpose, a meta-analysis of the existing literature on the description-experience gap was first conducted to explore interesting findings that could lead our work. Different factors were observed to influence the description-experience gap, namely: as-if over- and under-weighting functions of rare events in description- and experience-based tasks, task domain, probability of the rare event, existence of a certain option, description task paradigm and experience task paradigm. Besides obtaining these results, we found two studies on the descriptionexperience gap domain showing absence of influence of the descriptions when personal experience is available. This intriguing result contradicts previous research on rulegoverned behavior. In a series of three empirical studies, we subsequently evaluated the contribution of different moderator variables on the relation between rule-governed behavior or instructional control, and the description-experience gap. Specifically, we assessed the effect of the difficulty of the descriptions, the type of schedule, and the relative expected value between options. The absence of instructional control on studies previously conducted on the description-experience gap was found to not be caused by the difficulty of probabilistic descriptions or the type of schedule. However, the relative expected value between options demonstrated to modulate this effect. The relevance of this factor seems to rely on its capacity to help participants better discriminate the best option.A presente tese de doutoramento avalia a relação entre o comportamento governado por regras ou seguimento de instruções e a brecha descrição-experiência desde una perspetiva comportamental. Numerosas investigações no campo do comportamento governado por regras tem mostrado que o comportamento humano é frequentemente insensível às contingências programadas em presencia de instruções. Pelo outro lado, a brecha descrição-experiência refere à diferencia em comportamento de escolha em presença de descrições ou experiência. Para nosso propósito levou-se inicialmente a cabo um metaanálise da literatura existente sobre a brecha descrição-experiência para explorar resultados interessantes que pudessem guiar nosso trabalho. Diversos fatores demostraram possuir influência na brecha descrição-experiência, a saber: funções como-se se sobre- e sub-ponderassem os eventos raros em tarefas baseadas em descrições e em experiência, domínio da tarefa, probabilidade do evento raro, existência de uma opção segura, paradigma da tarefa de descrição e paradigma da tarefa de experiência. Ademais de obter estes resultados, encontramos dois estudos no domínio da brecha descriçãoexperiência que mostravam ausência de influência das descrições em presença de experiência pessoal. Este fascinante resultado contradisse investigações prévias em comportamento governado por regras ou controlo instrucional. Posteriormente, avaliámos numa série de três estudos empíricos a contribuição de diferentes variáveis moderadoras à relação entre comportamento governado por regras ou controlo instrucional, e a brecha descrição-experiência. Concretamente, avaliámos o efeito da dificuldade das descrições, o tipo de programa, e o valor esperado relativo entre opções. A ausência de controlo instrucional em estudos prévios sobre a brecha descrição-experiência revelou não estar causada pela dificuldade de descrições probabilísticas ou o tipo de programa. Contudo, o valor esperado relativo entre opções demostrou modular este efeito. A relevância de este fator parece dever-se à sua capacidade para ajudar aos participantes à discriminar com maior facilidade a melhor opção.Fundação para a Ciência e Tecnologia (FCT) - Doctoral Grant (SFRH/BD/52397/2013

The description-experience gap: A meta-analysis

Choice behavior differs depending on how the information about options is presented to the subjects, via either descriptions or experience (1), a phenomenon called the description-experience gap. Cumulative Prospect Theory (2) implies overweighting of rare events, but when options are experienced instead of described, the opposite result is found: rare events are underweighted (1,3). Our meta-analysis studied three important factors on the description-experience gap related to Cumulative Prospect Theory: the over- and under-weighting of rare events in description- and experience-based tasks, the task domain and the probability of the rare event. Aside from these three elements, another three additional factors were studied: the existence of a certain option, the description task paradigm and the experience task paradigm. Recently, a meta-analysis on this topic was published (4), which focused on one specific type of experience task paradigm called sampling. In the present meta-analysis, we focused on the other major experience task paradigm –feedback paradigm– and the combination of both paradigms, to see if we could find differential effects between their meta-analytical approach and ours. However, this was not the case, as we found similar results, being the effect consistent across factors and methods. We conclude that the fact that the reference model (2) is a descriptive one, and that the factor most frequently evoked to explain the description- experience gap is sampling biases in the experience-based tasks – which are part of the methodology of the task itself – suggests that the description-experience gap is an irreducible psychological phenomenon (i.e. a phenomenon that does not rely on other psychological mechanisms, but solely on the methodology of the task).  La conducta de elección difiere según cómo se presente la información de las opciones a los sujetos, via descripciones o experiencia(1), un fenómeno llamado la brecha descripción-experiencia. La Teoría de los Prospectos(2) apunta una sobre-ponderación de eventos raros; pero cuando se experimentan opciones en lugar de describirse, se encuentra el resultado opuesto: los eventos raros se infravaloran (1,3). Nuestro meta-análisis estudió tres factores importantes sobre la brecha descripción-experiencia relacionada con la teoría de la perspectiva acumulativa: la sobrevaloración y la subestimación de eventos raros en tareas basadas en la descripción y la experiencia, el dominio de la tarea y la probabilidad del evento raro. Además de estos tres elementos, se estudiaron otros tres factores adicionales: la existencia de una opción determinada, el paradigma de la tarea de descripción y el paradigma de la tarea de experiencia. Recientemente, se publicó un metaanálisis sobre este tema(4), que se centró en un tipo específico de paradigma de tarea de experiencia llamado muestreo. En el presente meta-análisis, nos centramos en el otro paradigma de la tarea de experiencia principal, el paradigma de retroalimentación, y la combinación de ambos paradigmas, para ver si podíamos encontrar efectos diferenciales entre su enfoque meta-analítico y el nuestro. Sin embargo, éste no fue el caso, ya que encontramos resultados similares: el efecto es consistente en todos los factores y métodos. Concluimos que el hecho de que el modelo de referencia(2) es descriptivo y que el factor más frecuentemente evocado para explicar la brecha entre la descripción y la experiencia sean los sesgos de muestreo en las tareas basadas en la experiencia, que son parte de la metodología de la tarea misma, sugiere que la brecha descripción-experiencia es un fenómeno psicológico irreducible (es decir, un fenómeno que no se basa en otros mecanismos psicológicos, sino únicamente en la metodología de la tarea).

Psicothema

Resumen tomado de la publicaciónInfluencia del nivel educativo de los progenitores y la edad en la derivación de equivalencia-equivalencia. Antecedentes: el objetivo de este trabajo fue el estudio del razonamiento analógico desde el fenómeno de equivalencia-equivalencia. Método: las variables estudiadas fueron la edad de los participantes y el nivel educativo de los padres, en relación a la ejecución de la tarea de razonamiento. Para ello se utilizó una muestra de 64 participantes. Se diseñó un instrumento basado en discriminaciones condicionales utilizando el procedimiento de igualación simbólica a la muestra. Resultados: los resultados mostraron una diferencia significativa en la ejecución de la tarea entre los niños con padres universitarios y los niños con padres no universitarios. Sin embargo, en relación a la edad no se obtuvieron resultados concluyentes. Conclusiones: se analizan estos resultados desde la perspectiva de la derivación de la relación de equivalencia-equivalencia a través de entrenamiento en múltiples ejemplares como origen de la derivación del fenómenoUniversidad de Oviedo. Biblioteca de Psicología; Plaza Feijoo, s/n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126; [email protected]

The influence of the parents’ educational level and participants’ age in the derivation of equivalence-equivalence

Psicothema, Vol. 26, No. 3, pp. 314-320Antecedentes: el objetivo de este trabajo fue el estudio del razonamiento analógico desde el fenómeno de equivalencia-equivalencia. Método: las variables estudiadas fueron la edad de los participantes y el nivel educativo de los padres, en relación a la ejecución de la tarea de razonamiento. Para ello se utilizó una muestra de 64 participantes. Se diseñó un instrumento basado en discriminaciones condicionales utilizando el procedimiento de igualación simbólica a la muestra. Resultados: los resultados mostraron una diferencia significativa en la ejecución de la tarea entre los niños con padres universitarios y los niños con padres no universitarios. Sin embargo, en relación a la edad no se obtuvieron resultados concluyentes. Conclusiones: se analizan estos resultados desde la perspectiva de la derivación de la relación de equivalencia-equivalencia a través de entrenamiento en múltiples ejemplares como origen de la derivación del fenómeno