Artigos Científicos - NTPC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2224

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Aprendizagem de relações ordinais por meio de treino de uma única sequência de estímulos
(2010) ASSIS, Grauben José Alves de; CORRÊA, Diogo Rodrigues; SOUZA, Carlos Barbosa Alves de; PRADO, Paulo Sérgio Teixeira
The aim of this study was to evaluate the learning of ordinal classes through the training of only one sequence of stimuli. Five children, four to five years old participated. Sets of stimuli with abstract shapes, representing the numerical sequence from one to five were presented via a microcomputer. Once the criteria for success were reached, tests were administered. All of the participants reached the criteria for success during the baseline phase, and responded readily to the tests for transitivity and connectivity. Generalization also occurred for two novel ordinal classes. During the retest phase, three children responded consistent with prior training, whereas one child responded partially. This study is a contribution to a functional analysis of the process of learning of numeric repertoires.
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Comportamento matemático: relações ordinais e inferência transitiva em pré-escolares
(2007-03) RIBEIRO, Mylena Pinto Lima; ASSIS, Grauben José Alves de; ENUMO, Sônia Regina Fiorim
Basic skills on mathematics can be taught directly to pre-scholars in risk of learning difficulties. This research examined the behavior control by ordinal relations in 14 children (mean age: 5 years and 1 mosnth old) with low school performance from a municipal school in Vitoria. Initially, the students were individually assessed; after that a computerized teaching procedure was applied to teach ordinal performances and then the occurrence of generative performance was assessed. All the children met the teaching criterion, thereby establishing the behavior control by ordinal relations. In the transference of stimuli function assessment, 14 children ordered new sequences of stimuli with the computerized procedure and eight children with the non-computerized procedure. We may conclude that basic skills for learning mathematics can be taught directly in spite of the failures in the initial repertoire of the child.
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Discriminações condicionais após treino de pareamento consistente de estímulos complexos com atraso
(2006-08) ASSIS, Grauben José Alves de; BAPTISTA, Marcelo Quintino Galvão; MENEZES, Aline Beckmann de Castro
The aim of this investigation was to assess the formation of conditional discriminations by means of a procedure involving complex stimulus training with delay. In phase I five university students received a pretraining TX trial followed by AE, BF and DC acquisition training involving matching-to-sample and simple comparison. In phase II a pretraining N–O/P, the training AB-E/F, and AD-C/F, with consistency training. These training trials were interspersed with EF/FE, CF/FC, and BD/DB transitivity and equivalence tests following complex matching-to-sample and simple comparison. In phase III AB-E/F and AD-CF trials occurred jointly with AB-E, AB-F and AD-C sequences, followed by transitivity and equivalence tests. All of the respondents formed conditional relations involving simple and complex matching-to-sample, albeit with variability across the trials. Variation was also present in the formation of emergent relations. These results suggest that, in spite of the variability, the procedures produced conditional discrimination leading to the formation of equivalent stimulus classes. In future research the identification of the most efficient forms of stimulus control is deemed necessary.
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Discriminações condicionais sem conseqüências diferenciais em crianças: efeitos da história de treino precoce de simetria
(2001-06) ÁLVARES, Sandra Maria Miranda; ASSIS, Grauben José Alves de; ESTEVES, Isabel Paulino; SAMPAIO, Maria Elizângela Carvalho
This study evaluated the formation of stimuli classes through two different conditional relations (AB and AC). It used the consistency matching procedure, without immediate differential reinforcement and fading. After each training block, a symmetry or equivalence test was applied. The participants were four pre-school children and were exposed to a teaching procedure divided in two separated steps. At Step 1, usual stimuli were used. And at Step 2, non-usual stimuli were presented. For each sample, three comparison stimuli were appeared at the same time, one of those was consistently matched with a established sample. Both stimuli (correct comparison and sample) were faded during the training. Symmetry was observed in the performances of two participants on Step 1, but there were not emergent relations obtained in Step 2. Two participants transferred the obtained acting in a step to the other, as a type of arbitrary learning set. The results indicate that the sequence of training and tests and the nature of the stimuli at the first step were important variable for successful performance.
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Efeito de dois procedimentos de ensino sobre o comportamento de ordenar
(2005-12) SOUZA, Jaci Augusta Neves de; ASSIS, Grauben José Alves de
The relationships between the stimuli can be documented by behavioral tests. The objective of the present study was to compare effects of two distinct teaching methods in the formation of ordinal classes. The participants were twelve students with special educational needs, of both sexes, divided in two experimental groups. The participants of Group A began with the chaining method and the participants of Group B with overlapping method. Behavioral tests evaluate the production of sequences of five stimuli. The required response was to select stimuli to form three sequences in decreasing order. Nine participants performed consistently in the tests suggesting formation of the ordinal classes. The chaining method showed effectiveness. The fundamental characteristic can be attributed to continued exposure to stimuli in teaching. The overlapping two stimuli appear to induce to more errors, probably to the suppression of stimuli while new stimuli are being added in the setting.
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Emergência de classes seqüenciais após treino com pareamento consistente
(2003-04) RIBEIRO, Mylena Pinto Lima; ASSIS, Grauben José Alves de
Order relations can be documented by behavioral tests that evaluate whether such relations posses the properties of asymmetry, transitivity and connectedness. We used matching to sample with prerequisites for the emergence of sequential class. In the present study, we assess whether sequential classes were also produced after a trial with consistent matching, without immediate differential consequences. Five undergraduate students of both sexes were submitted to the training of conditional relations AB, AC and AD. The participants task were to choose abstract geometric figure from digits. After teaching the conditional relations, the participants were exposed to tests of ordering the stimuli in three sequences with five different stimuli, tests for ordering pairs of the stimuli that occupied adjacent and not adjacent positions in the sequence of five stimuli, and tests of multiple substitutions of stimuli, without additional training. Three participants reached the learning criterion in the training of the conditional relations and obtained high number of successes in the sequential tests. The consistency training without immediate differential consequences was effective to establish order relations among stimuli, without explicit training with normal adult participants. These results replicate data reported the literature on the establishment of sequential performance after matching to sample training.
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Emergência de relações numéricas sob controle condicional em crianças surdas
(2005-12) SOUZA, Ruth Daisy Capistrano de; ASSIS, Grauben José Alves de
Studies focusing on the formation of ordinal classes have reported a number of experimental findings on the comprehension of sequential stimulus relations. The aim of this investigation was to replicate previous findings in deaf children. A procedure was used to chain responses to three stimuli classes: A = printed number names, B = numbers presented in Brazilian Sign Language and C = abstract forms in different quantities. The values varied from 1 to 6. Each participant responded in the presence of green-colored stimuli, presented in a A1®A2®A3 ®A4®A5®A6 sequence; then to red-colored stimuli: in the A6®A5 ®A4®A3®A2 ®A1 sequence. After having responded correctly to each sequence, an animated figure appeared on the screen. After a revised baseline for each response sequence, tests of transitivity and connectivity were administered in order to evaluate the emergence of ordinal classes. The results showed that the participants responded quickly. In conclusion, it can be said that the procedure was efficient in facilitating the acquisition of numerical concepts, and showed the emergence of equivalent stimulus classes.
Acesso aberto (Open Access)
Ensino de leitura de sentenças: contribuições da análise do comportamento
(2015-06) HAYDU, Verônica Bender; FERNANDES, Ana Carolina Zuanazzi; ASSIS, Grauben José Alves de; KATO, Olivia Misae
The stimulus equivalence paradigm has been used infrequently in studies of sentence reading. Therefore, the present study evaluated the effect of a procedure involving teaching and testing conditional relations followed by the chaining of words upon sentence reading with comprehension and reading generalization. Eight students, 7 to 9 years old, participated in the study. The procedure included a pre- and post-test, three teaching phases and reading with comprehension tests, a connectivity test, and a sentence construction test. Words and sentences reading improved from pre- to post-test in all cases, showing that the procedure was effective in teaching sentence reading with comprehension.
Acesso aberto (Open Access)
Equivalência de estímulos após treino de pareamento consistente de estímulos com atraso do modelo
(2003-04) ASSIS, Grauben José Alves de; BAPTISTA, Marcelo Quintino Galvão; KATO, Olivia Misae; CARDOSO, Danielle Grain
Previous studies have shown the formation of equivalence relations following training by stimulus consistency matching. Using common figures as stimuli, the aim of this experiment was to verify the effects of a similar procedure involving, however, delayed smaple stimulus presentation among eight university students of both sexes. A microcomputer with a touch-sensitive screen was utilized. Between training of conditional discriminations, AB and AC, symmetry (BA, CA) and equivalence tests (BC, CB) were inserted; the sample stimulus appeared in the center of the screen. Following response, the sample was withdrawn, and three comparison stimuli – one of them consistent – were shown simultaneously in the side windows, without differential consequences for correct or incorrect responses. Seven respondents reached criterion, five demonstrated having attained symmetry, and one, equivalence relations. These results replicated, in part, the outcomes of previous experiments.
Acesso aberto (Open Access)
Leitura recombinativa em pessoas com necessidades educacionais especiais: análise do controle parcial pelas sílabas
(2007-12) ALVES, Keila Regina Sales; KATO, Olivia Misae; ASSIS, Grauben José Alves de; MARANHAO, Carolina Monteiro de Albuquerque
The syllabic restricted control makes the recombinational reading difficult; however it can be reverted by some teaching procedures. This study verified the syllabic control and the effects of teaching procedures. Three special students were taught the dictated words-pictures and dictated words-written words relations, and tested the textual and comprehensive reading of taught and generalized words with syllables recombination. If this reading did not occur, syllabic control probes were applied together with isolated and combined teaching. If the reading occurred, A'B'/A'C'/B'C'/C'B' tests were applied. The three participants demonstrated comprehensive reading of the taught words. Two of them presented the textual reading of these words promptly. The textual and comprehensive reading of the generalized words occurred after the second teaching sequence. The restricted control by one syllable makes the generalized reading by syllabic recombination difficult, but this control can be reverted through some teaching procedures that guarantee the visual and sound discrimination and oral reproduction of the syllables.
Acesso aberto (Open Access)
Relações de equivalência após treino com pareamento consistente de estímulos sob controle contextual
(2000-08) ASSIS, Grauben José Alves de; BAPTISTA, Marcelo Quintino Galvão; KATO, Olivia Misae; ALVES, Keila Regina Sales
Some studies, using stimulus matching consistent training, had produced conditional relations that have also yielded equivalence relations. The objective of this experiment was to ascertain whether the same type of discriminations would occur under contextual control. Four university students were submitted to sequential relationships. AB, AC, and AD, interspersed with corresponding tests for symmetry: BA, CA, and DA. Subsequently, AD was tested with the DA test for symmetry. Finally, the equivalence relations BC, CB, BD, DB, CD, and DC were evaluated without the contextual stimuli, whereas the relations DB and DC were tested with contextual stimuli. The participants reached the criterion for accuracy in all training sessions. Three participants presented symmetrical relations without contextual stimuli, while the DA relationship was obtained in the presence of contextual cues. These results replicate and extend previous studies showing that even without differential consequences, it was possible to obtain consistent performance under second-order conditional control.
Acesso aberto (Open Access)
Tecnologias no ensino de crianças com paralisia cerebral
(2014-03) OLIVEIRA, Ana Irene Alves de; ASSIS, Grauben José Alves de; GAROTTI, Marilice Fernandes
Cerebral palsy is a chronic condition characterized by a predominantly sensory-motor dysfunction involving disturbance in muscle tone, posture and voluntary movement. The aim of this study was to investigate the effect of computerized procedures for teaching conditional relationships with pictures and words printed on generalized recombinational reading with four children. All steps were developed using assistive technology (AT), with the Desenvolve ® software for teaching basic prerequisites. Then, training and reading tests with technology derived from the paradigm of stimulus equivalence were carried out. The results provided evidence that the teaching procedure used promoted generalized recombinational reading of new words. The procedures used suggest that the systematic manipulation of the smaller units than words may be a promising strategy for developing reading recombination, combining the paradigm of equivalence with exercises and AT resources in order to contribute and promote inclusive education of students with CP, expanding their social interactions and downplaying their academic difficulties.
Acesso aberto (Open Access)
Treino sem consequências diferenciais: importância conceitual, metodológica e algumas implicações educacionais
(2002-08) BAPTISTA, Marcelo Quintino Galvão; ASSIS, Grauben José Alves de
In this article we review the principal findings from a series of studies about conditional discrimination training without differential consequences, which have been conducted in our laboratory with human participants who had no previous experience as research subjects. We seek to describe the procedures utilized and discuss the results obtained with reference to conceptual and methodological aspects which these studies share in common. In particular, we focus on reinforcement (in terms of its temporal schedule), and alternative sources of control (Sample-Sc and Sample-Si matching, as well as reexposure to the training trials). Finally, we draw a relationship between the procedural routine and the role of teachers in the classroom, and suggest some educational implications which may be involved in the programming and implementation of instructional strategies.
Acesso aberto (Open Access)
Utilização de jogos adaptados para avaliação de habilidades matemáticas e monetárias
(Sociedade Brasileira de Psicologia, 2017-09) GRIS, Gabriele; ALVES, Hans Werner; ASSIS, Grauben José Alves de; SOUZA, Sílvia Regina de
Acesso aberto (Open Access)
Variáveis de procedimentos de ensino e de testes na construção de sentenças com compreensão
(2010-03) SAMPAIO, Maria Elizângela Carvalho; ASSIS, Grauben José Alves de; BAPTISTA, Marcelo Quintino Galvão
The objective of this study was to verify the effect of two teaching procedures for comprehension and composition of sentences with children. In the Study 1, five children were exposed to conditional relations training, equivalence tests, training through response chaining, sentences production tests, connectivity tests and reading with comprehension tests. In the Study 2, four children were exposed only to the training through response chaining and subsequent tests. Three sets of stimuli were used: drawings, upper case words and lower case words. In both studies, all participants produced the new sentences, but reading with comprehension was observed only in the Study 1. These results demonstrated the emergency of new sentences. It is concluded that the used stimuli were functionally equivalents.

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