Artigos Científicos - NTPC

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

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Conseqüências do externalismo behaviorista radical
(1999-08) TOURINHO, Emmanuel Zagury
Skinner's approach to a science of behavior is discussed with reference to the concept of "externalism" (the search for relations between the organism and external events). Skinner's works, respectively, from 1938, 1953 and 1990, whose discourses deal with different explanations of behavior, are examined in order to emphasize his persistent concern with drawing a clear distinction between behavior analysis and (neuro)physiology. Certain aspects of Skinner's writings, that seem to provide insufficient support for any definitive statement regarding the autonomy of a science of behavior, are highlighted along with resultant difficulties that have arisen in the literature of the field.
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Uma análise behaviorista radical dos sonhos
(2000) SILVA, Francynete Melo e
In spite of the fact that there is no consensus concerning questions about the nature and origin of dreams, the majority of the studies on the nature of the dreams agrees that they are related to internal conditions of the organism. As opposed to that notion, the radical behaviorism analyses the dreams as private behaviors and, thus, as products of philogenetical, ontogenetical, and cultural histories. In this sense, this paper aims to analyze the dreams from a radical behaviorism perspective, considering them as private events, perceptual behaviors, and arguing that they are learned processes. It is asserted that the dreams interpretation is impossible if the contingencies that control such activity are unknown.
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O jogo de dominó como contexto interativo para a construção de conhecimentos por pré-escolares
(2000) SANTOS, José Guilherme Wady; ALVES, José Moysés
The importance of the play with rules for child development has been recognized by several authors. However, few studies have been carried out, to analyze the construction of knowledge within the context of social interactions, in specific games. The present study registered changes in preschool children’s performance while playing dominos, in particular: following game rules, the mastery of concepts, and interactions among participants. Over one year period, twenty preschool children played four types of dominos, each involving an increased level of conceptual difficulty. Although the children had no previous experience with that game, the error percentage for each type of domino was below twelve percent of the moves, and these errors were corrected by the children and the experimenter. The interactions provided opportunities for both the transmission and construction of shared knowledge.
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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.
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Efeitos de regras com diferentes extensões sobre o comportamento humano
(2001) ALBUQUERQUE, Luiz Carlos de; FERREIRA, Karina Vasconcelos Darwich
In order to verify whether rule size affects rule following, 16 college students were exposed to a matching-to-sample procedure. Depending upon the sample three comparisons should be pointed in a different sequence. Correct sequencing was reinforced. Each condition had three sessions with 30 trials each, and started with one of three rules. Under Condition I, minimal instructions were given; under Condition II, rules R1, R2, and R1 were used, in this sequence; under Condition III, rules R2, R1, and R2 were used, in this sequence; and under Condition IV, rules R3, R1, and R3 were used, in this sequence. R3 was longer than R2, and R2 was longer than R1. Results showed that Rules 1 and 2 were always followed. Rule 3 was followed only in the third session, Condition IV. It is suggested that the size and complexity of a rule does affect rule following behavior.
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Adaptação do comportamento animal e mundos emergentes
(2001) DUBOIS, Michel Jean; LE PENDU, Yvonnick; GERARD, Jean François; SAMPAIO, Elineuza
We discuss the implications of the concept of adaptation, which is a key notion for the classical theory of evolution. Instead of persisting to consider the organisms as a collection of adapted traits, we propose to study evolution by means of a theoretical frame based on another ontology considering the organisms and the circumstances as totally integrated. The necessary preliminary stage for this reconsideration consists in passing from a prescriptive logic to a proscriptive logic, i.e., from the idea that everything that is not allowed is forbidden, to the idea that what is not forbidden is allowed. The consideration that the living systems specify the world in which they live can modify our way to face adaptive processes.
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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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Concepções subjacentes à prática pedagógica em uma pré-escola
(2001-12) ALVES, José Moysés; MAUÉS, Aldenise de Souza; SANT’ANA, Izabella Mendes; ALVES JÚNIOR, Miguel Henrique Ribeiro; DUARTE, Líliam de Fátima Miranda; SANTOS, José Guilherme Wady; SOUZA, Christianne Thatiana Ramos de
There are several forms to conceive preschool aims and the manners that the teacher should conduct pedagogical activities. How such conceptions are articulated in practice? During one academic year we observed on a daily basis the activities developed by a group of 22 preschoolers (ages 4 to 6) attending a private school; the procedures used in, the contents of, and the duration of each activity were recorded. Structured activities occupied about half of the time each month. Among structure activities, copying, painting, cutting and pasting, free-style and directed drawing occupied most of the time. With regard to content, those related to Writing and Social Studies were given more emphasis than those related to Math and Sciences. We infer from those practices a conception of preschool whose goal is to prepare to literacy, which is conceived as transmission of a transcription code. The emphasis on graphic aspects in teaching letters and numbers hampers their inclusion in real communicative contexts, wasting the time that could be assigned to the teaching of Sciences.
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Criação e manutenção de brinquedotecas: reflexões acerca do desenvolvimento de parcerias
(2002) MAGALHÃES, Celina Maria Colino; PONTES, Fernando Augusto Ramos
The purpose of this report is to present a critical appraisal of the practice involved in the installment, and maintenance of toy libraries. This report sums up our team's experience from 1997 to 1999, as consultants from the Federal University of Pará, in joint-venture programs, assisting various schools in setting up and managing such libraries. This report also highlights instrumental factors and the continuity of these programs.
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A estrutura da brincadeira e a regulação das relações
(2002-08) PONTES, Fernando Augusto Ramos; MAGALHÃES, Celina Maria Colino
Traditionally, street play has played an important role in structuring child social organization and culture. This study of child play focuses on play as a spontaneous phenomenon which occurs without adult guidance and written rules. In all cultures each play activity has a particular structure which defines it. In general, this structure leads to the development of particular game patterns, strategies, and sanctions. Although this structure arose from child interactions, it constitutes a ritualized "supra-relationship"; that is, although each verbally-coded structural characteristic may exist independently from constraints placed on it, the same may act as a determinant in some situations. In practice, play structure does not affect child interactions, in the sense of eliminating particular types of interpersonal relations that were previously established. Beginning with traditional games such as marbles, kiting, and tag, those structural aspects that condition, or interact with interpersonal relations were studied. It is believed that a thorough investigation of these factors is necessary in order to better describe the nature of games and comprehend how within-group relations influence the transmission of play culture.
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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.
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Sensibilidade materna durante o banho
(2002-12) SILVA, Simone Souza da Costa; LE PENDU, Yvonnick; PONTES, Fernando Augusto Ramos; DUBOIS, Michel Jean
The theory of the attachment has been considering the mother-child relation as a determinant of the development. Its quality has been being related with the sensibility of the caretaker, and consequently with the quality of the relations with its own caretakers. Recently, maternal sensibility has been related with several factors such as social class and education. The goal of the present work is to investigate some variables that influence the maternal sensibility in the bath situation. Sixty baths given by mothers belonging to low or average classes were filmed. The dyads were constituted by mothers that had between 18 to 40 years and children of 0 to 1 year old. Sensitive behaviors were less frequent among mothers of low class than among mothers of middle class, which were more educated, older and which have the possibility to share the care of their infant with someone. These results suggest that the maternal sensibility is a phenomenon related to sociocultural variables.
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A transmissão da cultura da brincadeira: algumas possibilidades de investigação
(2003) PONTES, Fernando Augusto Ramos; MAGALHÃES, Celina Maria Colino
This article outlines possibilities of investigating factors related to the transmission of play culture. Play is actively implicated in social learning, where, among other things, routines, vocabulary, types of rules and a interactions are learned. We believe that a thorough investigation of these factors, as well as a study of these play–related categories are important. Not only because they provide opportunities for a complete description of play and occurrence of learning in a natural setting, but also because they serve as indicators for understanding the relationships between groups of children, their socialization, and involvement as agents of cultural transmission.
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Seleção de pessoal: considerações preliminares sobre a perspectiva behaviorista radical
(2003) SANTOS, José Guilherme Wady; FRANCO, Ruth Nara Albuquerque; MIGUEL, Caio Flávio
The goal of the Personnel Selection process is to identify the applicant that best meets the requirements for a specific job. The common practice of classifying job applicants, by personal characteristics considered necessary for successful performance at a specific job position, typically emphasizes internal, rather than environmental, causes of behavior. The current article discusses some aspects related to the difficulty of implementing selection processes based on a radical behaviorist approach and also criticizes the use of psychological tests and categories in the process of personnel selection. It also suggests the need for of clear and objective definitions of behaviors and skills that are relevant for each job position, as well as the identification of the necessary conditions for the occurrence of these behaviors and skills. The need for a behaviorist model of personnel selection is thus suggested. Such a model would include techniques that allow for the observation of the relevant behaviors in analog situations, functional analyses, and possibly, minimal training of some of the required skills, before the final decision is made.
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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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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.
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A produção de conhecimento em Psicologia: a análise do comportamento
(2003-06) TOURINHO, Emmanuel Zagury
This paper discusses radical behaviorist approach to Psychology as a science of behavior, highlighting three sets of issues: a) the notion of knowledge adopted, particularly in its rejection of logical positivist principles, and its accordance to an instrumental and relational view; b) an interpretation of Psychology as a field of knowledge in which philosophical, scientific and applied contents are articulated; and c) a research program of psychological phenomena based on an externalist view of the subject matter and a selectionist conception of causality. The analysis contrasts radical behaviorism to modern conceptions of men, emphasizing its scope and its critical and innovatory character in Psychology and in culture in general.
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Interações entre pré-escolares: possibilidades de análises
(2003-12) LOPES, Lene Wilma Rodrigues; MAGALHÃES, Celina Maria Colino; IZAR, Patrícia
The study aimed to construct the network of social relations among pre-school students and evaluate the methods used for the collection and analysis of data. The study involved seventeen children from a private school in Belém, Pará. The data were collected using sociometric tests and behavioral observations. Group structure was analyzed through the network of social relations, constructed by the Minimum Spanning Trees (Graphs Theory). The results demonstrated preferences for different partners when comparing sociometric tests and interactive behavior. The two measures were considered complementary. The results support the use of Graphs Theory as a means of analyzing a social phenomenon both quantitatively and qualitatively.
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Análise dos efeitos de histórias de variação comportamental sobre o seguimento de regras
(2004) SANTOS, José Guilherme Wady; PARACAMPO, Carla Cristina Paiva; ALBUQUERQUE, Luiz Carlos de
In a study concerning the sensitivity of instruction-following to signaled changes in contingencies, 14 children in the 8-to-9 age range were exposed to a matching-to-sample procedure. On this task, 1 of 2 comparison stimuli were touched in the presence of a contextual stimuli. There were 3 phases in the experiment. Those contingencies in effect in Phase 1 were reversed in Phase 2, and reestablished in Phase 3. The transition from one phase to another was cued by a signal. The participants were subjected to 2 conditions that differed in the number of instructions corresponding to the contingencies presented in Phase 1: Only 1 instruction was given in Condition UI, and 3 different instructions were given in Condition MI. One of the 6 participants in Condition UI and 4 of the 8 in Condition MI ceased following instructions. These results suggest that the presence of an interaction between history of behavioral variation produced by different instructions and signalling contingency shifts may render the instructed behavior susceptible to contingency shifts.
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Análise do papel de variáveis sociais e de conseqüências programadas no seguimento de instruções
(2004) ALBUQUERQUE, Niele Márcia Amaral de; PARACAMPO, Carla Cristina Paiva; ALBUQUERQUE, Luiz Carlos de
Twelve children in the eight-to-nine year age range were exposed to a matching-to-sample procedure in an investigation dealing with the role of monitoring in instruction-following. On this task, two comparison stimuli were touched in the presence of a contextual stimulus. Whereas incorrect responses resulted in reinforcement loss, correct responses avoided this consequence. There were five phases in the experiment: Phases 1, 3 and 5 began with an instruction corresponding to the contingencies; contingencies in effect in Phase 1 were reversed in Phase 2, reestablished in Phase 3, reversed again in Phase 4 and renewed in Phase 5. The participants were subjected to two conditions, differing with regard to the phase where an observer was introduced in the experimental situation. During Phases 2 and 4, 10 participants did not follow instructions. This finding indicates that even when monitoring is present, instruction-following does not occur if it is not reinforced.