Navegando por Autor "BARROS, Romariz da Silva"

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Acesso aberto (Open Access)
Aquisição de repertório intraverbal via instrução baseada em equivalência em crianças com TEA
(Sociedade Brasileira de Psicologia, 2018-09) SILVA, Álvaro Júnior Melo e; KEUFFER, Sara Ingrid Cruz; OLIVEIRA, Juliana Sequeira Cesar de; BARROS, Romariz da Silva
Acesso aberto (Open Access)
Escola experimental de primatas
(2002-07) GALVÃO, Olavo de Faria; BARROS, Romariz da Silva; ROCHA, Aline Cardoso; MENDONÇA, Mariana Barreira; GOULART, Paulo Roney Kilpp
Equating, metaphorically, the terms "lab" and "school", this article presents an experimental research program aiming to develop procedures to build symbolic repertories in capuchin monkeys (Cebus apella). The metaphor "lab-school" arises from the similarity of the training procedures, used to teach discriminations or stimulus relations, to teaching programs used to introduce gradually more complex tasks. The challenge has been to keep the behavior of the "learners" under the control of the task properties, as programmed by the experimenter. Results document the acquisition of generalized identity and indicate the possibility of teaching more complex repertoires that are prerequisite for symbolic behavior and the possible application of the developed technology in teaching such repertoires to persons with difficulties to develop conventional symbolic functioning.
Acesso aberto (Open Access)
Restricted stimulus control in stimulus control shaping with a capuchin monkey
(2012-06) BRINO, Ana Leda de Faria; GALVÃO, Olavo de Faria; BARROS, Romariz da Silva; GOULART, Paulo Roney Kilpp; MCILVANE, William J.
Teaching the first instances of arbitrary matching-to-sample to nonhumans can prove difficult and time consuming. Stimulus control relations may develop that differ from those intended by the experimentereven when stimulus control shaping procedures are used. We present, in this study, efforts to identify sources of shaping program failure with a capuchin monkey. Procedures began with a baseline of identity matching. During subsequent shaping trials, compound comparison stimuli had two componentsone identical to and another different from the sample. The identical component was eliminated gradually by removing portions across trials (i.e., subtracting stimulus elements). The monkey performed accurately throughout shaping. At a late stage in the program, probe tests were conducted: (1) arbitrary matching trials that had all elements of the identical comparison removed and (2) other trials that included residual elements. During the test, the monkey performed at low levels on the former trials and higher levels on the latter. These results suggested that higher accuracy was due merely to continued control by the residual elements: the target arbitrary matching relations had not been learned. Thus, it appears that procedures that gradually transform identity matching baselines into arbitrary matching can fail by inadvertently shaping restricted control by residual elements. Subsequent probes at the end of the shaping series showed a successful transfer of stimulus control from identity to arbitrary matching after further programming steps apparently overcame the restricted stimulus control.
Acesso aberto (Open Access)
Testes de identidade generalizada com objetos em macaco-prego (Cebus apella)
(2009-06) SOUZA, Carlos Barbosa Alves de; BORGES, Rubilene Pinheiro; GOULART, Paulo Roney Kilpp; BARROS, Romariz da Silva; GALVÃO, Olavo de Faria
Capuchin monkeys show generalized identity (GI) when tests are preceded by repeated shifts of simple discrimination training (RSSD) with stimuli used in tests. The present study evaluated if that facilitating effect of RSSD training could be due exclusively to the previous contact with the testing stimuli. It was given to a male capuchin monkey four GI tests with objects: Test 1 – an identity conditional discrimination task with new stimuli; Test 2 – with the same stimuli used in Test 1 after RSSD training to induce conditional control; Test 3 – with new stimuli, freely manipulated by the subject previously; and Test 4 – with the same stimuli used in Test 3 after RSSD training. The subject's performance reached the learning criterion in Tests 2 and 4. RSSD training was more effective than free manipulation to produce immediate matching to sample with new stimuli.