Navegando por Assunto "Comportamento verbal"

Agora exibindo 1 - 12 de 12

Acesso aberto (Open Access)
Análise de conteúdo verbal na solução de dificuldades de portadores de transtornos ansiosos
(Universidade Federal do Pará, 2007-06-15) MOREIRA, Sandra Bernadete da Silva; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
Verbal behavior comprehension is crucial to the analysis of dysfunctional behaviors attended in behavior analytic therapy. Studies of verbal report studies on clinical context, have showed the importance of the use of verbal behavior and have generated intervention procedures to solve problems. Self-reports reinforcement, as a function of reinforcement contingencies, indicates that changing verbal behavior is an effective way to change non verbal behavior outside the therapeutic setting. The goal of this study is to show the utility of a procedure of managing verbal contingencies by a therapist through the systematization of a client verbal contents and its written devolution to solve problems of individuals with anxious disorders in a therapeutic setting. After being exposed to their own verbal behavior, it was possible to two participants of this study to characterize their difficulties, identifying and describing ambient contingencies related to their undesirable behavior and consequently to describe proposes of solution of these difficulties. It is discussed how the exposition to systematized verbal report changes further the verbal reports and the problem behavior.
Acesso aberto (Open Access)
Aplicações da formação de classes de equivalência na intervenção analítico-comportamental ao autismo
(Universidade Federal do Pará, 2017-08-22) SILVA, Álvaro Júnior Melo e; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
The applied potential of the current knowledge on equivalence class formation has much to be explored. There are few studies reported in the literature involving, for example, equivalence of stimuli applied to autism. In this thesis, in addition to the application of stimulus equivalence technology, there is the search for approximation of two areas of study, equivalence of stimuli and verbal behavior, which, in different ways, have approached the phenomenon commonly called language. In the two studies here presented it was investigated the contribution of the equivalence stimulus for the emergence of intraverbal relations in children diagnosed with Autism Spectrum Disorder (ASD). Study 1 evaluated the emergence of intraverbal relations via equivalence-based instruction. Two children with ASD participated in the study. After the teaching of listener relations (AB) and tact (BC), the emergence of intraverbal relations (AC and CA) was verified. The data show that participant Lucia presented the immediate emergency of AC intraverbal relations and the other participant, Lucas, presented low accuracy of performance in the first session and maximum precision in the second session. Lucas’ performance pattern may be considered compatible with delayed emergence of intraverbal relations consistent with the equivalence class formation. At the same time, such data allowed us to question whether or not the observed performance was a result of rapid acquisition of the intraverbal relations due to the prompt provided during the test/training. Study 2 explored this issue, evaluating the acquisition of consistent and inconsistent intraverbal relations with equivalence class formation. The two children of the Study 1 participated in Study 2. After teaching of listener relations (A1B1, A2B2, A3B3, and A4B4) and tact (B1C1, B2C2, B3C3, and B4C4), participants were exposed to consistent intraverbal relations (A1C1, A2C2, C1A1, and C2A2) and inconsistent (A3C4, A4C3, C4A3, and C3A4) with formation of equivalence class formation. The data showed that there was only the acquisition of the consistent relations with class formation for the participant Lucia. For Lucas there was no difference in the acquisition of both types of relations in AC training and there was a slight difference in the acquisition of AC relations, so that consistent intraverbal relations with class formation were learned in fewer sessions or attempts. From Lucia's data, mainly, it can be concluded that an earlier history involving the stimuli of a current relation to be trained facilitates the acquisition of this case the previous contingencies have favored the relation between the stimuli as members of a set or class. Lucas’ data also confirm the initial assumption on the possibility of fast acquisition during test with programmed reinforcement and corrective prompting. The data obtained in this thesis not only prove the applicability of the equivalence of stimuli, but also can encourage new research to use stimulus equivalence as a behavioral technology.
Acesso aberto (Open Access)
Avaliação da adequação dos níveis de funcionalidade do VB-MAPP em uma amostra de crianças brasileiras.
(Universidade Federal do Pará, 2017-06-26) KEUFFER, Sara Ingrid Cruz; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is a criteria-based assessment tool that can be used as a curriculum guide and repertoire development monitoring system for children with autism and other developmental disorders. The three levels of VB-MAPP were established from typical child development milestones derived primarily from studies with US or European children. Considering the socioeconomic and cultural differences that exist between the United States/Europe and Brazil, this study analyzed the adequacy of VB-MAPP functional levels for the evaluation of verbal, social and motor repertoires of a sample of 61 Brazilian children with typical development, living in Belém do Pará, of both sexes and aged between one and five years. The results showed that the functional levels proposed in the VB-MAPP were adequate to evaluate repertoires of a sample of Brazilian children with typical development, increasing the data on the external validity of the instrument. Based on these results it is suggested the relevance of the use of VB-MAPP in the Brazilian context.
Acesso aberto (Open Access)
Comportamento privado: acessibilidade e relação com comportamento público
(2001) SIMONASSI, Lurismario Ernesto; TOURINHO, Emmanuel Zagury; SILVA, André Vasconcelos da
This study empirically analyzed behaviors inaccessible to public observation. Using a procedure that experimentally turned public previously covert responses through the resolution of problems, it was possible to verify 1) the effectiveness of contingencies programmed to turn public previously covert precurrent responses; 2) the relationship between covert verbal responses and programmed contingencies; and, 3) the subsequent probability of behaviors under control of stimuli generated by the covert response to be positively reinforced. Sixty-four human subjects distributed in two conditions Complex and Simple participated in the study. After each attempt, informative responses and written responses about the resolution of problems were obtained. The results show that task complexity did not interfere with the private characteristic of the responses and that the social contingencies turned public the precurrent responses in the problem resolution. This procedure gives empirical evidence to some propositions established by radical behaviorists and offers new questions for the discussion of private events.
Acesso aberto (Open Access)
Efeitos da exposição a mudanças nas contingências sobre o seguir regras
(2006-04) ALBUQUERQUE, Luiz Carlos de; SILVA, Francynete Melo e
By investigating the effects of experimental histories on discrepant rule following contingencies, nine university students were exposed to a matching-to-sample procedure; the task was to point out, in a set order, it one of three comparison stimuli. Each condition comprised four sessions. The contingencies in Session 1 were altered in Session 2, reestablished in Session 3 and remained unchanged in Session 4, which began with the discrepant rule. The three conditions differed as to the form of establishment of the alternative behavior to that specified by the discrepant rule. Independent of how the behavior was established in Session 1, whether by contingencies (Condition 1) or by rules (Conditions 2 and 3), only those participants who responded correctly in Sessions 2 and 3 (n = 7) did not follow the discrepant rule in Session 4. It is also discussed some of the characteristics that an experimental history should have to interfere with discrepant rule following.
Acesso aberto (Open Access)
Efeitos de consequências verbais culturais e de suporte sobre a seleção e manutenção de culturantes
(Universidade Federal do Pará, 2017-07-14) BISPO, Gehazi Ramiris dos Santos; TOURINHO, Emmanuel Zagury; http://lattes.cnpq.br/5960137946576592
Recent empirical evidence suggests a facilitating role of verbal variables on cultural selection. However, most of the data are still inconclusive or do not demonstrate the isolated effects of the direct manipulation of verbal variables, functioning as operant and cultural consequences, on the selection of culturants. In this sense, the objective of this study was to compare the differential effects of cultural and operant verbal consequences on the selection and maintenance of culturants, in the presence and absence of nonverbal cultural consequences in two laboratory microcultures using an analog of single subject ABCBCA experimental design. The results showed that the verbal operant consequences are inefficient in cultural selection once compared to the cultural consequences. When cultural, the difference in effect between verbal and non-verbal consequences is low. When cultural verbal and non-verbal consequences are combined, cultural selection is more effective.
Acesso aberto (Open Access)
Efeitos de manipulações de propriedades formais de estímulos verbais sobre o comportamento
(2010) BRAGA, Mariella Vasconcelos Nogueira; ALBUQUERQUE, Luiz Carlos de; PARACAMPO, Carla Cristina Paiva; SANTOS, Joene Vieira dos
Aiming to investigate the effects of antecedent verbal stimuli on behavior, twenty-four students were exposed to a match to sample procedure. The task consisted of pointing out to each of three comparison stimuli. The correct behavior was reinforced in fixed ratio 6. In Condition 1, the order of the presentation of the stimuli at the beginning of phases 2, 3, 4 and 5 was: corresponding instruction, minimal instruction, corresponding question, minimal question, respectively. The eight conditions differed only in the order in which the verbal stimuli were presented. The corresponding stimuli and corresponding question established the correct behavior in 95% and 33% of the cases, respectively. The minimal stimuli didn't establish the correct behavior. The results have implications on the defining of rules.
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)
Indução de comportamento vocal em Crianças com autismo
(Universidade Federal do Pará, 2016-01-06) PINHEIRO, RENATA DA CONCEICAO DA SILVA; TONNEAU, François Jacques; http://lattes.cnpq.br/2917023797307669
Deficiencies on verbal and symbolic behavior are central to Autism Spectrum Disorder (ASD). In this way, procedures like stimulus-stimulus pairing (SSP) are used to produce verbal behavior in individuals with limited repertoires. The present study aimed at evaluating the effects of SSP in the establishment and/or strengtheing of vocal responses in ten children diagnosed with ASD and limited vocal repertoire. The procedure consisted in ten sessions in which one target syllable was paired with high-preference item and another syllable served as control. The results point to the effectiveness of the procedure in inducing and strengthening vocal responses in children with diferent repertoires. The rate of the target response increased due to the pairing of the sound with the high-preference item for most of the children, even when initial response rate was zero. The evaluation of the temporal profiles showed that each child has his or her specific profile, be it after the target sound of after the control sound. We hope that our data on response profiles can help to improve verbal-behavior teaching methods for people with difficulties.
Acesso aberto (Open Access)
Intencionalidade e linguagem (II): algumas considerações sobre Tomaselo, Searle e Dennett
(2015-12) MOREIRA, Sylvio Állan Rocha; SOUZA, Carlos Barbosa Alves de
In the present paper we propose that the concept of intentionality is a relevant tool to interpret human symbolic repertoires. We analyze how the concepts of intentionality and verbal language are articulated in Tomasello's Usage-Based Theory of Language Acquisition, Searle's Illocutionary Acts Theory, and Dennett's Intentional Systems Theory, seeking to identify their role on determining human cognition. These theories suggest interdependence between these concepts, which differ among themselves as to how this relation is articulated. They also emphasize the importance of symbolic repertoires, especially verbal language, to human cognition. As intentionality is a feature of human cognition, a link between verbal language and intentionality for the functioning of human cognition is a topic to be investigated in scientific psychology.
Acesso aberto (Open Access)
Intencionalidade em Tomasello, Searle, Dennett e em abordagens comportamentais da cognição humana
(2011-06) MOREIRA, Sylvio Állan Rocha; SOUZA, Carlos Barbosa Alves de
The approach of Tomasello to the evolution of human cognition attempts to integrate biological, behavioral, and cultural processes within a sole explicative system. A fundamental critic towards it has been the need of a better elaboration of the concept of intentionality. The present paper aimed to: (1) analyze Tomasello's use of the concept of intentionality, and (2) establish dialogues between this use and theories of intentionality in the philosophy of mind and functionalist approaches to human cognition in behavior psychology. The results of this paper indicate that Tomasello's use of the concept of intentionality is compatible to these theories and approaches. Morevover, Tomasello's approach may extend the investigation of more complex symbolic processes than the ones traditionally investigated by behavior psychology.
Acesso aberto (Open Access)
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.