Navegando por Autor "COSTA, Thiago Dias"

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Acesso aberto (Open Access)
Mapeamento de competências do psicólogo escolar
(Universidade Federal do Pará, 2017-08) SANTOS, Dielem Cristina Oliveira dos; MENEZES, Aline Beckmann de Castro; VASCONCELOS NETO, Aécio de Borba; RAMOS, Camila Carvalho; COSTA, Thiago Dias
This article aimed to perform the mapping of skills of the school psychologist. For that, a survey and analysis of bibliographical production and official documents were carried out to discuss its performance. During the analysis, competencies assessed as necessary for the performance of this professional were suggested and described and after this, the frequency with which the competencies appeared in the several analyzed publications was counted and organized. From the identification of several performance models, categories were created in which the corresponding competencies were established. The large number of competencies identified and the need to create categories suggest a lack of clarity regarding the performance of the school psychologist. It was also noticed an increase in the number of works elaborated in the last decade in the attempt to delimit the performance of this professional.
Acesso aberto (Open Access)
Reversões repetidas de discriminações simples e formação de classes funcionais em animais
(Universidade Federal do Pará, 2008) COSTA, Thiago Dias; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Methodological aspects may be direct or indirectly responsible for the difference between data obtained with non-human subjects and human participants when submitted to studies on class formation. The present study investigated the effect of the use of repeated reversals of simple discriminations on the acquisition of behavior compatible with functional class formation with captive Cebus apella. In Experiment I, two capuchin monkeys (Cebus apella) were given simultaneous simple discrimination training and reversals with six pairs of visual stimuli in the context of foraging. Responses to the stimuli (differently colored wooden boxes) assigned as S+ were reinforced with food available in the boxes. One different kind of food for each potential stimulus class was used as reinforcer. After repeated reversals in the contingencies between the two stimulus groups, tests for functional class formation were carried out. Each test consisted of a contingency reversal with four (two of each potential class) out of the six stimuli (with the remaining two stimuli kept absent) and later reinsertion of the absent stimuli, after highly accurate performance on the reversed discriminations. The first choice response to the reintroduced pair of stimuli was analyzed: if this response was consistent with the reversed contingencies, this was considered as an evidence of class formation. Multiple tests were carried out, each time with one different stimulus pair being removed. Evidence of class formation was found in all tests. In Experiment II, one of the subjects was given simultaneous simple discrimination training with shifts of the stimulus positions between sessions and class-specific reinforcer was removed: a third reinforcer was employed in both classes. The same tests described in Experiment I were conducted but with shifts of stimulus positions between sessions and no class-specific reinforcer. Evidence of class formation was found, again, in all tests.