Chamizo, V. D.
Victoria Díez Chamizo

Catedrática
Departamento de Cognición, Desarrollo y Psicología de la Educación
Facultad de Psicología
e Instituto de Neurociencias
Universitat de Barcelona

Biografía breve


Terminé mis estudios de licenciatura con grado y el doctorado en Madrid (en la Universidad Autónoma de Madrid) y fui becaria de investigación en la Universidad de Birmingham (Reino Unido) en dos ocasiones y becaria visitante en la Universidad de Cambridge (Reino Unido) varias veces antes de ganar una plaza de profesora titular y posteriormente de catedrática en la Universitat de Barcelona (Catalunya, España).

He sido presidenta de la "Sociedad Española de Psicología Comparada" (SEPC) en 2003 y en 2016, así como presidenta y vicepresidenta de la "Sociedad Española de Psicología Experimental" (SEPEX) entre 2004 y 2008. También he tenido el honor de ser presidenta del programa de la División 6 (Behavioral Neuroscience and Comparative Psychology) de la American Psychological Association (APA) en el congreso de 2012.

Temas de investigación


La mayor parte de mi trabajo tiene que ver con la cognición espacial y el aprendizaje asociativo. Lo que más me interesa es el estudio de las condiciones, los efectos básicos y los mecanismos que son responsables de la adquisición de conocimiento acerca de localización espacial en ratas y también en seres humanos.

Mi investigación en los últimos 30 años la he realizado principalmente en colaboración con el catedrático de la Universidad de Cambridge (Reino Unido) Professor N. J. Mackintosh †, así como con otros colegas y estudiantes de la Universitat de Barcelona. Esta investigación conjunta dio lugar a un grupo de investigación, que coordino, cuyo nombre es "Aprendizaje y cognición: un enfoque comparado" (http://www.gracec.info).

El principal resultado de nuestro trabajo ha sido la demostración de que los fenómenos básicos del condicionamiento pavloviano y del condicionamiento instrumental (como el bloqueo, el ensombrecimiento, la inhibición latente, el aprendizaje perceptivo, los cambios en la atención a las señales relevantes e irrelevantes ...) también se observan cuando se trabaja con tareas estrictamente espaciales (tanto en el laberinto radial elevado como en la piscina de Morris).

Asimismo, en la última década hemos demostrado que las ratas macho y hembra pueden utilizar estrategias diferentes para resolver tareas de navegación (un hallazgo que a menudo se denomina "diferencias de sexo cualitativas"), siendo crucial la distinción entre lo que aprenden y lo que prefieren (aprendizaje vs. actuación). En esta línea de investigación también hemos encontrado efectos de edad en nuestros animales. Concretamente, un cambio en el comportamiento de las ratas hembra a medida que se hacen adultas.

En la actualidad continúo investigando estos temas, fundamentalmente diferencias de sexo cualitativas, en una tarea de navegación que se aprende en presencia de información geométrica y no geométrica simultáneamente. Las teorías asociativas estándar pueden explicar la mayor parte de nuestros resultados.

Publicaciones


Las 10 publicaciones más destacadas de los últimos años


J.B. Trobalon & V.D. Chamizo, Eds. (2016). Associative Learning and Cognition. Homage to Professor N. J. Mackintosh. In Memoriam (1935-2015). Edicions Universitat de Barcelona (Tributes Collection).

The present volume is a homage to Professor N. J. Mackintosh (1935-2015), an outstanding academic and a dear friend and colleague to many of the participants, as a final tribute after being awarded the Gold Medal by the University of Barcelona (November 2015). Although the topics of the chapters in this book have been freely chosen by the authors (Geoffrey Hall, Anthony Dickinson, John M. Pearce, Ian McLaren, Paula J. Durlach, Irina Baetu to mention a few), as well as the type of contribution (either an empirical paper, a review, or an application), they concentrate on issues that are crucial to the understanding of the basic principles of attention and associative learning (both Pavlovian and instrumental), in humans and also in other animals. In other words, to unravel the nature of conditioning, with a special emphasis on perceptual learning. The final chapter, by Gabriel Ruiz, addresses the importance of the contribution by Professor Mackintosh to the renaissance of animal psychology in Spain, where the Spanish Society for Comparative Psychology (SEPC in Spanish) played a relevant role

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Chamizo, V.D., Rodríguez, C.A., Sánchez, J., & Mármol, F. (2016). Sex Differences after Environmental Enrichment and Physical Exercise in Rats when Solving a Navigation Task. Learning and Behavior, 44, 227 - 238.

The effects of early environmental enrichment (EE) and voluntary wheel running on the preference for using a landmark or pool geometry when solving a simple spatial task in adult male and female rats were assessed. After weaning, rats were housed in same-sex pairs in enriched or standard cages (EE and control groups) for two and a half months. Then the rats were trained in a triangular-shaped pool to find a hidden platform whose location was defined in terms of these two sources of information, a landmark outside the pool and a particular corner of the pool. As expected, enriched rats reached the platform faster than control animals, and males and females did not differ. Enriched rats also performed better on subsequent test trials without the platform with the cues individually presented (either pool geometry or landmark). However, on a preference test without the platform, a clear sex difference was found: Females spent more time in an area of the pool that corresponded to the landmark, whereas males spent more time in the distinctive corner of the pool. The present EE protocol did not alter females’ preference for the landmark cue. The results agree with the claim that environmental enrichment is a consequence of a reduced anxiety response (measured by thigmotaxis) during cognitive testing. A possible implication of ancestral selection pressures is discussed

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Chamizo, V.D., Rodríguez, C.A., Torres, I., Torres, M.N., & Mackintosh, N.J. (2014). What makes a landmark effective?: Sex differences in a navigation task. Learning and Behavior, 42, 348 - 356.

In Experiment 1, two groups of female rats were trained in a triangular pool to find a hidden platform whose location was defined in terms of a single a landmark, a cylinder outside the pool. For one group, the landmark had only a single pattern (i.e., it looked the same when approached from any direction), while for the other, the landmark contained four different patterns (i.e., it looked different when approached from different directions). The first group learned to swim to the platform more rapidly than the second. Experiment 2 confirmed this difference when female rats were trained in a circular pool but found that male rats learned equally rapidly (and as rapidly as females trained with the single-pattern landmark) with both landmarks. This second finding was confirmed in Experiment 3. Finally, in Experiment 4a and 4b, male and female rats were trained either with the same, single-pattern landmark on all trials or with a different landmark each day. Males learned equally rapidly (and as rapidly as females trained with the unchanged landmark) whether the landmark changed or not. We conclude that male and female rats learn rather different things about the landmark that signals the location of the platform

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Rodríguez, Clara A., Chamizo, V.D., Mackintosh, N.J. (2013). Do hormonal changes that appear at the onset of puberty determine the strategies used by female rats when solving a navigation task?. Hormones and Behavior, 64, 122-135.

The present set of experiments evaluated the possibility that the hormonal changes that appear at the onset of puberty might influence the strategies used by female rats to solve a spatial navigation task. In each experiment, rats were trained in a triangular shaped pool to find a hidden platform which maintained a constant relationship with two sources of information, one individual landmark and one corner of the pool with a distinctive geometry. Then, three test trials were conducted without the platform in counterbalanced order. In one, both the geometry and the landmark were simultaneously presented, although in different spatial positions, in order to measure the rats preferences. In the remaining test trials what the rats had learned about the two sources of information was measured by presenting them individually. Experiment 1, with 60-day old rats, revealed a clear sex difference, thus replicating a previous finding (Rodríguez et al., 2010): females spent more time in an area of the pool that corresponded to the landmark, whereas males spent more time in the distinctive corner of the pool even though the remaining tests revealed that both sexes had learned about the two sources of information. In Experiment 2, 30-day old female rats, unlike adults, preferred to solve the task using the geometry information rather than the landmark (although juvenile males behaved in exactly the same way as adults). Experiment 3 directly compared the performance of 90- and 30-day old females and found that while the adult females preferred to solve the task using the landmark, the reverse was true in juvenile females. Experiment 4 compared ovariectomized and sham operated females and found that while sham operated females preferred to solve the task using the landmark, the reverse was true in ovariectomized females. Finally, Experiment 5 directly compared adult males and females, juvenile males and females, and ovariectomized females and found that adult males, juvenile males and females, and ovariectomized females did not differ among them in their preferred cue, but they all differed from adult females

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Chamizo, V.D., Rodríguez, C.A., Espinet, A., & Mackintosh, N.J. (2012). Generalization decrement and not overshadowing by associative competition among pairs of landmarks in a navigation task. Journal of Experimental Psychology: Animal Behavior Processes, 38, 255-256.

When they are trained in a Morris water maze to find a hidden platform, whose location is defined by a number of equally spaced visual landmarks round the circumference of the pool, rats are equally able to find the platform when tested with any two of the landmarks (Prados, & Trobalon, 1998; Rodrigo, Chamizo, McLaren, & Mackintosh, 1997). This suggests that none of the landmarks was completely overshadowed by any of the others. In Experiment 1 one pair of groups was trained with four equally salient visual landmarks spaced at equal intervals around the edge of the pool, while a second pair was trained with two landmarks only, either relatively close to or far from the hidden platform. After extensive training, both male and female rats showed a reciprocal overshadowing effect: on a test with two landmarks only (either close to or far from the platform), rats trained with four landmarks spent less time in the platform quadrant than those trained with only two. Experiment 2 showed that animals trained with two landmarks and then tested with four also performed worse on test than those trained and tested with two landmarks only. This suggests that generalization decrement, rather than associative competition, provides a sufficient explanation for the overshadowing observed in Experiment 1. Experiment 3 provided a within-experiment replication of the results of Experiments 1 and 2. Finally, Experiment 4 showed that rats trained with a configuration of two landmarks learn their identity

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Rodríguez, Clara A.; Torres, Angélica; Mackintosh, N. J.; Chamizo, V. D. (2010). Sex differences in the strategies used by rats to solve a navigation task. Journal of Experimental Psychology: Animal Behavior Processes, 36, 395-401.

Rats were trained in a triangular-shaped pool to find a hidden platform, whose location was defined in terms of two sources of information, a landmark outside the pool and a particular corner of the pool. Subsequent test trials without the platform pitted these two sources of information against one another. This test revealed a clear sex difference. Females spent more time in an area of the pool that corresponded to the landmark, whereas males spent more time in the distinctive corner of the pool even though further tests revealed that both sexes had learned about the two sources of information by presenting cues individually. The results agree with the claim that males and females use different types of information in spatial navigation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Forcano, L., Santamaría, J., Mackintosh, N.J., & Chamizo, V.D. (2009). Single landmark learning: sex differences in a navigation task. Learning and Motivation, 40, 46-61.

In Experiments 1 and 2, rats were trained in a Morris pool to find a hidden platform located some distance away from a single landmark. Males learned to swim to the platform faster than females, but on test trials without the platform, males, unlike females, spent less time in the platform quadrant of the pool in the second half of each test trial than in the first. They also showed greater persistence in searching in the platform quadrant over a series of extinction trials. In Experiments 3a and 3b, the problem was made easier by locating the platform closer to the solitary landmark. Now males and females learned to swim to the platform equally rapidly, and both stopped searching in the platform quadrant in the second half of each test trial. Experiment 4 ruled out the possibility that males´ shorter latencies to find the platform in Experiment 2 were due to their swimming faster than females

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Sansa, J., Rodrigo, T., Santamaría, J., Manteiga, R., & Chamizo, V.D. (2009). Conditioned inhibition in the spatial domain. Journal of Experimental Psychology: Animal Behavior Processes, 35, 566-577.

Using a variation on the standard procedure of conditioned inhibition (Trials A+ and AX?), rats (Rattus norvegicus) in a circular pool were trained to find a hidden platform that was located in a specific spatial position in relation to 2 individual landmarks (Trials A ? platform and B ? platform; Experiments 1a and 1b) and to 2 configurations of landmarks (Trials ABC ? platform and FGH ? platform; Experiment 2a). The rats also underwent inhibitory trials (Experiment 1: Trials AZ ? no platform; Experiment 2a: Trials CDE ? no platform) interspersed with these excitatory trials. In both experiments, subsequent test trials without the platform showed both a summation effect and retardation of excitatory conditioning, and in Experiment 2a rats learned to avoid the CDE quadrant over the course of the experiment. Two further experiments established that these results could not be attributed to any difference in salience between the conditioned inhibitors and the control stimuli. All these results contribute to the growing body of evidence consistent with the idea that there is a general mechanism of learning that is associative in nature. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Chamizo, V.D., Rodrigo, T., Peris, J.M., & Grau, M. (2006). The influence of both size and distance from a goal of individual landmarks in a navigation task: an additive effect. Journal of Experimental Psychology: Animal Behavior Processes, 32, 339-344.

Rats were trained to find the hidden platform in a Morris pool, whose location was defined by reference to a small number of landmarks around the circumference of the pool. In each of three experiments, an experimental group was trained on alternate trials with two different subsets of three of the available landmarks, with the two subsets sharing one landmark in common. When tested with landmarks drawn from both of their training configurations, but without the landmark common to the two sets, they had no difficulty in locating the platform. In Experiment 1, they performed at least as well as a group trained with all the available landmarks present on every trial. In Experiment 2, they performed significantly better than a group trained with two different subsets of landmarks that shared no one landmark in common

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Chamizo, V.D., Rodrigo, T., & Mackintosh, N.J. (2006). Spatial integration with rats. Learning and Behavior, 34, 348-354.

Rats were trained to find the hidden platform in a Morris pool, whose location was defined by reference to a small number of landmarks around the circumference of the pool. In each of three experiments, an experimental group was trained on alternate trials with two different subsets of three of the available landmarks, with the two subsets sharing one landmark in common. When tested with landmarks drawn from both of their training configurations, but without the landmark common to the two sets, they had no difficulty in locating the platform. In Experiment 1, they performed at least as well as a group trained with all the available landmarks present on every trial. In Experiment 2, they performed significantly better than a group trained with two different subsets of landmarks that shared no one landmark in common

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All publications


Sansa, J., Aznar-Casanova, J.A., Rodríguez, C.A. & Chamizo, V.D. (submitted). Generalization Decrement and Not Overshadowing by Associative Competition Among Pairs of Landmarks in a Navigation Task with humans. .

Ferran Lugo, Mercè Masana, Marta N. Torres, Esther Pérez-Navarro, & V.D. Chamizo. (submitted). Two strategies used to solve a navigation task: The differential use of the hippocampus in male and female rats. .

Chamizo, V. D. y Torres, M.N. (2017). Aprendizaje espacial y diferencias de sexo: variables a tener en cuenta (Capítulo 5). En J. Nieto & R. Bernal Gamboa (Eds.), Estudios Contemporáneos en Cognición Comparada. Cromo Editores S.A. de C.V. (México). ISBN: 978-607-02-9693-2.

Mesa, V., Osorio, A., Ballesta, S., Marimon, J.M. & Chamizo, V.D. (2017). Geometric vs. non-geometric information: Explaining male rats? selective preferences in a navigation task. Learning and Motivation, 60, 23-33.

Mármol, F., Sánchez, J., Torres, M.N., & Chamizo, V.D. (2017). Environmental enrichment in the absence of wheel running produces beneficial behavioural and anti-oxidative effects in rats. Behavioral Processes, 144, 66-71.

Chamizo, V.D., Rodríguez, C.A., Sánchez, J., & Mármol, F. (2016). Sex Differences after Environmental Enrichment and Physical Exercise in Rats when Solving a Navigation Task. Learning and Behavior, 44, 227 - 238.

J.B. Trobalon & V.D. Chamizo, Eds. (2016). Associative Learning and Cognition. Homage to Professor N. J. Mackintosh. In Memoriam (1935-2015). Edicions Universitat de Barcelona (Tributes Collection).

Manchón, A., Torres, M.N., Rodrigo, T., & Chamizo, V.D. (2016). Successive contrast effects in a navigation task with rats. In J.B. Trobalon & V.D. Chamizo (Eds). Associative Learning and Cognition. Homage to Professor N. J. Mackintosh. In Memoriam (1935-2015). Edicions Universitat de Barcelona (Colección Homenajes). Pp. 157-176.

Mármol, F., Rodríguez, C.A., Sánchez, J., & Chamizo, V.D. (2015). Anti-oxidative effects produced by environmental enrichment in hippocampal and cerebral cortex of male and female rats. Brain Research, 1613, 120-129.

Chamizo, V.D., Rodríguez, C.A., Torres, I., Torres, M.N., & Mackintosh, N.J. (2014). What makes a landmark effective?: Sex differences in a navigation task. Learning and Behavior, 42, 348 - 356.

Civile, C., Chamizo, V.D., Mackintosh, N.J., & McLaren, I.P.L. (2014). The effect of disrupting configural information on rats performance in the Morris water maze. Learning and Motivation, 48, 55-66.

Rodrigo, T., Gimeno, E., Ayguasanosa, M., & Chamizo, V.D. (2014). Navigation with two landmarks in rats (Rattus norvegicus): the role of landmark salience. Journal of Comparative Psychology, 128, 378-386.

Torres, M.N., Rodríguez, C.A., Chamizo, V.D., & Mackintosh, N.J. (2014). Landmark vs. geometry learning: Explaining female rats selective preference for a landmark. Psicológica, 35, 81-100.

Rodríguez, Clara A., Chamizo, V.D., Mackintosh, N.J. (2013). Do hormonal changes that appear at the onset of puberty determine the strategies used by female rats when solving a navigation task?. Hormones and Behavior, 64, 122-135.

Rodríguez, C.A. & Chamizo, V.D. (2013). Male advantage in geometry learning? A preliminary study in rats. Revista Argentina de Ciencias del Comportamiento, 5, 30-39.

Chamizo, V.D., Rodríguez, C.A., Espinet, A., & Mackintosh, N.J. (2012). Generalization decrement and not overshadowing by associative competition among pairs of landmarks in a navigation task. Journal of Experimental Psychology: Animal Behavior Processes, 38, 255-256.

Crespo, P., Rodríguez, C,A., & Chamizo, V.D. (2012). Learning in a navigation task: The role of salience of pairs of landmarks and sex differences. Anuario de Psicología, 42, 361-376.

Chamizo, V.D. & Rodríguez, C.A. (2012). Qualitative sex differences in spatial learning. In S. McGeown (Ed.). Psychology of Gender Differences, Hauppauge NY: Nova Science Publishers, Inc. Pp. 267-281.

Espinet, A., Caramés, J.M., & Chamizo, V.D. (2011). Order effects after prolonged blocked preexposure to two compound flavors. Behavioural Processes, 88, 94-100.

Chamizo, V.D., Artigas, A.A., Sansa, J., & Banterla, F. (2011). Gender differences in a virtual Morris water task: the role of distance to a goal. Behavioural Processes, 88, 20-26.

Rodríguez, C.A., Chamizo, V.D., & Mackintosh, N.J. (2011). Overshadowing and Blocking between Landmark Learning and Shape Learning: the Importance of Sex Differences. Learning and Behavior, 39, 324-335.

Rodríguez, C.A., Aguilar, R., & Chamizo, V.D. (2011). Landmark learning in a navigation task is not affected by the female rats estrus cycle. Psicológica, 32, 279-299.

Rodríguez, Clara A.; Torres, Angélica; Mackintosh, N. J.; Chamizo, V. D. (2010). Sex differences in the strategies used by rats to solve a navigation task. Journal of Experimental Psychology: Animal Behavior Processes, 36, 395-401.

Vidal, J. & Chamizo, V.D. (2010). The conditioned stimulus elicits taste aversion, but not sickness behavior, in conditioned mice. NeuroImmunoModulation, 17, 325-332.

Sansa, J., Rodrigo, T., Santamaría, J., Manteiga, R., & Chamizo, V.D. (2009). Conditioned inhibition in the spatial domain. Journal of Experimental Psychology: Animal Behavior Processes, 35, 566-577.

Forcano, L., Santamaría, J., Mackintosh, N.J., & Chamizo, V.D. (2009). Single landmark learning: sex differences in a navigation task. Learning and Motivation, 40, 46-61.

Vidal, J. & Chamizo, V.D. (2009). Taste aversion conditioning, but not immunosuppression conditioning, occurs under partial water deprivation. The Journal of General Psychology, 136 (I), 71-90.

Sansa, J., Krug, I., Chamizo, V.D., & Fernández-Aranda, F. (2009). Is contextual-potentiated eating dependent on caloric density of food?. Psicológica,30, 201-214.

Noguera, M., Grau, M., Peris, J.M., Barbería, I., & Chamizo, V.D. (2008). Similarity and discrimination learning in humans. Behavioural Processes, 79, 114-119.

Grau-Sánchez, M. Noguera, M. Díaz-Barrero, J.L., Chamizo, V.D., & Rodrigo, T. (2008). An application of an associative learning model to Morris pool with a single landmark. Computers and Mathematics with Applications, 56, 212-217.

Rodrigo, T., Artigas, A.A., & Chamizo, V.D. (2007). Aprendizaje y cogición espacial: de Tolman a Morris (Spatial learning and cognition: from Tolman to Morris). In O. Pineño, M.A. Vadillo and H. Matute (Eds.). Psicología del Aprendizaje, (The Psychology of Learning). Badajoz: Abecedario. Pp. 177-204.

Chamizo, V.D., Rodrigo, T., & Mackintosh, N.J. (2006). Spatial integration with rats. Learning and Behavior, 34, 348-354.

Chamizo, V.D., Rodrigo, T., Peris, J.M., & Grau, M. (2006). The influence of both size and distance from a goal of individual landmarks in a navigation task: an additive effect. Journal of Experimental Psychology: Animal Behavior Processes, 32, 339-344.

Rodrigo, T., Sansa, J., Baradad, P., & Chamizo, V.D. (2006). Generalization gradients in a navigation task with rats. Learning and Motivation, 37, 247-268.

Chamizo, V.D., Manteiga, R.D., Rodrigo, T., & Mackintosh, N.J. (2006). Competition between landmarks in spatial learning: the role of proximity to the goal. Behavioural Processes, 71, 59-65.

Chamizo, V.D., Rodrigo, T., Peris, J.M., & Grau, M. (2006). The influence of landmark salience in a navigation task: an additive effect between its components. Journal of Experimental Psychology: Animal Behavior Processes, 32, 339-344.

Blanco, E., Santamaría, J.J., Chamizo, V.D., & Rodrigo, T. (2006). Peak and area shift effects in the spatial domain. International Journal of Psychology and Psychological Therapy (monographic issue: Animal Learning and Cognition), 6(3), 161-177.

Chamizo, V.D., Rodrigo, T., & Mackintosh, N.J. (2006). Spatial integration with rats. Learning and Behavior, 34, 348-354.

Rodrigo, T., Arall, M., & Chamizo, V.D. (2005). Blocking and unblocking in a navigation task. Psicológica, 26, 229-241.

Artigas, A.A., Aznar-Casanova, J.A., & Chamizo, V.D. (2005). Effects of absolute proximity between landmark and platform in a virtual Morris pool task with humans. International Journal of Comparative Psychology, 18, 224-238.

Chamizo, V.D. & Rodrigo, T. (2004). Effect of absolute spatial proximity between a landmark and a goal. Learning and Motivation, 35, 102-114.

Chamizo, V.D,. Rodrigo, T. & Manteiga, R.D. (2004). Navegación y mapas cognitivos: un análisis de los estímulos implicados avala su naturaleza asociativa (Navigation and cognitive maps: an analysis of the stimuli involved revealing its associative nature). In R. Pellón (Ed.). Inteligencia y aprendizaje (Intelligence and learning). Barcelona: Ariel (Pp. 389-407).

Chamizo, V.D., Aznar-Casanova, J.A., & Artigas, A.A. (2003). Human overshadowing in a virtual pool: Simple guidance is a good competitor against locale learning. Learning and Motivation, 34, 262-281.

Chamizo, V.D. (2003). Acquisition of knowledge about spatial location: Assessing the generality of the mechanism of learning. Quarterly Journal of Experimental Psychology, 56B, 107-119.

Mackintosh, N.J., Chamizo, V.D. (2002). Preface. En/In N.J. Mackintosh & V.D. Chamizo [Eds.]. Spatial learning and cognition. Psicológica, 23, 1.

Chamizo, V.D. (2002). Spatial learning: Conditions and basic effects. En/In N.J. Mackintosh & V.D. Chamizo (Eds.). Spatial learning and cognition. Psicológica, 23, 33-57.

Artigas, A. A., Chamizo, V. D., & Peris, J. M. (2001). Inhibitory associations between neutral stimuli: A comparative approach. Animal Learning and Behavior, 29(1), 46-65.

Manteiga, R.D., Chamizo, V.D. (2001). Aprendizaje elemental a pesar de entrenamiento configuracional en una tarea de navegación [Elemental learning in spite of configural training in a navigation task]. Psicológica, 22, 235-252.

Sánchez-Moreno, J., Rodrigo, T., Chamizo, V.D., Mackintosh, N.J. (1999). Overshadowing in the spatial domain. Animal Learning and Behavior, 27, 391-398.

Prados, J., Chamizo, V.D., Mackintosh, N.J. (1999). Latent Inhibition and Perceptual Learning in a swimming pool navigation task. Journal of Experimental Psychology: Animal Behavior Processes, 25, 37-44.

Chamizo, V.D. (1998). La lluita pels drets dels psicòlegs que treballem amb animals [The stuggle for the rights of psychologists who work with animals]. Full Informatiu Col.legi Oficial de Psicologia de Catalunya, 100, 2.

Rodrigo, T., Chamizo, V.D., McLaren, I.P.L., Mackintosh, N.J. (1997). Blocking in the spatial domain. Journal of Experimental Psychology: Animal Behavior Processes, 23, 110-118.

Chamizo, V.D. (1996). Ausencia de especificidad contextual de la inhibición latente en la aversión condicionada [Absence of contextual specificity of latent inhibition in conditioned taste aversion]. Psicológica, 17, 307-321.

Sansa, J., Chamizo, V.D., Mackintosh, N.J. (1996). Aprendizaje perceptivo en discriminaciones espaciales [Perceptual learning in spatial discriminations]. Psicológica, 17, 279-295.

Álvarez Artigas, A., Chamizo, V.D. (1994). Efectos de la preexposición a un sabor más o menos complejo en la adquisición de una aversión y en la generalización a un segundo sabor [Effects of pre-exposure to a more or less complex flavor in the acquisition of an aversion and in the generalization to a second flavor]. Psicológica, 15, 85-99.

Rodrigo, T., Chamizo, V.D., McLaren, I.P.L., Mackintosh, N.J. (1994). Effects of preexposure to the same or different pattern of extra-maze cues on subsequent extra-maze discrimination. Quarterly Journal of Experimental Psychology, 47B, 15-26.

March, J., Chamizo, V.D., Mackintosh, N.J. (1992). Reciprocal overshadowing between intra-maze and extra-maze cues. Quarterly Journal of Experimental Psychology, 45B, 49-63.

Trobalón, J.B., Chamizo, V.D., Mackintosh, N.J. (1992). Role of context in perceptual learning in maze discriminations. Quarterly Journal of Experimental Psychology, 44B, 57-73.

Chamizo, V.D. (1992). Comparación de dos procedimientos de preexposición en tareas discriminativas en un laberinto [Comparison of two pre-exposure procedures in maze discrimination tasks. Psicológica, 13, 1-17.

Trobalón, J.B., Chamizo, V.D. (1991). Fracaso en replicar el efecto de potenciación con un diseño intrasujeto [Failure to replicate the potentiation effect with an intrasubject design]. Psicológica, 2, 195-213.

Trobalon, J.B., Sansa, J., Chamizo, V.D., Mackintosh, N.J. (1991). Perceptual learning in maze discriminations. Quarterly Journal of Experimental Psychology, 43B, 389-402.

Chamizo, V.D. (1990). Ratas en el laberinto: memoria espacial y mapas cognitivos [Rats in a maze: spatial memory and congitive maps]. En/In L. Aguado (Ed.). Cognición Comparada [Comparative Cognition]. Madrid: Alianza Universidad. Pp. 177-199.

Chamizo, V.D., Mackintosh, N.J. (1989). Latent learning and latent inhibition in maze discriminations. Quarterly Journal of Experimental Psychology, 41B, 21-31.

Chamizo, V.D. (1986). Efectos de una única presentación de un estímulo saliente según un procedimiento estimular o de respuesta, en una tarea de evitación pasiva [Effects of a single presentation of a salient stimulus according to a stimulus or response procedure, in a passive avoidance task]. Anuario de Psicología, 35, 139-159.

Díez-Chamizo, V., Sterio, D., Mackintosh, N.J. (1985). Blocking and overshadowing between intra-maze and extra-maze cues: a test of the independence of locale and guidance learning. Quarterly Journal of Experimental Psychology, 37B, 235-253.

Díez-Chamizo, V. (1984). Stress-induced breakdown of an appetitive discrimination (a replication). Behaviour Analysis Letters, 10, 199.

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