Navegando por Autor "OLIVEIRA, Valdete Leal de"

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Efeitos de histórias experimentais e de esquemas de reforço sobre o seguir regras
(2007) OLIVEIRA, Valdete Leal de; ALBUQUERQUE, Luiz Carlos de
In an investigation of variables that may interfere with rule-following, 16 college students were exposed to a matching-to-sample procedure, where they had to point, in sequence, to three comparison stimuli. Baseline was referred in Phase 1. In Phase 2, the correct sequence was established by contingencies, and in Phase 3 the discrepant rule to contingencies was presented. The reinforcement schedules in Phases 2 and 3 were manipulated as follows: For Groups 1 and 2, a CRF schedule was used in Phase 2 and also in Phase 3 of Group 1; schedule FR3 was employed in Phase 3 of Group 2. For Groups 3 and 4, the schedules were FR3 in Phase 2, FR3 in Phase 3 of Group 3, and CRF in Phase 3 of Group 4. The history constructed in Phase 2, as well as the schedule in Phase 3, interfered with rule-following.
Acesso aberto (Open Access)
Um estudo descritivo-analítico sobre aprendizagem em pesquisas doutorais de neurociências (2007-2018)
(Universidade Federal do Pará, 2020-05-15) OLIVEIRA, Valdete Leal de; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/ 0000-0001-7910-1602
We developed a documentary study in a virtual environment, in which doctoral research produced in Neurosciences and Education in Brazil during the period 2007- 2018 was analyzed with the aim of identifying, cataloging, analyzing and organizing dispersed data to investigate the contributions of the research developed in the field of Neuroscience for research developed in the field of learning, as well as we seek to evidence whether the perspectives of Bear, Connors & Paradiso (2017), Kandel and collaborators (2014), Lent (2010) under learning are present in these productions . To this end, we turn to the Bank of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). This research consists of four interconnected chapters. The first is characterized by being a historical chapter in which we aim to answer the following question: Neuroscience or Neuroscience? To answer this question, we adopted a multi-differential approach when consulting books, articles and doctoral research. In the second, we developed a descriptive-analytical study in order to show whether the doctoral research developed in Brazil between 2007-2017 in Neurosciences, Psychology, Psychology of Teaching and Learning, Interdisciplinary, Education, Science and Mathematics Teaching and in the field of Social and Human Sciences during the period 2007-2017 present contributions that may migrate to the field of learning, as well as we seek to know how Brazilian neuroeducation has been outlined, from these researches. We also carry out the, we developed a descriptive-analytical study, of doctoral research produced in Brazil over the period 2007-2018, however, at this point in the research, we expanded the 'Large Áreas of Knowledge', 'Areas of Knowledge' and the 'Areas of Concentration' investigated. While in the fourth chapter we specifically investigated thirteen (13) doctoral researches developed in the interlocution of Neurosciences and Education with the aim of revealing the possible contributions of these researches to the field of learning. In the fourth chapter, we use o IRAMUTEQ (Interface for R pour les Analyzes Multidimensionnelles de Textes et de Questionnaires) a free textual data processing software that offers ways of processing textual data, such as: basic lexicography (calculation of word frequency ) and multivariate processing (Descending Hierarchical Classification, Similitude Graph, Word Cloud) (LABART & SALEM, 1994; DOISE, CLEMENCE & LORENZI-CIOLDI, 1992). The results demonstrate that the doctoral research produced in Neurosciences in Brazil (2007-2018) presents contributions that can migrate to research produced in the field of learning, however, this information is compiled fundamentally in basic research and it is necessary to develop future research to apply them for educational purposes. None of the thirteen researches used Bear, Connors & Paradiso (2017), Kandel et al (2014), Lent (2010 to discuss learning. As well as the thematic diversity existing in these productions, and that the neuroscience developed in Brazil (2007) -2018) is configured as a movement specific to the educational field.