Examinando por Materia "UNDERGRADUATE STUDENTS"
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- PublicaciónAcceso abiertoAnálisis de factores asociados al rendimiento académico: una aplicación de técnicas demográficas(Universidad Católica de Colombia. Facultad de Psicología, 2000-10) Jaimes-Osma, Jesús EnriqueThe main objective of the present investigation was to describe the academic factors characterizing Psychology Faculty students at Universidad Católica de Colombia. For that purpose, a descriptive design by means of demographic techniques was used. The information was supplied by the Admission Department of the University and the data were analyzed through Access under Windows 7.0 and S.PS.S 6.1. The ob¬tained results allow us to identify and evaluate academic performance for this popu¬lation. It was found that the general average for this period was 3.71/5.0 and that this average is higher from the sixth semester. In an overall level, it was observed that the averages for groups studying in the evening are slightly higher than the groups study¬ing in the morning and Research was identified as the area with higher average with 4.43 The rate for academic deficiency was 1.57% and for excellency was 39.06%, that is, 440 students of the population. Another established indicator was subject failure corresponding to 8.63%.
- PublicaciónAcceso abiertoEfecto del contacto con instrucciones, la especificidad e historia instruccional en la insensibilidad al cambio contingencial en tareas de igualación de la muestra de primer orden en humanos(Universidad Católica de Colombia. Facultad de Psicología, 2007-12) Ortiz-Rueda, Gerardo; Pacheco-Ortega, Verónica; Bañuelos-Pineda, Iris; Plascencia-Jáuregui, LourdesThe objective of the present study was to explore if the provision of explicit instructions prior to contingency contact, the degree of instructional specificity, as well as the instructional history of the subjects, affect the sensitivity to the change of contingencies. 20 undergraduate students were assigned to one of five experimental groups that were different both in the type of received instruction (i.e. specific, generic and/or minimum) and in the maintenance or change of the instruction between conditions, using a first order matching-to-sample task. In the first condition, the correct relation during all sessions was one of similarity, whereas in the second phase, during the second half of each session's trials the relation criterion (i.e. contingency) was modified without previous warning from similarity to difference (i.e. the Comparative Stimuli did not share any of the characteristics of the Sample Stimulus). Unlike a previous study by Ortiz et al. (in press), the results showed that providing contact with the instructions produced higher insensitivity indexes, as well as greater differences between groups, an indication that the description given prior to the contact with the contingencies of the task could acquire an instructional function.