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Dissertações em Teoria e Pesquisa do Comportamento (Mestrado) - PPGTPC/NTPC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2333

O Mestrado Acadêmico iniciou-se em 1987 e pertence ao Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento (PPGTPC), que integra o Núcleo de Teoria e Pesquisa do Comportamento(NTPC) da Universidade Federal do Pará (UFPA).

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A noção de significado em B. F. Skinner e em M. Sidman
(Universidade Federal do Pará, 2001) NELSON, Tony; TOURINHO, Emmanuel Zagury; http://lattes.cnpq.br/5960137946576592
Some aspects of the debate about the relationship between Skinner’s approach to verbal behavior and the research in the field of stimulus equivalence are adressed. A description of the conceptions of meaning presented by Skinner and Sidman, in their attempts to generate a behavior-analytic interpretation about language, is provided. Skinner’s and Sidman’s analyses of verbal behavior are examined in terms of their scope; the notions of meaning as controlling variables, and as stimuli equivalence relations are compared; and finally, the role of substitutability in language, its function and limits, is examined. Skinner’s analysis is broader than Sidman’s, in the sense that it tries to embody the totality of verbal behavior. Skinner is different from Sidman, in that the first tries to compare his proposal to the existing theories of language and the second, not. Skinner’s analyses point to meaning as the variables that explain behavior, while Sidman’s analyses, to the meaning as equivalent stimuli. The notion of meaning proposed by Sidman is based in stimuli relations (four-term contingencies, or more than four) and its substitutability (stimulus equivalence). In his conceptualization of verbal behavior, Skinner considers the distinction between functions of speakers and listeners as an important one, while this distinction doesn’t appear in Sidman’s work. Sidman’s analyses of meaning present some aspects that distinguish them from the traditional theories criticized by Skinner; however, the notion of meaning proposed by Sidman remains problematic. The substitutability, as a good basis to interpret meaning, is criticized. Equivalence can be a useful tool to understand language, specially with respect to the production of verbal behavior that is not directly trained, helping to improve verbal behavior analyses.
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Medidas não convencionais de transferências de função entre expressões faciais e figuras abstratas
(Universidade Federal do Pará, 2002) BORTOLOTI, Renato; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
Equivalence relation can be defined as arbitrary relation capable to turn interchangeable different stimuli in many situations. This implicates that the elements that compose an equivalence class should transfer functions amongst themselves. The present work presents two studies that have in common equivalence class formation including facial expressions and abstract figures, and non-conventional measures of transference of functions. In Experiment 1 there were trained conditional relations of facial expressions (A) to arbitrary stimuli (sets B and C) and C to set D. Then, equivalence of relations D to B were tested. Set A was composed of pictures of human faces expressing three emotions –happiness, angry and disgust–, sets B, C and D were composed of three abstract figures each. Participants were then asked to evaluate the abstract stimuli D1, D2 and D3 according to a set of bipolar scales of antonymous adjectives. Correspondence was found between evaluations of the facial expressions by a control group and evaluations of the stimuli D by experimental participants. The use of meaningful stimuli and transference measures without forced-choice procedures allowed (1) an independent validation of the equivalence model, showing that arbitrary stimuli became symbols of facial expressions, acquiring similar meaning, and (2) to evaluate the degree in which the symbols acquired the meaning of the referents. Experiment 2 departed from the fact that an angry facial expression amid a number of expressions of happiness is selected faster than a happy face in an angry crowd to verify if detection of expressions of anger could be transferred to arbitrary stimuli by equivalence relations. The same relations of Experiment 1 were trained. Tests presented three abstract figures related to one facial expression and one figure related to another facial expression. Participants had to select the figure alone as fast as possible. Symbols related to the angry face were selected faster than symbols related to the happy face, indicating that such effect could be transferred through equivalence class formation.
Acesso aberto (Open Access)
Ensino de leitura a partir de unidades mínimas a jovens e adultos
(Universidade Federal do Pará, 2002) SANTOS, Ana Cláudia Cunha dos; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
The Experimental Analysis of Behavior has contributed expressively to the production of knowledge applied to human problem solving. The behavior analysts have been producing a variety of studies that investigate the basic processes involved in the acquisition of reading and writing performances, and teaching procedures that may develop these repertoires. Some studies have obtained positive results using procedures that establish the control by minimal units of reading, syllables, starting teaching macro units, words. However, it may be possible to teach reading using other alternative procedures. This study investigates the efficacy of a teaching program that starts teaching reading from minimal units and then macro units, using behavioral technology. Four of six participants finished the program. All participants learned to read the taught words. One participant showed generalized reading when first tested, the other three participants needed repeated tests. Two participants developed construction of dictated taught and recombined words. Results indicate control by minimal units. Further research concerning stimulus control of writing dictated words, one important relation to be learned to achieve functional literacy, is necessary.
Acesso aberto (Open Access)
Relações de controle modelo-comparação e equivalência de estímulos em arranjo multinodal
(Universidade Federal do Pará, 2002) PEREIRA, Maria Eline Ferreira; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
The formation of equivalence classes seems to occur when consistent control by sample-S+ (selection) relations or simultaneous control by both (sample-S+ and sample- S-) types of controlling relations is ensured. Sample-S- controlling relations seems to prevent the emergence of stimulus equivalence. The goal of the present study was to verify the effects of programmed procedures for prompting strict control by rejection (sample-S-) and by selection (sample-S+), or both (sample-S+ and sample-S-) types of controlling relations. The study also aimed the identification of the kind of controlling relation established during training. The participants in Experiment 1 were five students of the first year of high school. Three sets of visual stimuli were used in the prompt training for the three kinds of controlling relations (sample-S+, sample-S-, and both). Responses were made using the mouse. In the initials trials of all conditional discrimination training sessions, a verbal prompt indicated which picture should – or should not – de selected. Throughout the prompt training for sample-S- as well as for sample-S+ controlling relations, either the correct or the incorrect comparison stimulus were replaced by a mask, depending on the case. In the prompting training for both controlling relations, both mask/S- and S+/mask trials types were randomly presented. All participants were exposed to the training of conditional discriminations EF, DE, CD, BC and AB, via matching-to-sample procedure, including the training of the three controlling relations types. After training, probe trials for equivalence (FA, EA. DA, CA, FB, FC, FD and FA) and controlling relations were conducted. Different sequences of prompting training sessions for the three types of controlling relations were presented to each pair of participants. The blank comparison and the novel stimulus tests were adopted for the evaluation of the kind of controlling relation established during training. The participants did not demonstrate equivalence class formation, regardless of the controlling relation established in training. In the blank comparison test after prompting training for the sample-S+ controlling relation, the controlling relations probe showed inconsistent performances for all participants. After the prompt training for the sample- S- relations, the probes indicated the establishment of sample-S+ relations between the sample stimulus and the mask. In the novel stimulus test, the probes showed inconsistent performances for most participants. The results suggest that the programmed training did not prompt the predicted controlling relations. Instead, it developed mixed, inconsistent relations, which seem to have precluded the formation of equivalence classes. The objective of Experiment 2 was to verify the effect of prompt training for the three types of controlling relations on the equivalence class formation. Six participants were exposed to a trial-and-error procedure. The verbal prompt was removed and a trialand- error pre training present the mask replacing the stimuli was implemented to teach conditional discriminations. The remaining conditions of Experiment 1 were maintained. Two participants readily demonstrated equivalence class formation in the condition programmed to develop sample-S+/ sample-S- controlling relations, one of which also demonstrated these emergent performances in the sample-S+ condition. In the blank comparison probes for the sample-S+/ sample-S- condition, all participants selected S+. In the sample-S- condition, 3 participants always selected the mask, indicating the development of sample-S+ control between the sample stimulus and the mask. In the sample-S+ condition, one participant only selected S+, two responded mostly on S+ or S-, and the remaining showed inconsistent responding. In the novel stimulus test for the sample-S+/ sample-S- condition, the two participants who had demonstrated classes equivalence formation responded consistently. In the probes to assess control by selection for the sample-S+ condition, four participants selected only the correct stimulus, and the others responded inconsistently. When control by rejection was assessed, the responses were made mostly on S- and the blank comparison. Only one participants selected the novel stimulus. The results suggest that prompting training for sample-S+ and sample-S+/ sample-S- controlling relations facilitates the formation of equivalence classes, and that the prompt training for sample-S- control prevents equivalence class formation.
Acesso aberto (Open Access)
Equivalência de estímulos após a formação de classes seqüênciais com portadores de necessidades educativas especiais
(Universidade Federal do Pará, 2002-03) SAMPAIO, Maria Elizângela Carvalho; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Studies first realized on the UFPA Psychology Experimental Laboratory showed that the chaining trial was more efficient on the sequential classes formation demonstrating a better precision by the participants on the test that documented the ordinal relation properties, specially on the substitutability test. Based on this study and through a chaining procedure to form eight independent sequences with visual stimuli, it was looked to evaluate the effects of a trial history with usual stimuli and no usual ones, and if the emergent sequential classes members were also equivalents. Participated on this study three people with mental retardation, students from APAE (Associação de Pais e Amigos dos Excepcionais). All of them were experimentally naïve. The experimental sections were realized in an APAE classroom, five times a week. It was used a computer with sensible touch screen that was specially created to this study. The procedure counted with trial and tests phases, and was divided in two conditions: in the Condition I it was used the answer chaining trial with four usual stimuli groups followed by the sequential test, no adjacent pair of stimuli tests, stimuli substitutability and equivalence test. In the Condition II it was used the same procedure used in Condition I with four new no usual stimuli groups. The results showed that the taught sequences presented an ordinarily relation properties during the stimuli substitutability tests. The participants were capable to form a new sequence by the two sequences independent trial, suggesting the sequential class emergency in both experimental conditions demonstrating that the usual stimuli could be exercised an ordinarily basic function, and had facilitated the sequential answer with the new stimuli. The equivalence relations emergency suggests also that the stimuli are functionally equivalents. These results make bigger anterior studies results to other population and empirically confirm what have being appointed by this subject literature.
Acesso aberto (Open Access)
Efeitos de uma história de variação comportamental sobre a sensibilidade do comportamento de crianças a mudanças nas contingências
(Universidade Federal do Pará, 2002-04-03) SANTOS, José Guilherme Wady; ALBUQUERQUE, Luiz Carlos de; http://lattes.cnpq.br/5261537967195189; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Considering some controversies about the role of behavioral variation on the sensibilility of rule-following to programmed contingencies of reinforcement, the present study investigated whether a history of behavioral variation generated by different instructions would produce performances that are sensitive to signaled changes in environmental contingencies. Fourteen children, between ages of eight and nine years old were exposed to a matching-to-sample procedure. During each trial, a sample stimulus and two comparison stimuli were presented and then a light was switched on. In the presence of those stimuli, the participant was required to touch one of the comparison stimuli. Correct and incorrect responses were differencial consequences. The experiment consisted of two conditions: Condition 1: Only One instruction and Condition 2, Multiple Instructions. Both conditions consisted of three phases each. Phase 1 of the Condition with Only One Instruction (UI) was initiated by the presentation of instructions that corresponded to the contingencies. In this phase, selecting the comparison stimulus that was the same as the sample, was reinforced in the presence of a green light. Also, selecting the comparison stimulus that was different from the sample was reinforced in the presence of a red light. The contingencies in Phase 1 were reversed in Phase 2 and reestablished in Phase 3. Phase 1 of the Multiple Instructions Condition (MI) had three steps. Each step was initiated with a corresponding instruction. During Step 1, selecting the same stimulus was reinforced in the presence of a green light and selecting the different one was reinforced in the presence of a yellow light. During Step 2, selecting the same stimulus was reinforced in the presence of a yellow light and selecting the different one was reinforced in the presence of a red light. During Phase 3, selecting the same stimulus was reinforced only in the presence of a green light and selecting the different comparison was only reinforced in the presence of a red light. The contingencies in Step 3 were reversed in Phase 2 and reestablished in Phase 3. In both conditions, the transitions from one phase to another were signalized by the presentation of an instruction specifying that the participant should discover the best way to gain tokens. In each phase the participants were asked what they should do to gain tokens. Verbal responses were never reinforced. The results showed that the six participants of the IU Condition followed the instruction in Phase 1. In Phases 2 and 3, five participants continued following instructions, regardless of the changes in the contingencies. The eight participants of the MI Condition followed instructions in Steps 1, 2 and 3 in Phase 1. During Phases 2 and 3, four participants continued following instructions and four changed their performances in accordance with the reinforcement contingencies. The verbal behavior of all participants corresponded to the nonverbal during all phases and conditions of the experiment. Results suggest that the variability in the instructions as well as in the contingencies, before modifications in contingencies, together with the signalization of this alteration, may contribute to make the instructed behavior more sensitive to changes in contingencies.
Acesso aberto (Open Access)
Topografia de controle de estímulos coerente em testes repetidos de pareamento ao modelo por identidade
(Universidade Federal do Pará, 2003-02-01) BRINO, Ana Leda de Faria; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
In the context of matching-to-sample procedures with human subjects, after teaching some conditional relations, emergent performances, that are reflexive, symmetric, and transitive to directly taught relations, are often verified, fact that is not easily observed with nonhumans. These negative outcomes may be attributed to testing in extinction and consequent performance disruption. The objective of this study was to create testing conditions in extinction in order to overcome these problems. The subject was a capuchin monkey, which, as a result of his experimental history, could perform identity matchingto- sample (IDMTS) tests with reinforcement successfully. A zero delay IDMTS was used. Repeated tests of IDMTS and generalized IDMTS were arranged in a way that the test trials were interspersed with baseline ones. Tests with reinforcement were alternated with tests in extinction. These conditions were sufficient to maintain performance well above chance for the great most tests (20 out of 21). Capuchin monkey showed capacity to perform, succesfully, IDMTS with new stimuli with or without reinforcement.
Acesso aberto (Open Access)
Cognição animal: identidade generalizada e simetria em macaco-prego (Cebus apella)
(Universidade Federal do Pará, 2003-02-14) SANTOS, José Ricardo dos; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Complex behavioral repertories, such as generalized identity matching and equivalence classes, have been easily found in normal humans, children, and youngsters with learning deficits. However, it is not easy to find such a positive results with non-human subjects. Symmetry is one of the most difficultly found defining properties of equivalence in nonhumans. It might happen because symmetry involves sample-comparison function reversals as well as modification in the sequence and position of stimuli presentation. The negative results in obtaining generalized identity matching and equivalence class formation in non-humans subjects may be related to incoherence between the SCT (Stimulus Control Topography) planned by the experimenter and the SCT presented by the subjects. So it suggests the necessity of a more specific methodological development. The present study proposed to apply the training and testing experimental procedures to obtain generalized identity matching and to verify the possibility of emergence of symmetry after arbitrary matching to sample training, through sample stimulus control shaping procedure and in the absence of correlation between the function and the positions of the stimuli. One capuchin monkey (Cebus apella) served as subject. He was young-adult and naive. Two experiments were executed. In the Experiment I, we carried out simple discrimination reversals training, conditional discrimination training, with an identity matching to sample procedure, and generalized identity test in extinction. The results showed that the procedure used to train simple discrimination (and reversals) was efficient as well as the procedure to train identity matching. All generalized identity tests reached positive results. In the Experiment II, we carried out arbitrary matching to sample training, with a sample stimulus shaping procedure in 8 steps, and one BA symmetry test. This study aimed to verify if elements positively related in conditional discriminations (AB training, for example) might be recombined by the subject without additional training. The performance of the subject in the BA symmetry test reached 100% of correct choices, showing that it is possible to obtain the property of symmetry in arbitrary conditional discriminations with non-humans subjects. The data also suggest that additional research has to be carried out in order to contribute to specifying the necessary conditions to obtaining complex repertory such as equivalence class formation in non-human subjects.
Acesso aberto (Open Access)
Adesão ao tratamento por pacientes portadores de diabetes tipo 1 e tipo 2: efeitos do treino de discriminação de dicas internas e externas
(Universidade Federal do Pará, 2003-03-01) BRANDÃO, Washington Luiz de Oliveira; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723; TOURINHO, Emmanuel Zagury; http://lattes.cnpq.br/5960137946576592
The present study aims to compare the results of discriminatioll training of symptoms and actions related to the treatment of Type I and Type 2 diabetes, evaluating the effectíveness of these trainings for the estimation of glicemic levels and adherence to the treatment. A countless number of surveys carried on in the Health psychology field has the goal of improving the treatment to diabetic patients. Part of these surveys use a procedure caUed general blood glucose selfmonitoring which is based on skills such as observation, checking and registering the relevant aspects in the treatment of diabetes such as: (a) glícemic leveI (GL); (b) symptoms (internal cues - 1C); and (c) actions related to the treatment such as medication, nourishment and physical activity (external cues - EC). The studieshave shownthat general blood glucose.self-monitoring helps the patients to improve the levei of discrimination ofthe glicemic a1terations. This 1iterature is not clear about defining which is the best cue to the used to improve the discrimination of the glicemic levels and states that the development of this skill does not enhance the adherence to the treatment. This study was made of three distinct phases: (a) Baseline and introdutory interview; (b) Trainings interviews; (c) Devolutive final interview. The training phase is divided ln two parts - Internal Cues (IC) and External Cues (EC). During the training phases the participants estimated and assigned a cause to the glicemic leveI on their blood stream measured by a memory-containing reflectometer in the interviews. During in the EC, the participantes also received a feedback from the researcher about the report of the directions followed, based on the directions given by medical advice and compiled from medical registers ofthe patients. 1ts rate of adherence (RA) was measured in the two first phases. The training interviews were conducted at 'the participant's home, in the intervals of 3 days, during which the participants registered the events which took place during corresponding phase. The results showed that independently of the type of training which was accomplished, the participants estimated their glicemic levels based on external cues. The symptoms related to 1Cphase were not always associated to glicemic leveI measured. The participants with diabetes Type 1 reached a higher degree of precision on their estimations during the EC training. The majority of participants had higher degree of the adherence to the treatment when they stared by the EC training. The results suggest that: (a) the reports of the symptoms are not the best indication to evaluate glicemic leveI and adherence of treatment; (b) the best type of training to enhance the adherence to the treatment is the one which involves external cues
Acesso aberto (Open Access)
Propondo um problema de forrageio como meio de enriquecer o cativeiro: um estudo comparativo de duas espécies de primatas brasileiros (Callithrix penicillata e Saguinus imperator)
(Universidade Federal do Pará, 2003-10-17) CASTRO, Paulo Henrique Gomes de; FERRARI, Stephen Francis; http://lattes.cnpq.br/3447608036151352
This study analysed the influence of a simple insect foraging puzzle on the behaviour of two callitrichine species (Callitrichinae, Primates) maintained in captivity at the National Primate Centre (CENP), in Ananindeua, in the Brazilian state of Para. In addition to comparing the two species, the study aimed to evaluate the viability of the puzzle as a strategy of environmental enrichment for these primates in captivity. Three adult pairs of each species – the pencil-tufted marmoset (Callithrix penicillata) and the emperor tamarin (Saguinus imperator) – were included in the study, which also focussed differences between genders. Observations were conducted through the video-taping of three-hour sessions, divided into control (puzzle absent) and experimental (puzzle present) periods, with a total of 36 hours of observation for each pair. Control sessions were used to calculate baseline activity budgets for comparisons with behaviour patterns during experimental sessions. Tapes were transcripted, and all behaviour events were timed, providing measures of both the frequency and duration of events. The puzzle did not have a major effect on general activity budgets, but its effect was clearly different in each species, with manipulation of the puzzle accounting for 3.96% of the time of the marmosets, but only 1.99% of that of the tamarins. During experimental sessions, the marmosets spent 17% less time at rest in comparison with their baseline budget, whereas rest was reduced by less than 7% in the tamarins, with general activity increasing 10%. These changes varied considerably when comparing genders, however – male tamarins presented a 58% increase in general activity and a 23% reduction in rest, whereas these values were 4% and 10%, respectively, in male marmosets. Female tamarins presented an opposite pattern, with rest increasing 18% and general activity falling 14%, while female marmosets had a reduction in both categories by a little less than ten percent. All the animals learned to manipulate the puzzle and capture insects, although the marmosets were far more persistent, capturing 54% more insects, on average, than the tamarins. Females were more successful in both species, but only marginally so in the marmosets. In the tamarins, by contrast, females were 16% more successful than males. Overall, the puzzle proved to be efficient as a means of enriching the captive environment of both species, by stimulating manipulative behaviour and reducing inactivity.
Acesso aberto (Open Access)
Um programa de intervenção para o estabelecimento de escolha condicional por identidade ao modelo em um macaco-prego (Cebus apella)
(Universidade Federal do Pará, 2004) GOULART, Paulo Roney Kilpp; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
The present study aimed to provide an adult male Capuchin-monkey with behavioral prerequisites for consistent performance in conditional identity matching-to-sample (IDMTS) tasks. The subject had problems in performing IDMTS probably due to adventitious development, during previous training of repeated reversals of simple discrimination, of stimulus control topographies incoherent with those needed for accurate performance in these tasks. The subject was presented with a remedial program designed to specifically develop appropriate topography of stimulus selection, and control for the relevant features of IDMTS tasks. The subject showed accurate conditional IDMTS performance with two stimulus sets after exposure to a non-conditional IDMTS procedure, in which there is no conflict in the control exerted by the stimuli serving as comparisons. Novel stimuli were presented in generalization tests, but no evidence of identity matching transfer was found. Explicit IDMTS training was then carried out with those stimuli, beginning with non-conditional IDMTS. When accuracy was again attained in conditional IDMTS, a new stimulus pair was substituted for the old, with no evidence of IDMTS transfer. Results suggest that the remedial program is effective in developing relational control by the sample stimulus. Some conditions for obtaining IDMTS transfer to new stimulus are discussed. (This research was supported by NIH 5 R01 HD39816-03 (CFDA #93.865)
Acesso aberto (Open Access)
Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
(Universidade Federal do Pará, 2004) RAMOS, Luciane; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized reading. Participated eight students, boys and girls, aging from 7 y-o to 8 y-o, in the first grade of a public school. The study consisted of three phases: Pretest, that was applied to the whole class, consisting of a word-naming test (reading), and a picture-naming test. Eight children were unable to read. Teaching, applied to four children of the eight, consisting of programmed computer exercises, with immediate differential feedback for correct and incorrect responses. And Tests, to verify the emergence of the relation of pictures to printed words and relation of printed words to pictures and test reading generalization. Three participants showed equivalence class Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized reading. Participated eight students, boys and girls, aging from 7 y-o to 8 y-o, in the first grade of a public school. The study consisted of three phases: Pretest, that was applied to the whole class, consisting of a word-naming test (reading), and a picture-naming test. Eight children were unable to read. Teaching, applied to four children of the eight, consisting of programmed computer exercises, with immediate differential feedback for correct and incorrect responses. And Tests, to verify the emergence of the relation of pictures to printed words and relation of printed words to pictures and test reading generalization. Three participants showed equivalence class formation involving dictated words, printed words and pictures, and reading with comprehension. Generalized reading tests were negative. The study is continuing, reading will be taught using exclusion and other procedures until generalized reading emerges. A postest of reading will also be applied to the eight children. A similar procedure will be provided to the four children that showed difficulty in the pretest and stood in the control group. (CNPq Master Fellowship). formation involving dictated words, printed words and pictures, and reading with comprehension. Generalized reading tests were negative. The study is continuing, reading will be taught using exclusion and other procedures until generalized reading emerges. A postest of reading will also be applied to the eight children. A similar procedure will be provided to the four children that showed difficulty in the pretest and stood in the control group. (CNPq Master Fellowship).
Acesso aberto (Open Access)
Emergência de relações numéricas em crianças surdas
(Universidade Federal do Pará, 2004-03) CARMO, Ruth Daisy Capistrano de Souza; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Studies focusing on the formation of ordinal classes have reported a number of experimental findings relevant to the comprehension of sequential stimulus relations. The aim of this investigation was to replicate previous findings obtained with normal children and adults (Study 1) using a training by chaining procedure in order to ascertain whether learning in deaf children could also be maintained under conditional control, using visual stimuli and chained motor responses (Study 2). In study 1, seven children with profound hearing impared degree, sign language naives, served as subjects. A programmed procedure was used to chain responses to three sets of stimuli: A = printed number names, B = numbers presented in Brazilian Sign Language and C = abstract forms in different quantities. The values assigned to the three stimulus categories varied from 1 to 6. In Study 2, five deaf children were subjected to the same teaching procedure, although with sequential variation. Each participant was to respond, in the presence of a green-colored stimuli, presented in a A1A2A3A4A5A6 sequence; and in the presence of a red-color stimuli in the 6A5A4A3A2A1 sequence. In both studies, after having responded correctly to each sequence, an animated figure appeared on the screen, and the experimenter praised each child with signed words signifying very good, correct, or great. When an incorrect response was emitted, the screen whitened for a second, and a new configuration of stimuli was presented randomly. The sessions were carried out in a classroom in a public school for hearing-impaired students. It was used a laptop computer with software designed to present the stimuli and record behavioral data. After each trial and a revised baseline for each response sequence, tests of transitivity and connectivity were administered in order to 16 evaluate the emergence of ordinal classes, in a non-adjacent paired stimulus array with substitutability. The results showed that the participants responded quickly in both studies. In conclusion, the procedure was efficient in facilitating the acquisition of numerical concepts, and showed that emergence of equivalent stimulus classes occurred outside the matching-tosample format in hearing-as well as deaf children.
Acesso aberto (Open Access)
Ensino de leitura de frases com compreensão a alunos de 2ª série de escolas públicas de Belém
(Universidade Federal do Pará, 2004-10-22) BASTOS, Elizabeth Cristina de Menezes; BAPTISTA, Marcelo Quintino Galvão; http://lattes.cnpq.br/5106423103112681
Researchers using the stimulus equivalence paradigm have succeeded in teaching reading comprehension in human subjects of all ages with or without a history of school failure. The present study was conducted for the same purpose with five second graders, four females and one male in the 8 to 11 age range, all presenting reading problems. The following stimulus sets were employed: (1) spoken and printed syllables; (2) spoken and printed words; (3) pictures representing the words; (4) spoken and printed sentences, and (5) pictures representing these sentences. Different experimental phases were programmed involving pre-tests, training conditional relations, tests of emergent relations for equivalence and generalization, and post-tests. Syllables, words, sentences and novel words and sentences constituted the experimental stimuli. A conditional discrimination format was used, where the sample stimulus (word, printed sentence or picture ) was positioned on the left side of a rectangular card, and the comparison stimuli (three words, printed sentences or pictures) where located on the right side, separated by a vertical line. The card was used in all activities by the experimenter, who was, in turn, accompanied by an independent observer. Instructions were given verbally, and there were differential consequences for corect and incorrect responses. The control in all phaes of the activity was manual. The learning criterion was set at a 100% correct response rate. Each session lasted about 40 minutes.Equivalence tests were administered only once. On the generalization tests, wrong answers were followed by a repetition of the learning trials. Conditional relations involving spoken words, printed words and pictures (mixed AB and AC) were learned successfully. A majority of the children formed the BC equivalence relationship between the pictures and printed words, and all mastered the inverse CB equivalence relation. In addition the participants successfully named the pictures corresponding to the words (BD), read the words (CD), and were able to read new words (CD). Subsequently they succeeded in making conditional relations between spoken words and printed pictures (AC), and on trained relations between spoken and printed sentences (mixed AC). Whereas only two children formed the BC equivalence between pictures and printed sentences, the majority formed the inverse CB equivalence. Also a majority named the drawn sentences (BD), all read these sentences (CD) as well as new sentences containing recombined words (CD), and all read other novel sentences containing recombined syllables (CD). Thirty days afterwards, all of the children maintained the same level of word reading performance, and most read the same or recombined sentences. Results from this study made it possible to identify the principal prerequisites necessary to teach reading and assess comprehension involving verbal units and simple sentences based on the equivalence paradigm. It was suggested that in future investigations the verbal units might be further extended to encompass more complex sentence structures, which, aside from nouns and adjectives, would include pronouns, verbs and adverbs, among others.
Acesso aberto (Open Access)
Prevenção em diabetes: efeitos do treino de automonitoração na redução de fatores de risco
(Universidade Federal do Pará, 2005-04-14) CASSEB, Mariene da Silva; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
Data from the Brasilian Society for Diabetes show the rapid growth of diabetes mellitus over the population and the great majority of bearers are not aware of the diagnosis. Analysis of behavior applied to health matches the proposal of the World Health Organization which places priority on environment and behavior variables to prevent and manage chronical conditions and has carried out many studies with focus on adherence of patients to the treatment and on the reduction of harm caused by chronic deseases. However, cut-off or reduction of future costs has become indispensable as to people under risk factors such as overweight, family history, sedentariness and inadequate nutrition. On the other hand, studies indicate that the training on automonitoring can prove to be effective on the acquisition and maintaining of behaviors that promote health and reduce the incidence of illnesses. Bases on the constructional model, the objective of this study was to verify by means of case study, the effects of a training on automonitoring on the construction and amplification of preventive behaviors of four individuals with diabetes family history, inadequate nutrition and sedentariness, sons of patients being attended by the Attention to Diabetes Bearer Program at Bettina Ferro de Souza Campus Hospital. Participants were distributed over two conditions: two on Training Condition (TC) and two on Non-Training Condition (NTC). Home visits were carried out for investigation of socio-demographic data, Base Lines 1 and 2 of nutritional behavior and of physical activity, intervention with the CT participants, fortnightly interview with the CNT participants and final interview. The results show significant changes concerning the acquisition and amplification of healthier nutritional habits and physical activities by CT participants and point out few changes on the acquisition and amplification of these habits by CNT participants. The discussion about the results covers aspects that indicate the acquisition of preventive habits, relating them to the literature used and at the end a general conclusion is draw over the accomplishment of this study.
Acesso aberto (Open Access)
Efeitos do treino de cuidadores sobre comportamentos de apoio à adesão às orientações nutricionais por portadores de diabetes
(Universidade Federal do Pará, 2005-05-13) MALCHER, Michele da Silva; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
Health studies have pointed out that social support is one of the factors related to the adherence to diabetes patients treatment. Based on behavior analysis reference and especially on Goldiamonds constructional approach this study aimed to evaluate the effects of training procedure on caregivers support behavior offered to adult patients feeding behavior. Further, it was intended to analyze effects of this training on the patients adherence to dietary prescription. Taking part on this study were three women enrolled in a program for diabetes patients and one family member of each patient, amounting to three caregiver-patient dyads, two of which were allocated on a Training Condition (TC) and one, on a Non-Training Condition (NTC). As information sources, one used the verbal reports of the patients and of the caregivers, direct observation of behavioral interaction and clinical indicators. Using the subject as its own control, the intervention consisted on the training in contingency analysis and behavioral handling, accomplished in home visits by means of self monitoring records. The results showed that caregivers who took part on the Training Condition presented enlargement on the support behavior repertoire, which was not verified regarding the caregiver who took part on the Non-Training Condition. The glycemic levels reduction and the reports presented by the Training Condition patients suggest that the intervention has contributed to improvements on the adherence to nutritional orientations by theses patients.
Acesso aberto (Open Access)
Adesão ao tratamento por cuidadores de crianças com hipotireoidismo congênito
(Universidade Federal do Pará, 2005-06-03) OLIVEIRA, Fabiana Pereira Sabino de; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
Chronic diseases which require attention and continuous evaluations and have called for attention ofhealth professionals, specially those who devote themselves to the area ofPediatric Psychology, who devote themselves to the study of child development, as well as to the relationship between health and sickness and the interferences in the life quality of children and their relatives. This study aims accomplishing a descriptive study to identify variables making easier or more difficult, the adherence to the treatment of caregivers of children with Congenital Hypothyroidism, attended by the Center of Reference in Pará State. Fifty main caregivers ranging between 17 to 55 years of age. Forty mothers, four grandmothers, four fathers and two aunts took part in this study. Variables related to the adherence were identified by means of structured interviews. Program characteristics were analyzed through structured interviews carried out by the team professionals. The analyses of caregivers reports showed that some of the demands to the treatment adherence are not being supplied. Informations about the illness characteristics, etiology, diagnostics, treatment and prognostics are not part of the repertory of most caregivers, independently of age, school degree, degree of relationship with reiatives and time of participation in the Neonatal Selection Programo Significant differences were found regarding the adequate time for the exam accomplishment, which showed the delay of the treatment start. The difficulties described by the professionals as to the adherence to the treatment by the caregivers were attributed not only to the problems showed by the Program structure itselfbut also by the lack of interest to it. The study brings relevant implications to the implantation of more effective and efficacious prevention programs to attend the needs of caregivers and promote the adequate child development.
Acesso aberto (Open Access)
Probabilidade de emergência de classes ordinais após o ensino de relações numéricas
(Universidade Federal do Pará, 2005-07) NUNES, Ana Letícia de Moraes; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The equivalence paradigm has been useful in the explanation of complex behavioral processes like those involved in numeric conceptual behaviors. Several studies have looked for a comprehension of how performances under control of order are established and maintained. The purpose of the present study was to verify if ordinal classes could emerge following arbitrary matching to sample (AMTS) and sequence production. Three students with developmental disabilities participated of the study. The visual stimuli were abstract forms in different quantities (A), cardinal numbers (B), and written word in capital letters (C). The experimental sessions were conducted in a room of APAE-BELÉM and a software controlled and recorded the behavioral data. The AB/AC relations were trained and the emergence of three equivalence classes was tested. After the forward chaining procedure to teach one sequence (A1A2A3), the emergence of novel sequences was assessed (e. g. B1B2B3 and C1C2C3). Substitutability tests assessed the ordinal classes formation (e.g. A1B2C3). Generalization tests also were presented in order to verify if a response involving numerosity would occur with new stimuli. Results showed that the participants responded to novel sequences readily or with gradual emergence. The stimulus control topography analysis in that kind of task was helpful to the comprehension of the ordinal relations. All participants responded to sequences with new stimuli. The procedure was also effective in the transfer of ordinal functions in people with developmental disabilities.
Acesso aberto (Open Access)
Análise da investigação dos determinantes do comportamento homossexual humano
(Universidade Federal do Pará, 2005-07-21) MENEZES, Aline Beckmann de Castro; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463
The behavior determination debate lasts since Antiquity, usually based in dichotomic arguments. Actual tendency of behavior determination comprehension points out to an interacionist perspective, analyzing genetic, biological and environmental influences combined over behavior. Many empirical researches have been developed to identify which factors are responsible for a specific behavior. Considering impossible to make a complete study of human behavior determinants, it was chosen to focus into a specific padron the homosexual behavior. Since Antiquity until nowadays, homosexual behavior determinants have been debated. Besides, this subject concerns to a large amount of people and reflects in important social issues. The present study had the purpose of analyzing which are the empiric evidences about homosexual behavior determination, through three stages: (1) historic evolution of the behavior determination, with emphasis on the methodologies applied; (2) presentation and discussion of the main research strategies about homosexual behavior determination, with emphasis on the critical analysis of data; (3) discussion of research implications and possible empirical follow-up. A bibliographic search was conducted, identifying six main research strings: hormonal measures, hormonal effects, genetic, cerebral functioning, animal models and environmental effects. Each research methodology and results were critically analyzed. Then, politics influence over research and the ethical consequences of data release were discussed; as existing data were organized into a proposal to understand the phenomena. It is expected to have contributed to a general description of the actual stage of homosexual behavior determinants as to a critical perspective over methodologies applied.
Acesso aberto (Open Access)
Contribuições da análise do comportamento na avaliação e no tratamento de crianças com transtorno do déficit de atenção e hiperatividade
(Universidade Federal do Pará, 2005-11-08) ROBERT, Edila Adriene Maia; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
Attention Deficit/Hyperactivity Disorder (ADHD) is a phenomenon studied in many countries. It is characterized by symptoms like inattentiveness, hyperactivity, and impulsivity. It happens in infancy but can persist until adult age. This behavioral disorder causes prejudice in the academical, social, and occupational areas. It reduces self-esteem, can lead to delinquency, to the use of drugs and alcohol. It generates stressful familial relationship and it has a high social and financial impact on the family. Its diagnosis is made by using clinical criteria of DSM IV and its treatment combines pharmacotherapy and psychotherapy. Considering that ADHD is a behavioral disorder related to the development of self-control and also considering that previous studies suggest self-control can be acquired in training conditions, it becomes relevant to make applied research using behavior analytic principles to minimize prejudice and to contribute for a better quality of life of people affected by ADHD. The objective of this study was to verify the efficacy of the use of differential reinforcement of other behaviors (DRO) and of reinforcement delay on the installation and/or increase of self-control behaviors in 9-year-old boy with diagnostic of ADHD and on medication. The participant was submitted to the procedure of self-control training. He performed tasks during which, if his behavior was as previously programmed, he received tokens. At final of every session he traded tokens in for toys. He could choose accumulate more tokens to trade them in later for more valuable toys. The procedure was divided in 7 stages: (1) Interview with a neuropediatric; (2) Analysis of psychological report and convocation; (3) Initial interview with responsibles for child; (4) Visit to the school and interview with teachers; (5) Sessions of direct observation (baseline, habituation to instructions, installation, maintenance, fading and stability evaluation); (6) Follow-up; and (7) Last session. Eighteen sessions of direct observation have been proceeded. These sessions were recorded and their transcriptions were sorted according to categorical system of relevant behaviors to analysis. Results were analyzed through the comparison between interviews, results of standard instruments and classificatory categories extracted from directly observed behaviors. Self-control behaviors were increased and generalization these repertories to others contexts was observed, during sessions and at the childs house, according to description of parents and teacher, and direct observation record of therapist-researcher. It was observed that using DRO schedule with limited hold can help to increase self-control behavior and produce positive generalization of this behavior to new environments in a child with ADHD.