Aprendizagem de itens intermediários em um paradigma modificado de Hebb e sua relação com a consciência da repetição
Data
2013
Autores
Leite, Gilmara de Lucena 
Orientadores
Bueno, Orlando Francisco Amodeo
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Estudos envolvendo o paradigma de Hebb vem contribuindo para o entendimento de como uma informacao de ordem serial de curto prazo se torna uma representacao estavel na memoria de longo prazo. No entanto, nao se sabe ao certo se a aprendizagem das series repetidas ocorre apenas de forma serial. Desse modo, o objetivo deste trabalho foi verificar se a repeticao apenas de itens intermediarios da lista gera a aprendizagem e em que condicoes isso ocorre. Para tanto, adaptamos o paradigma de Hebb introduzindo estimulos repetidos apenas nas posicoes intermediarias de listas, nesse sentido, listas de letras foram estudadas em quatro experimentos diferentes: no experimento 1, replicamos o paradigma original de Hebb,no qual os resultados foram condizentes com os resultados obtidos por Hebb, apesar das diferencas metodologicas entre os dois experimentos; no experimento 2 as repeticoes eram apenas dos itens intermediarios: os sujeitos nao se beneficiaram da repeticao; no experimento 3 os itens intermediarios eram circunscritos, houve aprendizagem apenas da serie sinalizada; no experimento 4, apenas o primeiro item da serie repetida era circunscrito, houve aprendizado apenas do item sinalizado e nao da sequencia inteira. Concluiu-se que os aspectos perceptuais de um estimulo ajudam no aprendizado de series repetidas. Apesar da tarefa de Hebb ser considerada uma forma de conhecimento implicito, este estudo mostrou que os sujeitos que desenvolveram consCiência da repeticao mostraram melhor desempenho quando comparados com os que nao desenvolveram. Estes resultados sugerem que a consCiência no paradigma de Hebb influencia a aprendizagem
Studies involving the Hebb paradigm have contributed to the understanding of how a serial order information, of short term, becomes a stable representation, in long-term memory. However, it is unclear whether the learning of the repeated series only occurs serially. Thus, the objective of this study was to determine whether the repetition only of intermediate items from the list generates the learning and in which condition it occurs. For this, we adapted the paradigm of Hebb introducing repeated stimuli only in intermediate positions of lists, accordingly, lists of letters were studied in four different experiments: in Experiment 1, we replicated the original paradigm of Hebb, in which the results were consistent with the results obtained by Hebb, despite the methodological differences between the two experiments; in Experiment 2, the repetitions were only of the intermediaries items: the subjects did not benefit from repetition; in Experiment 3, the intermediate items were circumscribed, there was learning just of the marked serie; in Experiment 4, only the first item of the repeated serie was circumscribed, there was learning just of the flagged item and not of the entire sequence. It was concluded that perceptual aspects of a stimuli assist in the learning of repeated series. Despite the task of Hebb be considered a form of implicit knowledge, this study showed that the subjects who developed awareness of repetition had obtained better performance when compared with those who did not develop. These results suggest that the consciousness in the paradigm of Hebb influences the learning.
Studies involving the Hebb paradigm have contributed to the understanding of how a serial order information, of short term, becomes a stable representation, in long-term memory. However, it is unclear whether the learning of the repeated series only occurs serially. Thus, the objective of this study was to determine whether the repetition only of intermediate items from the list generates the learning and in which condition it occurs. For this, we adapted the paradigm of Hebb introducing repeated stimuli only in intermediate positions of lists, accordingly, lists of letters were studied in four different experiments: in Experiment 1, we replicated the original paradigm of Hebb, in which the results were consistent with the results obtained by Hebb, despite the methodological differences between the two experiments; in Experiment 2, the repetitions were only of the intermediaries items: the subjects did not benefit from repetition; in Experiment 3, the intermediate items were circumscribed, there was learning just of the marked serie; in Experiment 4, only the first item of the repeated serie was circumscribed, there was learning just of the flagged item and not of the entire sequence. It was concluded that perceptual aspects of a stimuli assist in the learning of repeated series. Despite the task of Hebb be considered a form of implicit knowledge, this study showed that the subjects who developed awareness of repetition had obtained better performance when compared with those who did not develop. These results suggest that the consciousness in the paradigm of Hebb influences the learning.
Descrição
Citação
LEITE, Gilmara de Lucena.Aprendizagem de itens intermediários em um paradigma modificado de Hebb e sua relação com a consciência da repetição. 2013. 59 f. Dissertação (Mestrado em Psicobiologia) – Escola Paulista de Medicina, Universidade Federal de São Paulo. São Paulo, 2013.