Navegando por Assunto "Classe ordinal"

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Acesso aberto (Open Access)
Efeito de dois procedimentos de ensino sobre o comportamento de ordenar
(2005-12) SOUZA, Jaci Augusta Neves de; ASSIS, Grauben José Alves de
The relationships between the stimuli can be documented by behavioral tests. The objective of the present study was to compare effects of two distinct teaching methods in the formation of ordinal classes. The participants were twelve students with special educational needs, of both sexes, divided in two experimental groups. The participants of Group A began with the chaining method and the participants of Group B with overlapping method. Behavioral tests evaluate the production of sequences of five stimuli. The required response was to select stimuli to form three sequences in decreasing order. Nine participants performed consistently in the tests suggesting formation of the ordinal classes. The chaining method showed effectiveness. The fundamental characteristic can be attributed to continued exposure to stimuli in teaching. The overlapping two stimuli appear to induce to more errors, probably to the suppression of stimuli while new stimuli are being added in the setting.
Acesso aberto (Open Access)
Emergência de relações numéricas sob controle condicional em crianças surdas
(2005-12) SOUZA, Ruth Daisy Capistrano de; ASSIS, Grauben José Alves de
Studies focusing on the formation of ordinal classes have reported a number of experimental findings on the comprehension of sequential stimulus relations. The aim of this investigation was to replicate previous findings in deaf children. A procedure was used to chain responses to three stimuli classes: A = printed number names, B = numbers presented in Brazilian Sign Language and C = abstract forms in different quantities. The values varied from 1 to 6. Each participant responded in the presence of green-colored stimuli, presented in a A1®A2®A3 ®A4®A5®A6 sequence; then to red-colored stimuli: in the A6®A5 ®A4®A3®A2 ®A1 sequence. After having responded correctly to each sequence, an animated figure appeared on the screen. After a revised baseline for each response sequence, tests of transitivity and connectivity were administered in order to evaluate the emergence of ordinal classes. The results showed that the participants responded quickly. In conclusion, it can be said that the procedure was efficient in facilitating the acquisition of numerical concepts, and showed the emergence of equivalent stimulus classes.