Navegando por Orientadores "PARACAMPO, Carla Cristina Paiva"

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Acesso aberto (Open Access)
Análise do efeito de histórias experimentais e de consequências relatadas na regra sobre o comportamento de seguir regras
(Universidade Federal do Pará, 2012-12-17) CARVALHO, Nayra Cristine Alves de; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
The present study aimed to compare the effects of the presentation of a rule that specifies small and immediate reinforce, with a rule that specifies large and delayed reinforce, manipulating the order of presentation of these rules, their presentation form (isolated or concurrently), the form of distribution of points obtained in the study and the time interval to exchange these points for money. 32 undergraduate participated in the research, divided equally into two experiments that differed only by the form of distribution of points earned and the time interval to exchange these points for money. Each experiment consisted of four conditions. It was used a matching-to-sample procedure; the task consisted in pointing to each one of the comparison stimuli in a given sequence. In both experiments, the Conditions 1 and 3 consisted of four experimental sessions. In Sessions 1 and 3, rules were presented separately and at the Sessions 2 and 4 concurrently. The Conditions 2 and 4 were composed of three sessions. In Sessions 1 and 3, rules were presented concurrently and in Session 2 separately. The order of presentation of the rules was manipulated in each condition. In Condition 1 the order of presentation was - RI / RIRA / RI / RIRA, in Condition 2 - RIRA / RI / RIRA, in Condition 3 - RA / RARI / RA / RARI and in Condition 4 - RARI / RA / RARI. In Experiment I, the delay was limited to distribution points during the session, following the rule RI produced points during the sessions and following the rule RA produced points only at the end of the session, the exchange points for money was at the end of research. In Experiment II, following RI and RA produced points during the sessions, but the exchange points for money for following RI would occur at the end of the research and for following RA, the exchange would occur a week later. In Experiment I , 15 of the 16 participants and in Experiment II 13 of the 16 participants followed the rule RA, independent of a prior history of reinforcement for following the rule RI and independently of the rule RI producing points immediately, exchanged for money at the end of research. The results of both experiments indicate that the control by the rule that described consequences of greater magnitude, but delayed (RA), prevailed over the control by the rule that described consequences of smaller magnitude, but immediate (IR), even when the exchange points obtained in the sessions for money was postponed for a week. These results suggest that the probability of occur following rules may depend, in part, on the type of consequence related in the rule, namely, of the formal properties of the rule, and not exclusively for reinforcement history for rulefollowing Behavior.
Acesso aberto (Open Access)
Efeitos da estrutura gramatical e da entonação da voz na identificação de frases do tipo ordem e sugestão.
(Universidade Federal do Pará, 2016-10-06) PANTOJA, Maelly Larissa Mendes; SILVA, Maria Luisa da; http://lattes.cnpq.br/2101884291102108; PARACAMPO, Carla Cristina Paiva; lattes.cnpq.br/9018003546303132
The objective of this study was to evaluate whether Grammatical Structure and Intonation of voice are relevant variables for the identification of a verbal stimulus as an Order and/or a Suggestion, or even, if one or other of these two characteristics is more relevant to the occurrence of this identification. The study included 180 students (between 18 and 30 years) of several undergraduate courses, which were exposed to fourteen different phrases which varied in content, Grammatical Structure and Intonation. The phrases in Portuguese were presented with the Grammatical Structure of Order (three phrases) and Suggestion (three phrases), each presented with two Intonations - Order and Suggestion - phrase in Mandarin was also presented with the same two intonations; totaling 14 phrases. The phrases were presented randomly to participants, through an audio recording. The task was to record on worksheet answer the corresponding option so that identified be the phrase: Order, Suggestion or None of the Above. The participants were divided into two groups, Group I and Group II, which differed only in the voice used in audio recording. The results of the Set 1 - composed by phrases with Structure of Order and Intonation of Suggestion and Order - showed that the participants of Group I chose to 55.2% and the Group II 58.9% of the time the option Order when the Grammatical Structure does not match the Intonation and that 93.3% and 93.7% of responses of participants' choices of Groups I and II, respectively, was the option Order when the Grammatical Structure corresponded to Intonation. The results of the Set 2 - composed by phrases with Structure of Suggestion and Intonation of Suggestion and Order - indicated that the Group I 48.5% of phrases were identified as Order and in Group II 54.4% as Suggestion when the Grammatical Structure does not match the intonation and that in Group I and II 91.1% and 89.3% of the phrases, respectively, were identified as Suggestion when the Grammatical Structure corresponded to Intonation. The results of the Set 3 - composed of phrases in Mandarin with Intonation of Order and Suggestion - showed that the participants of Group I were 85.6% and in Group II 70% of the time the option None of the Above when the Intonation was of Order and that the participants of Group II were 85.6% of Group I and 82.2% the option None of the Above when the Intonation was Suggestion. These results indicate that the control by the Grammatical Structure prevailed under the control by the Intonation of the voice in the identification of phrases as being of type Order or Suggestion.
Acesso aberto (Open Access)
Efeitos da exposição continuada a regras descritivas sobre o comportamento escolar de crianças
(Universidade Federal do Pará, 2009-09-09) CRAVEIRO, Cíntia Caroline Prado; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Children histories have been used as ludic-didactic resource in installation of behaviors. In this literature, these behaviors are usually described in a descriptive rules way, describing general relationships among events.The study analyzed the efects of continued exposure to the descriptive rules presented in children histories about the frequency and time of commitment in pro-study behaviors, in four 7 to 8-years old children. The study had three stages. In the first stage, semi-structured interviews with the children teachers were made to colect some reports about children performance in school activities. In the second stage, cursive registers of children behavior in the classroom were made to identify occurence and frequency of the behaviors reported by the teachers. Then, it was possible to select and categorize the main behaviors to be observed in the study. The selected behaviors were: to Copy and Answer the exercise and to Get visa. The third stage was a base line session and six phases. In the base line session, a register of the occurence of these behaviors were made with the objective to have a base line of the frequency and duration of them. The six phases consisted of reading a child history and a register session of the occurence of the main behaviors. In each phase, a different history was read. It had a descriptive rule describing positive consequences of the selected behaviors and negative consequences of behaviors that didn't match with the selected ones. The results showed that all participants, in the last register session, increased meaningfully the time spent in copying and answering the exercise activities, as well as, the number of times that these behaviors were emitted, in relation to the base line session.They all emitted the Getting visa behavior in the register session. These results sugest that the continued exposure to the descriptive rules in children histories contributed to install or increase the frequency of the Copying and Aswering the exercise and Getting visa, as well as to increase time of commitment of children in these activities.
Acesso aberto (Open Access)
Efeitos da variação no grau de correspondência regras/contingências sobre o comportamento de seguir regras
(Universidade Federal do Pará, 2009) PINTO, Rafael Falcão Silva; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Literature has suggested that rules may generate responding patterns that are more resistant to changes in the reinforcement contingencies, and that the degree of resistance to change depends on the strength of the established relation between antecedent and consequent stimului. The present study investigated if an experimental history of weakening of the rule/programmed consequences relation would diminish the resistance to change of the rule-following operant when it was subjected to extinction. Ten undergraduate students were exposed to a matching-to-sample procedure. In each trial the participant was presented with a stimulus arrangement of a sample stimulus and tree comparison stimuli, and he/she should point the three comparison stimuli in a given sequence. Each comparison stimulus had one dimension (color, thickness or shape) in common with the sample stimulus and differed in the other two. The experiment consisted of two conditions, each having six phases differing in the order of presentation of the degrees of rule/contingency correspondence. In both conditions Phase 1 was initiated with minimal instructions and aimed at identifying if the participants had eventual preferences for any particular sequence. Phase 2 was initiated in both conditions with the presentation of instructions that were inconsistent with the prevailing contingencies. In Condition 1 Phases 3, 4 and 5 were initiated with instructions varying in their degree of correspondence with the programmed contingencies by 100%, 50% and 0% respectively. In Condition 2 the degree of correspondence with the contingencies for Phases 3, 4 and 5 were 0%, 50% and 100% respectively. In both conditions Phase 6 were initiated with inconsistent instructions. The participants‟ responses were reinforced with points which were exchanged by money in a continuous reinforcement schedule. All participants followed instructions in all phases of both conditions. These results suggested that manipulating the degrees of rule/programmed consequences correspondence was not a sufficient to produce behavioral change, i.e. it was not sufficient to make the rule/contingencies discrepancy more salient, thus leading to abandonment of rule-following behavior.
Acesso aberto (Open Access)
Efeitos de diferentes histórias experimentais sobre o comportamento de seguir regras em participantes classificados de flexíveis e inflexíveis
(Universidade Federal do Pará, 2008) SOUZA, Lívia Mello; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
The present study investigated wether the maintenance or not of the behavior of following discrepant rules of programmed contingencies of reinforcement in an experimental situation depends more on the listeners experimental history or his pre-experimental history, inferred by his answers to a questionnaire about unflexibility. Sixteen college students previously selected on the basis of their answers in a questionaire about unflexibility, were exposed to a procedure of choice according to sample. In each attempt, a model stimulus and three comparison stimuli were presented to the participant, which had to point to the three comparison ones, in a predetermined sequence. The participants were assigned to two conditions, and each condition had four phases. The conditions differed only by the schedule of reinforcement applied. In Condition 1, the schedule of reinforcement was continous (CRF) and in Condition 2 it was fixed-rate (FR4). In both conditions, Phase 1 began with the presentation of minimal instructions and a sequence of responses was established by diferential reinforcement; Phase 2 began with the presentation of a discrepant rule; Phase 3 began with the presentation of a correspondent rule; and Phase 4 began with the representation of the discrepant rule. Eight participants (four classified as flexible and four classified as unflexible) were exposed to Condition 1 (CRF) and eight participants (four classified as flexible and four classified as unflexible) were exposed to Condition 2 (FR4). Results show that apart from the classification, the eight participants in Condition 1 abandoned rule-following that was discrepant from the contingencies, pointing that the control exercised by the constructed experimental history prevented the observation of preexperimental variables upon the participants behavior of following discrepant rules. The results of Condition 2 showed that the four participants classified as flexible abandoned following the discrepant rule and the four participants classified as unflexible maintained the rule-following that was discrepant from the contingencies, ponting that under these conditions, control by different pre-experimental histories prevailed. Comparing the results in both conditions it can be summarized that the maintenance of the behavior of following discrepant rules does not depend only on the experimental or pre-experimental history of the listener, but depends on the combination of a number of conditions favorable or unfavorable to the maintence of the behavior of following a discrepant rule.
Acesso aberto (Open Access)
Efeitos de histórias experimentais e de justificativas sociais sobre o comportamento de seguir e não seguir regras em crianças
(Universidade Federal do Pará, 2013-06-24) SOUSA, Lorena de Medeiros; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
The present study had the objective of investigating the effects of social justifications on the occurrence of rule following and not following behavior in children, when an experimental history of reinforcement for correspondent rule following and for not following rules. Twenty children ranging from seven and nine years of age were exposed to a matching to sample procedure, which task consisted in touching one of two comparison stimuli in the presence of a contextual stimulus. The participants were equally distributed into four experimental conditions, each one constituted of four phases. In Conditions I and II, Phases 1, 2 and 4 began with the presentation of instructions that were correspondent to the programmed contingencies of reinforcement. Behavior of rule following produced tokens exchangeable for toys and not following them produced no tokens. Phase 3 began with the presentation of a correspondent instruction that contained a justification on why not to follow the instruction. The two conditions differed on the type of justification given in Phase 3. In Condition I the justification was to help children in need and in Condition II the justification involved approval from the experimenter. In Condition III and IV, Phases 1, 2 and 4 began with the presentation of instructions that were discrepant to the programmed contingencies of reinforcement. Behavior of rule following produced token loss and not following them avoided token loss. Phase 3 began with the presentation of a correspondent instruction that contained a justification on why to follow the instruction that led to token loss. The two conditions differed on the type of justification given in Phase 3. In Condition III the justification was to help children in need and in Condition IV the justification involved approval from the experimenter. The results showed that the behavior of 17 out of 20 participants came under control of the experimental history of reinforcement of following and not following the instructions and of the immediate consequences produced by instruction following and not following behavior (win or avoid token loss). The behavior of two participants (Condition II) came under control of the social justification (experimenter´s approval) presented for the emission of an alternative behavior to the one that produced tokens and another participant´s behavior (Condition III) came under control of the social justification (helping others) to follow the correspondent instruction, which produced token loss. These results support both the statement that rules are followed due to a history that rule-following was reinforced and not following was punished, as well as the statement that rules are followed, in part, due to justifications to its following or not following.
Acesso aberto (Open Access)
Efeitos de instrução e contingências sobre respostas de escolha e de movimento dos olhos em uma tarefa de discriminação simples
(Universidade Federal do Pará, 2011-07-05) MESCOUTO, Wandria de Andrade; TOMANARI, Gerson Yukio; http://lattes.cnpq.br/5462123484542215; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Considering that the eye movements and fixations can come under contingency control and that instructions place behavior under contingency control, the effects of instructions that described the choice response over the eye movements and fixations in a simultaneous simple discriminations situation was investigated. 15 undergraduate students distributed into 3 experimental conditions participated in this study. The three conditions differed only in one aspect: regarding the type of instruction presented to the participant in the beginning of Phase 1. In Condition I, a minimal instruction was presented; in Condition II a corresponding instruction was presented; and in Condition III a discrepant instruction was presented. In Phase 2, un-signalized changes in the programmed contingencies of reinforcement occurred. The task was to click with a computer mouse on one of two stimuli presented simultaneously. The results generally showed that in Condition I most of the participants presented discriminated performance in Phases 1 and 2, looking more frequently towards S- and at the irrelevant property of the stimulus by the end of the phase. In Condition II, all participants presented a discriminated performance, according to the what was specified in the corresponding instruction, since the beginning of Phase 1 and looked more frequently to S+, having most participants looked more frequently at the relevant part of the stimulus for discrimination. In Phase 2, most participants did not present performance under contingency control, looking with similar frequency rates towards S+ and S-, presenting different response patterns when stimulus parts were analyzed. In Condition III, most of the participants abandoned discrepant rule-following, presented in the beginning of Phase 1, and emitted discriminative performances according to the programmed contingencies in Phases 1 and 2. Most of the participants stared more frequently towards S+ and at the relevant property for discrimination by the end of the phases. The data of the three conditions indicate that instructions can interfere in eye movement patterns, as contingencies do, but generating different choice response and eye movement patterns.
Acesso aberto (Open Access)
Efeitos de instruções preliminares sobre o seguimento de regras
(Universidade Federal do Pará, 2011-10-24) TEIXEIRA JÚNIOR, Ronaldo Rodrigues; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Studies about rules have shown that formal manipulations in sections of instructions may produce different effects on subject’s performance. However most of these studies have given more attention to investigate the effects of manipulations in sections of instructions that precisely describe a response to be emitted by the subject (specific instructions) than to investigate the effects of manipulations that are made in instructions that contain basic guidelines about the study (general instructions). Considering that sections of instructions that do not describe precisely a response to be emitted may also affect subject’s performance, this study aimed to manipulate different situations where general instructions are presented in order to evaluate whether these manipulations can affect the behavior of following other instructions presented subsequently. For this, three experiments were conducted with a total of 48 subjects who were exposed to a matching-to-sample procedure. The task was point to objects on a table, and the subject’s were divided into two experimental conditions – accurate or inaccurate, according to the kind of specific instruction that was received. In Experiment 1, was evaluated, through a subject as his own control design, the isolated effect of general and minimal instructions in performing experimental task and following specific instructions; in Experiment 2, was evaluated separately the effect of the manipulation in sections about material and consequences of general instructions in performing experimental task and following specific instructions; in Experiment 3, the Experiment 2 was replicated isolating even more the information provided to subjects in general instructions to verify if any of them was more important for the observed effects. The main results showed that: 1) the presentation of general instruction favored performing experimental task and following instructions, especially when subjects were given accurate instructions, 2) the presentation of section about materials in general instructions favored performing task and following instructions, while the presentation of section about consequences favored varied performing among subjects, 3) the presentation of both sentence about counter and sentence about money in section about consequences favored a varied performance among subjects; 4) the presentation of sentence about matching between the model and comparisons in section about materials most favored performing task and following instructions when associated with specific instructions that the sentence about dimensions of objects. It was concluded that sections of general instructions are as important to be investigated as specific instructions. New formal manipulations in sections of other instructions could contribute to methodological and conceptual refinement in the control by rules area.
Acesso aberto (Open Access)
Efeitos de promessas de reforço de maior e menor magnitude sobre o seguir instruções em crianças
(Universidade Federal do Pará, 2013-03-27) CASTRO, Juliany Lopes de; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
The study aimed to investigate the effects of justifications to follow instructions on the behavior of following instructions that produced loss of reinforcers. Twenty children aged between seven and nine were exposed to a procedure of choice modeled, and assigned to four experimental conditions that differed in the type of justification used and the phase at which it was presented. The task was to touch one of two comparison stimuli in the presence of a contextual stimulus. Were used as reinforcers tokens exchangeable for toys. In Conditions 1 and 2 were the justifications promises of reinforcement magnitude larger (buy favorite toys, if the statement was then) and in Conditions 3 and 4, were promises of reinforcement magnitude smaller (less preferred buy toys, if the statement was not followed). In Phases 1, 3 and 5, all conditions were given instructions corresponding to the contingencies of reinforcement and behavior programmed to follow them was consequenciado to earn token. In Phases 2 and 4, all conditions, no changes occurred in the contingencies of reinforcement signaled programmed, and maintenance of behavior to follow instructions was consequenciado with loss token. The results showed that all participants of the four conditions followed the instructions given in the corresponding Phases 1, 3 and 5. They also showed that 17 of the 20 participants failed to follow instructions when this behavior started producing token loss in Phases 2 and 4. The results of these 17 participants indicate that control by immediate consequences prevailed over control by presenting justifications for maintaining the following instructions. Three participants followed instructions that produced loss of token in Phases 2 and 4. These results, however, suggest that exposure to justifications containing reinforcing promises higher and lower magnitude if the next instruction is abandoned or maintained, respectively, may also contribute to keep the follow instructions even if this behavior pass to produce loss reinforcers.
Acesso aberto (Open Access)
Efeitos de regras apresentadas na forma de ordem, de sugestão e de acordo sobre o comportamento não-verbal de adultos
(Universidade Federal do Pará, 2010-06-14) FARIAS, Andréa Fonseca; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
The present study investigated the effects of rules presented in the form of order, suggestion and agreement on non-verbal behavior of adults. Twenty four undergraduate were exposed to a matching-to-sample procedure; the task consisted in pointing to each on of the comparison stimuli in a given sequence. In Phase 1 of Experiments I and II, rules were presented in the form of order, suggestion and agreement. In Experiment I, the order, suggestion or agreement described only one of the two response sequences which produced points (exchangeble for money). In Experiment II, these rules described both response sequences which produced points, one of them being the ordered, suggested or agreed sequence, and the other, the alternative sequence. In Phase 2 ou both experiments, there was unsignalized changes in the contingencies of reinforcement. The results showed that the order, suggestion or agreement produced novel behavior. Additionally, showed that behavior established by order or agreement are more probable of being maitained after changes in the contingencies, when compared to behavior established by suggestion. It is discussed that the maitanance of rule-following is due, in part, to the formal properties of the rules.
Acesso aberto (Open Access)
Efeitos de regras descritivas, presentes em histórias infantis, e de monitoramento sobre o comportamento de ler
(Universidade Federal do Pará, 2011-06-07) CARVALLÓ, Bruna Nogueira; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
The present study assessed the effects of descriptive rules present in four children´s stories and the effect of monitoring on the emission and engagement time of reading behavior in eight children. Semi-structured interviews were conducted with the teachers and responsible with the objective of collecting reports on the children´s performance in reading activities in school and domestic contexts, respectively. There were also interviews with the children, which had the objective of identifying their preferences among the activities worked in the Activity Choice sessions. The participants were divided in two experimental conditions. Each experimental condition was composed by three phases (Pre-test, Test and Post-Test). The Pre-Test and Post-Test phases were equivalent to four sessions of Activity Choice. The Test phase consisted to four story reading sessions interspersed with four Activity Choice sessions. The stories presented descriptive rules showing the advantages of the emission of reading behavior and the disadvantages of the non-emission of this behavior. Each Activity Choice session corresponded to the presentation of six different activities (Playing, Drawing, Painting, Cutting and Pasting, Modeling and Reading). The participants´ free choice among the activities and their engagement time were registered. The two conditions differed in the Test and Post-Test phases. In Condition I, the experimenter was absent during the Activity Choice sessions. In Condition II, the experimenter was present during the Activity Choice session. All participants, regardless of experimental condition, increased the time to engage in the activity of the Read the Pre-Test for the Test Phase and all participants remained engaged in this activity during the Post-Test. The results suggest that the continued exposure to the stories was efficient in increasing emission and engagement time of the reading behavior in children, with this behavior being supervised or not.
Acesso aberto (Open Access)
Efeitos de uma história de variação comportamental sobre a sensibilidade do comportamento de crianças a mudanças nas contingências
(Universidade Federal do Pará, 2002-04-03) SANTOS, José Guilherme Wady; ALBUQUERQUE, Luiz Carlos de; http://lattes.cnpq.br/5261537967195189; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Considering some controversies about the role of behavioral variation on the sensibilility of rule-following to programmed contingencies of reinforcement, the present study investigated whether a history of behavioral variation generated by different instructions would produce performances that are sensitive to signaled changes in environmental contingencies. Fourteen children, between ages of eight and nine years old were exposed to a matching-to-sample procedure. During each trial, a sample stimulus and two comparison stimuli were presented and then a light was switched on. In the presence of those stimuli, the participant was required to touch one of the comparison stimuli. Correct and incorrect responses were differencial consequences. The experiment consisted of two conditions: Condition 1: Only One instruction and Condition 2, Multiple Instructions. Both conditions consisted of three phases each. Phase 1 of the Condition with Only One Instruction (UI) was initiated by the presentation of instructions that corresponded to the contingencies. In this phase, selecting the comparison stimulus that was the same as the sample, was reinforced in the presence of a green light. Also, selecting the comparison stimulus that was different from the sample was reinforced in the presence of a red light. The contingencies in Phase 1 were reversed in Phase 2 and reestablished in Phase 3. Phase 1 of the Multiple Instructions Condition (MI) had three steps. Each step was initiated with a corresponding instruction. During Step 1, selecting the same stimulus was reinforced in the presence of a green light and selecting the different one was reinforced in the presence of a yellow light. During Step 2, selecting the same stimulus was reinforced in the presence of a yellow light and selecting the different one was reinforced in the presence of a red light. During Phase 3, selecting the same stimulus was reinforced only in the presence of a green light and selecting the different comparison was only reinforced in the presence of a red light. The contingencies in Step 3 were reversed in Phase 2 and reestablished in Phase 3. In both conditions, the transitions from one phase to another were signalized by the presentation of an instruction specifying that the participant should discover the best way to gain tokens. In each phase the participants were asked what they should do to gain tokens. Verbal responses were never reinforced. The results showed that the six participants of the IU Condition followed the instruction in Phase 1. In Phases 2 and 3, five participants continued following instructions, regardless of the changes in the contingencies. The eight participants of the MI Condition followed instructions in Steps 1, 2 and 3 in Phase 1. During Phases 2 and 3, four participants continued following instructions and four changed their performances in accordance with the reinforcement contingencies. The verbal behavior of all participants corresponded to the nonverbal during all phases and conditions of the experiment. Results suggest that the variability in the instructions as well as in the contingencies, before modifications in contingencies, together with the signalization of this alteration, may contribute to make the instructed behavior more sensitive to changes in contingencies.
Acesso aberto (Open Access)
Efeitos do uso de histórias infantis sobre o reconhecimento de expressões faciais de emoções em crianças com autismo.
(Universidade Federal do Pará, 2017-01-26) LIMA, Anne Abreu de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Between the deficits in communication and social interaction often observed in individuals with autism, highlights the difficulty in recognizing facial expressions of emotion. This is one of the most important skills for social interactions are effective, studies have sought to develop teaching procedures of this competence. This study aimed to evaluate the efficacy of the use of children's stories, in training for the recognition of facial expressions of emotion in children with autism. The study included six children diagnosed with autism, at mild to moderate with age between 6 to 7 years. The procedure consisted of five phases: Pre-Testing, Training, Post-Test, Test of generalization and Follow-Up. It was used in the pre and post-test 40 stimuli composed of drawings and photographs of faces (of different ages and races) with four different facial expressions - happiness, sadness, anger and fear. The pre-test and post-test consisted of 10 attempts. In each trial were presented four different stimuli with the four expressions and it was required that the participant pointed to figure with the words requested. In training were used 20 stories, five on each one of the expressions. The stories were submitted and, after, was asked to participant pointing the figure corresponding to words highlighted in history. The test of generalization was composed of video presentation of four stories (one of each facial expression). After watching the video was requested to participant pointing to the figure corresponding to words highlighted in the video. The Follow-up consisted in the production of the test of generalization, four weeks after the application of the first test. The criterion of change of Pré-Teste to the training was 70% of errors and the training for the post - Test to test the generalization was 90%. The results showed that all participants did not identify facial expressions of emotion in the pre-test, but began to recognize them after training and showed widespread performance of recognition of emotions in the test of Generalization. I Follow - up only participants P1, P2, P3, and P6 maintained the test performance of generalization. These results indicate that the use of children's stories is a feature of play - effective teaching to teach the recognition of facial expressions of emotion to children with autism.
Acesso aberto (Open Access)
Teste de equivalência e exame eletrofisiológico em pessoas acometidas por acidente vascular cerebral com e sem comprometimento cognitivo.
(Universidade Federal do Pará, 2017-01-27) PARANHOS, Alna Carolina Mendes; SOUZA, Givago da Silva; http://lattes.cnpq.br/5705421011644718; https://orcid.org/0000-0002-4525-3971; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Stroke is a neurological dysfunction caused by an abnormality in the cerebral circulation. About 30% of the victims will present cognitive impairment three months after the injury and 10% some type of dementia. In the area of Neuroscience and Behavior, studies have suggested that the N400 component is activated both in semantic choice tasks and in equivalence tests. The present study aimed (1) to study the learning of conditional relations and equivalence test in stroke survivors with and without cognitive impairment and (2) to verify the occurrence and quality of the N400 component in diferent stimuli conditions with the presentation of equivalent and non-equivalent pairs, before and after training of conditional relations and equivalence test. Eighteen participants (nine in each study) distributed into three groups - Control Group (GC), composed of healthy adults; And two Experimental Groups, stroke patients without cognitive impairment (GE1) and patients with cognitive impairment (GE2). In Study 1, all participants were exposed to a training structure of arbitrary conditional relations AB, AC and AD, and subsequent equivalence test. Study 2 was identical to Study 1 regarding the conditional teaching protocol used, the difference was in the event-related potential records in the participants, before and after the equivalence method. The results of Study 1 and 2 suggest that the teaching protocol used was effective in establishing arbitrary conditional relations and equivalence classes for GC and GE1 participants but not effective for participants in GE2. In Study 2, the occurrence of the N400 component was ob served in the four stimulation conditions in the event-related potential records of the Participants P21 (GC), P23 (GC) and P24 (GE1), in the Participant P26 (GE1) in three stimulation conditions and in Participants P27 (GE2) and P29 (GE2) in none of the four stimulation conditions. The results suggest a direct relation between the degree of learning of conditional relations and the formation of equivalence classes with the occurrence and quality of the N400 component. The present study extends the analyzes of this correlation when conducting the experiments with a population of stroke, with and without cognitive impairment, having great applicability in the context of cognitive evaluation and rehabilitation.