Textos descriptivos de contingencia y retroalimentación en igualación de la muestra por humanos

Three groups of college students were exposed to a second-order matching-to-sample task and three transfer tests. The difference between groups consisted in the functional complexity of a contingency-descriptive text added to the feedback of performance during training. For one group, contingency-descriptive texts referred to pertinent matching instances. For the other two groups, texts referred to pertinent matching modalities and relations, respectively. Texts that referred to matching instances produced the highest percentage of correct responses during training. Texts that referred to matching modalities produced the highest percentage of correct responses during transfer tests. Texts that referred matching relations produced the lowest percentage of correct responses. These results are discussed in relation to comparable studies and the effects of partial and delayed feedback in matching-to-sample tasks.