Navegando por Autor "KATO, Olivia Misae"

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Desconhecido
Discriminações condicionais após treino de pareamento consistente de estímulos complexos
(2004-08) ASSIS, Grauben José Alves de; BAPTISTA, Marcelo Quintino Galvão; KATO, Olivia Misae; MENEZES, Aline Beckmann de Castro
The aim of this study was to verify the formation of conditional discriminations through a consistent matching training procedure with complex sample stimuli. Four university students were trained in the formation of AF, BE e DC conditional relations using simple stimuli and explicit differential reinforcement (Phase 1). They were subjected to consistent matching-to-sample training on the AB-E/F and AD-C/F relations involving complex sample stimuli (Phase 2). These participants were given the transitive and equivalent tests. Training trials were then "dismembered" (simplified) from AB-E/F, and AD-C/F sequences to AB-E; AB-F; AD-C; AD-F sequences, and the students were again tested for transitivity and equivalence (Phase 3). All participants reached the learning criterion. Two of them demonstrated the emergent relations tested before and after simplified training, and demonstrated response stability. These results indicated that the dismembered procedure was appropriate for reversing the restricted stimulus control.
Desconhecido
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.
Desconhecido
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.
Desconhecido
Estudos nacionais sobre o ensino para cegos: uma revisão bibliográfica
(2015-12) FIGUEIREDO, Rosana Mendes Éleres de; KATO, Olivia Misae
This study aims to present a bibliographical review on national studies about curricular teaching to blind students. A systematic search was performed on three databases: Scholar Google, Scielo and Lilacs, filtering studies published from 2004 to 2014 that held in their titles one of the following descriptors: blind students; visually impaired students; blind children; visually impaired children. We retrieved 188 articles, of which 56 were selected according to the established criteria. After a careful reading of all selected articles, 5 analysis categories were outlined: type of study; participants; type of approach; type of discussion and curricular matrices. We also outlined subcategories within each category, with a total of 26 subcategories. Results show that Scholar Google was the database with a higher number of studies found (188/156); Scielo, however, shows a better efficiency in the relation retrieved x selected (12/10). When analyzing the subcategories, the most frequent were empirical studies (22); children (19); qualitative analyses (21); within the curricular matrices of Physical Education (7) and Math (4), presents concern with teacher education (12). Studies are convergent in pointing out that the major difficulties on teaching to blind and visually impaired students refer to poor teacher training, when, normally, there is no discussion on the teaching and producing material to work with this specific population. Finally, in addition to mapping studies that have been carried out with blind students in the past ten years, this article points out to gaps in the literature and directs future investigations in this area.
Desconhecido
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.
Desconhecido
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.