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Acesso aberto (Open Access)
Efeitos de histórias experimentais e de justificativas sociais sobre o comportamento de seguir regras
(2015-09) SOUSA, Lorena de Medeiros; PARACAMPO, Carla Cristina Paiva; ALBUQUERQUE, Luiz Carlos de
The effect of justifications on rule-following behavior after a history of reinforcement for not following rules was evaluated. Ten children were submitted to a matching to sample procedure such as the task was to touch one of two comparison stimuli in the presence of a contextual stimulus. In Conditions 1 and 2, the Phases 1, 2, and 4 begun with the presentation of an instruction that was discrepant to the contingencies; following the rule lead to the loss of tokens. In Phase 3 it was presented an instruction corresponding to the contingencies, with a justification for following the instruction that lead to the loss of tokens. The difference of Conditions 1 and 2 was only regarding to the justification presented in Phase 3. The justification presented in Condition 1 was "to help poor children" and in Condition 2 a justification regarding experimenter's approval. The behavior of 9 out of 10 participants was under control of the experimental history of reinforcement for not following instructions and of the immediate consequences produced by the behavior of not following instructions; the behavior of one participant was under control of the justification for following the corresponding instruction.
Acesso aberto (Open Access)
Interações entre pré-escolares: possibilidades de análises
(2003-12) LOPES, Lene Wilma Rodrigues; MAGALHÃES, Celina Maria Colino; IZAR, Patrícia
The study aimed to construct the network of social relations among pre-school students and evaluate the methods used for the collection and analysis of data. The study involved seventeen children from a private school in Belém, Pará. The data were collected using sociometric tests and behavioral observations. Group structure was analyzed through the network of social relations, constructed by the Minimum Spanning Trees (Graphs Theory). The results demonstrated preferences for different partners when comparing sociometric tests and interactive behavior. The two measures were considered complementary. The results support the use of Graphs Theory as a means of analyzing a social phenomenon both quantitatively and qualitatively.
Acesso aberto (Open Access)
Percepções de adolescentes de escola pública e de escola privada na cidade de Belém-PA acerca de saúde e doença mental
(Universidade Federal do Pará, 2011-09-09) LUZ, Priscila Carla Costa; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
From the analysis of studies on mental health in adolescence can be considered as a relevant issue, because this age group, and establish itself as a large portion of people who need and do not seek care, is identified as a vulnerable age group and risk. So, do you need to think of more effective forms of intervention, considering the family context, cultural and social these individuals. The purpose of this study was to investigate conceptions of adolescents and their caregivers about health and mental illness, including stereotypes and accessibility to mental health services offered in the city of Belém-PA, as well as major networks of support and care strategies used by adolescents. The study included 60 adolescents of both sexes, and their caregivers. The teenagers were aged between 12 and 17 years, 30 students from public school located in a suburb, and 30 private school located in a neighborhood considered noble in Belem-Para The caregivers were female, with aged 25 to 57 years. Of the total sample of 60 adolescents were interviewed families of diverse family configuration through home visits. The instruments were used: field diary, interview script familiar script of an interview with the coordinators of the schools and self-reported questionnaires on health and mental illness. The questionnaire results were analyzed preferably by Chi-Square and G test for independent samples. All statistical processing was carried out in BioEstat software version 5.2. For the field diary and interview scripts used the content analysis. The results showed these two instruments and socioeconomic risk factors and protection of teenagers in the family. The questionnaire results showed that perceptions of public school students about mental health were associated with not be as sensitive / fragile and think positive, be optimistic. While in private school was associated with balanced feel and be very important. As the conceptions of mental illness in the public school was related to when the body is not good and professional advise when a treatment in the private school was injured and have feelings is not something you notice right away. Regarding the origin of ideas there was no real difference between the groups. Regarding religion, there was disagreement only with respect to cure mental illness. As a coping strategy was associated in the public school to speak to someone about the problem while in the private school did not seek help. The mother was identified as the principal for help in public school, private school in the main reference was the family doctor. The main barrier to public school students access to mental health service was not knowing what the psychologist / psychiatrist will do with it, and in the private school was not wanting to be taken / mocked. In both groups the main problems were reported mental health problems in school and behavior. The private school adolescents responded that they only sometimes feel alone and happy, while in the public schools have always been in good spirits and satisfied with life.
Acesso aberto (Open Access)
A precisão na fluência em leitura oral: avaliando a leitura de alunos do 6º ano do Ensino Fundamental
(Universidade Federal do Pará, 2016-03-09) MOUTINHO, Michell Gadelha; PICANÇO, Gessiane Lobato; http://lattes.cnpq.br/8504849027565119
This study aims at examining students’ performance levels in oral reading accuracy. 46 sixthgraders from four schools – two public and two private –participated voluntarily in the study, which took place in Belém – Pará. The work intends to contribute to discussions about reading assessment, since Pará students’ performance in national and international exams, such as Prova Brasil, Enem and PISA, has been below the expectations. In order to achieve this goal, we followed the Curriculum-based measurement method, proposed by Deno (1985), which considers one-minute of oral reading to be enough to analyze and determine the students’ major difficulties in a more specific way, in this case, accuracy in word decoding. Oral reading samples were collected in two visits, which took place in the beginning and the end of 2015 school year. The analysis was based on the levels of performance for word decoding accuracy (RASINSKI, 2004), accuracy rate and self-correction rate. The results show a difference between students’ performance from public and private schools, in that the latter reached better levels than the former. Moreover, we also analyze the types of errors that students mostly make in reading aloud, which were substitutions (usually driven by lexemic similarity, graphic similarity, pluralization/singularization and influence of the context) and pronunciation (especially driven by lack of knowledge about phoneme-grapheme relations, deletion of word sounds and misplacement of stress position). These errors exhibited different manifestations and were the ones with a major impact on reading comprehension. We conclude that the difficulty in word decoding is more frequent in public schools, thus, if nothing is done to solve these problems, these students will continue to recede in their reading skills.