Navegando por Assunto "Aprendizagem cognitiva"

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Acesso aberto (Open Access)
Discriminação simples com mudanças sucessivas na função dos estímulos: aprendizagem em bebês
(2009-12) SILVA, Flávia Teresa Neves; SOUZA, Carlos Barbosa Alves de
This study investigated the acquisition of repeated shifts of simple discriminations (RSSD) in three infants. Animated images were presented on a touch sensitive screen. The procedure started off with a two-choice simple discrimination training (SD) with shifts in the stimulus function until all stimuli had functioned once as S+ and once as S-. Afterwards, all the three stimuli were presented in the same trial completing a RSSD cycle. Two of the infants learned the RSSD with the two–choice procedure and one infant learned the SD with two stimuli. The replacement of the stimulus sets throughout the training, characterized as a multiple exemplar training, seems to have contributed to the infants' engagement in the task as well as to the acquisition of the discriminations.
Acesso aberto (Open Access)
Equivalência de estímulos com procedimentos combinados e consciência fonológica na aquisição da leitura generalizada
(Universidade Federal do Pará, 2006-05-02) CAMELO, Mislene Lima; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Equivalence class formation among pictures and spoken and printed words promotes reading with comprehension, but it does not establish the discriminative control by all the units of the word (letters and syllables). The application of combined special procedures (copy, dictation and oralization - fluently and spelled) while the teaching the conditional relations between dictated words and printed words (AC) favors the establishment of discriminative control by units smaller than the word and the textual and comprehensive reading of the words formed by recombination of those units. The explicit training of syllabic discriminations has been adopted as one of the procedures in the studies on phonological consciousness, with satisfactory results in reading tests. The purpose of the present was to investigate the effect of the two procedures on the acquisition of recombinative reading in preschool children. Three children were exposed to the equivalence and combined special procedures during the acquisition of AC relations (with the words MALA, PATO and BOCA), and four to the explicit training of syllabic discriminations in tasks of rhyme, alliteration, addition and subtraction of syllables, and graphosyllabic correspondence. After a Pre-test, participants of the first group were exposed to the test/training of AB relations (spoken words-figures), and then to AC training with combined procedures and, BC (figures - printed words) and CB tests. During AC training each trial of this relation was followed by a trial of combined procedures of spelled copy, dictation and oralization, and other fluent trial. After the emergence of equivalence relation (BC/CB), children were tested on textual reading of syllables, trained- and generalized- words (formed by the recombination of the syllables of training words). When participants performance reached the minimum of 90% of accuracy in generalized reading test, in the next day a Post-test was carried out. Otherwise, the same procedure was applied again with three generalization words (BOLA, LAMA, and CAPA). The children of the second group were initially exposed to tasks of syllabic recognition and then to tasks of rhyme, alliteration, addition and subtraction of syllables, and graphosyllabic correspondence (with syllables MA, LA, PA, TO, BO, and CA). The participant was only exposed to the training of another syllable if his/her performance reached 100% of accuracy in the task of graphosyllabic correspondence and in the experimental items of the other activities. In the next day, after the conclusion of this training phase, the Pos-test was carried out: three participants of the equivalence group and one of the phonological consciousness presented recombinative reading of some words, but none of them presented generalized recombinative reading. It is suggested that other variables may have interfered in the participants performance: the pre and extra-experimental history, the acquisition of code-related concepts (e.g. left-to-right reading) and the number of training trials. It is also suggested that, when teaching Portuguese reading skills, the combination stimulus equivalence procedures and syllabic discrimination / correspondence is an efficient method to teach recombinative reading. It is proposed that new studies evaluate the effects of the combination of these procedures in the teaching of reading skills.
Acesso aberto (Open Access)
Formação de classes de equivalência através de reforçamento específico em crianças com dificuldades de aprendizagem
(Universidade Federal do Pará, 2007-08-01) PORTO, Allana Ribeiro; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
In Behavior Analysis, several studies have been carried out in order to understand how behavior can be productively controlled by arbitrarily related events, through equivalence class formation. The inclusion of reinforcer stimuli in the classes has been pointed as a possible facilitator of their formation. The present study aimed to evaluate the formation of equivalence classes mediated by reinforcer stimuli with children with mild learning difficulties. By using normally developing children and in a larger number we intended to obtain data with less across subject variability, which is commonly found in this kind of research. It was used specific reinforcement with fourteen children that showed mild learning difficulties at school (Experiment 1). The experiment comprised 10 phases. In all phases, there were specific reinforcers (fruit or toys) to each of the potential classes. Initially we carried out an identity matching-to-sample procedure with the stimuli of the sets A (A1 and A2), B (B1 and B2) and C (C1 and C2) in a continuous reinforcement schedule, followed by an intermittent reinforcement schedule. Then, tests for emergent relations ABBA, ACCA, and BCCB were carried out. Before each test, we returned to the baseline training. Data from Experiment 1 show great across subject variability. The Experiment 2 was to investigate the effect of two different kinds of pre-training on the performance in tests for class formation. Six children participated and they were divided into two groups. Group 1 was trained with identity matching-to-sample and Group 2 with arbitrary matching-to-sample. The results confirm partly the hypothesis that arbitrary MTS as pre-training may reduce across subject variability in this kind of research, because high rates of variability were found in this study. Further research will explore this possibility more systematically.
Acesso aberto (Open Access)
Habilidades metafonológicas e desenvolvimento de leitura e escrita recombinativas em crianças com diagnóstico de dislexia
(Universidade Federal do Pará, 2007-09-25) ARAÚJO, Márcia Wilma Monteiro de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525; http://lattes.cnpq.br/2218504886013525
The present work aimed the implementation of a model integrating the training of phonological awareness and the stimuli equivalence paradigm, using the network of conditionals relations to produce recombinative reading and writing with comprehension in children and teenagers with phonological dyslexia. Three subjects took part: RP, 9 years old, 3rd grade; JR, 13 years old, 6th grade and LV, 15 years old, 7th grade, all students of a public school in Belém, diagnosed with dyslexia by phonoaudiologists and recommended by them to this project. The program was conducted in 8 phases. Pre-tests were applied to verify the basic requisites to the reading and writing abilities and the repertoire of equivalence, loud reading, dictation and phonological awareness. The training and tests of equivalence classes were interchanged with the training of phonological awareness (awareness of words and syllables) generating the possibility of verifying the effect of each training over the participants performance. The results showed a significant improvement in the ability of reading with comprehension and writing of words and pseudo words as well as reading of picture signs (silent dictation), what made evident the need of explicit teaching of metaphonological abilities to the competent reading skill, and specially of writing, what indicates the efficiency of this model. We also came to the conclusion that the only neurological cause found in the definition of dyslexia is insufficient and inadequate since the exposition of these subjects to environmental events, in this case, specific trainings for conditional discrimination were effective to the improvement of their performance.
Acesso aberto (Open Access)
Leitura recombinativa generalizada após procedimentos de correção com fading em pessoas com atraso no desenvolvimento cognitivo
(Universidade Federal do Pará, 2008-01-07) ALVES, Keila Regina Sales; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Several studies have investigated the use of correction procedures, such as copy exercises, dictates, and oralization in promoting recombinative reading in people with some or no cognitive developmental deficit. The use of supporting techniques, such as fading, have not been tested as another variable that could immediately favor generalized recombinative reading. This work reports two studies. Study one, which included two students with cognitive developmental deficit, was divided in two stages. In Condition A, students were taught the relationships among spoken and printed words (AC), followed by equivalence tests among figures and printed words (BC), and printed words and figures (CB). Following those tests, reading tests about the taught words (MALA, PATO and BOCA) and generalized words (built up from the recombination among syllables) were used. Participants showed the reading of words only after formation of equivalence classes among figures, spoken words and printed have been documented. Afterwards, control probes used for syllable units and then a correction procedure was implemented, highlighting specific syllables (those identified after control probes have been used for syllable units) during copy, dictate and oralization combined teaching. Following four expositions to the correction procedure, participants were still showing only the reading of the words. In Condition B, fading in the specific syllables was introduced for the correction procedure. Participant MAR demonstrated a correct reading of all generalized words after the second use of the correction procedure, while participant CLA only after its third use. Participants showed function transference to new verbal forms AB, AC, BC, CB, AB, AC, BC and CB. These results indicated the need to evaluate the two correction procedures separately. In Study 2, two participants with cognitive developmental deficit were selected and subjected to the same experimental design used in Study 1. One participant was subjected to the correction procedure and the other to the fading in correction procedure. Participant FER was subjected to fading in correction procedure, while participant JOS to correction procedure highlighting syllables. Both participants showed generalized recombinative reading after fading in correction procedure, as well as function transference to new verbal forms AB, AC, BC, CB, AB, AC, BC and CB. The results indicate that fading in procedure immediately favor generative recombinative reading in people with cognitive developmental deficit.