Programa de Pós-Graduação em Neurociências e Comportamento - PPGNC/NTPC
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/10669
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Navegando Programa de Pós-Graduação em Neurociências e Comportamento - PPGNC/NTPC por Assunto "Behavior analysis"
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Item Acesso aberto (Open Access) Efeito da utilização de jogos como intervenção lúdica no rendimento escolar: uma revisão integrativa(Universidade Federal do Pará, 2017) TSUTSUMI, Myenne Mieko Ayres; JUNIOR, Mauro Dias Silva; http://lattes.cnpq.br/2665950726942083; https://orcid.org/0000-0001-8544-4468; GOULART, Paulo Roney Kilpp; http://lattes.cnpq.br/7800966999068746A previous survey found that there are a considerable number of publications reporting the use of games as an effective method in educational context. However, the data that justify pedagogical practices need to be organized. The objectives of the present study were to perform an integrative review, which was divided into two parts: 1) systematic review of the literature on empirical research that investigated the effects of game play as a strategy for playful intervention in school performance and 2) discussion of as two behavioral sciences (i.e., Behavior Analysis and Ethology) with distinct, but complementary explanatory models may contribute to educational planning based on play behavior. In the systematic review we included empirical articles and/or experience/case reports describing the use of games as an intervention method for teaching formal school content; which were published in indexed journals; that mentioned or contained the previously defined keywords; and were published in English or Portuguese from January 2006 to December 2016. Two judges were responsible for collecting data and evaluating the relevance of articles in relation to inclusion criteria. Altogether, 141 articles were found, but only 19 were considered adequate to the criteria. It was found that children were the main participants; that electronic games were the most used; that mathematics was the discipline that concentrates the greatest number of studies; and that the use of games had the effect of improving students' academic performance. These results shed light on three important issues: 1) the need to include playful events in the context of teaching, planning and programming of learning making it meaningful for the student and the teacher; 2) to emphasize the importance of education as part of the scientific interests and, especially, of the behavioral sciences, since this way there will be collection and evaluation of evidences that support pedagogical methods and decisions; and 3) the integration between the contributions of Behavior Analysis and Ethology can help not only to understand the effect of games on learning but also to collaborate in alternative educational.Item Acesso aberto (Open Access) Questões conceituais da análise do comportamento e neurociências na interface com educação(Universidade Federal do Pará, 2017-01-31) OLIVEIRA, Julio Cezar Pereira de; GOULART, Paulo Roney Kilpp; http://lattes.cnpq.br/7800966999068746Currently the work performed by different professionals in the face of a common demand (multi/inter/transdisciplinary work) is required in several knowledge application environments, among them the hospital, organizations and schools. This multi-looking work on the same object has also been developed in the field of scientific research. The objective of this study was to discuss points of convergence and theoretical divergences between Behavior Analysis and Neurosciences within the interface with the educational context. For this, a theoretical study was produced. Initially, a survey of behavioral and neuroscience analytical literature was carried out with educational bias. Later, the selected material was read and analyzed through two pre-defined categorization steps according to the objectives of the present study. It was found that both areas have significant production in the interface with education, with a variety of topics discussed and researched. The convergences found were about the role of the educator, which for the authors of both areas should be based on their theoretical assumptions. Disagreements were about the characterization of education / education. For Behavior Analysis, educating concerns the gaining of preparatory skills for group living and environmental manipulation. For neurosciences, education is related to changes in brain structures. It was concluded that the method used did not benefit that a significant sample of the literature was raised, considerably impairing the presentation of convergences and divergences between the two areas, making the study direction, substantially based on the similarity and differences survey, ineffective in Present the relevant points worked in the two fields of study. However, some of the objectives were achieved, and the present work was able to point out what is being produced at the interface between the researched areas.Item Acesso aberto (Open Access) Revisão integrativa sobre conceitos analítico-comportamentais relacionados ao desenvolvimento(Universidade Federal do Pará, 2017) JIMÉNEZ, Érika Larissa de Oliveira; JÚNIOR, Mauro Dias Silva; http://lattes.cnpq.br/2665950726942083; https://orcid.org/0000-0001-8544-4468; GOULART, Paulo Roney Kilpp; http://lattes.cnpq.br/7800966999068746Behavioral analytic concepts related to Development were reviewed on an integrative review: behavioral traps, cumulative-hierarchical learning, pivotal behaviors and behavioral cusps. From the review, possibilities of dialogue and boundaries between Behavior Analysis (BA) and the Developmental Systems Approach (DSA) were discussed. The CAPES Journal Portal for the search and only peer-reviewed articles published between 1967 and December 2016, written in English or Portuguese, that contained exactly the search terms in the title, abstract or keywords were selected. After the application of these criteria and the elimination of repetitions, 25 articles were selected. The analysis pointed out to behavioral traps as a concept dealing with specific social arrangements not controlled experimentally related to broad changes in repertoire. Cumulative-hierarchical learning (CHL) occur as long learning processes and tend to become more complex throughout the lifespan. The basic behavioral repertoires (BBR) would refer to the influence of prior learning about the current repertoire. Both, CHL and BBR, are imprecise in their definitions, especially in the case of BBR. Pivotal behaviors and behavioral cusps have similarities regarding the phenomena they cover, behaviors that are critical to development. However, behavioral cusp is considered more comprehensive. From the approach between Behavior Analysis and the Developmental Systems Approach, it was verified that although they are independent disciplines, there is similarity between some concepts of BA with concepts and principles of DSA. Interlocution between BA and DSA can contribute to broadening the scope of variables that can be used in a behavioral investigation by questioning developmental phenomena formerly designated as exclusively biological.