Navegando por Assunto "Psicologia - análise do comportamento"

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Ensino por Múltiplos Exemplares: Revisão sistemática de estudos experimentais
(Universidade Federal do Pará, 2020-08-28) LIMA, Lucas Cabral Aranha de; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The multiple exemplar instruction procedure (MEI) is characterized by the rapid and randomized rotation of training of different verbal repertoires in consecutive trails and has been used in the investigation of induction of 'bidirectional naming' (BiN) and promotion of interdependence between verbal repertoires (IVR). This work performed a systematic review of experimental studies that have used MEI in the conditions mentioned above, with the aim of identify and analyze the profile of the participants, tests’ structure and tested repertoires, the aim and structure of the MEI training, and the obtained results. A search in the databases Wiley, PUBMED, SciELO, Web of Science and Scopus, using the term 'multiple exemplar', resulted in 24 articles selected for analysis (12 of them used MEI to induce BiN and 12 to promote IRV). In general, it was observed that: (1) the majority of participants were children with atypical development; (2) the most used test structures were: pre/post-test through training identity matching to sample with the tact of the sample stimulus by the experimenter (IDMTS+tact) up to performance criteria, followed by tests of auditory-visual matching to sample (AVMTS), pure and impure tacts (for BiN), and pre/post-test of the repertoires trained in the MEI (e.g., tact, mand) and pre/post-test through training a repertoire with one set and testing of another repertoire with the same set, and vice versa (for IRV); and the main tested repertoires were 'speaker unidirectional naming', mand and pure tact; (3) the most used MEI structure were: the rotation of trials with IDMTS+tact, AVMTS, pure and impure tacts (for BiN), and rotation of trials with mands and pure tact (for IVR); and (4) the results were generally positive for establishing IVR and ‘speaker unidirectional naming’. It is argued that adequate tests of ‘joint bidirectional naming’ or ‘incidental bidirectional naming’ have not been conducted, and research is suggested to overcome this limitation and to advance knowledge about IVR.
Acesso aberto (Open Access)
Indução comportamental em cães domésticos (Canis lupus familiaris)
(Universidade Federal do Pará, 2017-07-06) SOARES, Pedro Felipe dos Reis; TONNEAU, François Jacques; http://lattes.cnpq.br/2917023797307669
Experimental evidences indicate a relevant role of relations between antecedent stimulus (S) and facilitative (S*) ones upon behavioral induction/facilitation. Studies with domestic dogs (Canis lupus familiaris) as research subjects demonstrated that pairing between proprioceptive S and alimentary S* was adequate to induce motor responses. The purpose of the present study was to replicate these findings with a more robust methodology. Four dogs of different races, sex and ages participated. Each dog had two alimentary S* matched to the movement by an external agent (proprioceptive S) of its forepaws (e.g., left paw-chicken; right paw-meat). Three experimental conditions were planned and the dogs were exposed to them in different but counterbalanced orders. In the first condition, it was performed the pairing between passive movement of the paws (proprioceptive S) and S* ingestion (one paw at a time). Then, it was tested whether the consumption of the paired S* would induce active movement in the correspondent paw. The second condition consisted in the training of active responses of putting the paws over the researcher’s hands, one at a time. In the third condition it was runned the pairing between active movement of the paws and S* ingestion (again one paw at a time). Next, the same test from the first condition took place. Results did not indicate behavioral induction by associations between S-S*. These data are discussed based on a series of procedural aspects. Adjustments are suggested for future research.
Acesso aberto (Open Access)
O primeiro ano escolar como transição ecológica no desenvolvimento neuropsicomotor de crianças: qualidade do ambiente, envolvimento parental e de professores
(Universidade Federal do Pará, 2020-06-30) ALVÃO, Maureanna Cardoso; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735; https://orcid.org/0000-0003-3154-0651
The first school year is considered an important ecological transition in childhood, because changes in the environment, role or both are expected, which stimulates changes in the child's neuropsychomotor development. Therefore, investigations about this transition become increasingly necessary and current, particularly when considering the possible influence in this process of variables such as the quality of the school environment, the socioeconomic level of the family, parental and teacher involvement. This research has a descriptive-correlational character, with a quantitative approach to the data and a transversal and longitudinal design. It aimed to demonstrate whether and how the neuropsychomotor development of children in the first year of school life occurs and how it is influenced by the quality of the school environment, the socioeconomic level of their families, the involvement of parents and teachers in the researched context, understanding this process as an ecological transition. In a specific way, the neuropsychomotor development of the children surveyed was longitudinally related to their family socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in the first and last months of school; the neuropsychomotor development of the children surveyed was related to the socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in different schools, in the last months of class; and, at the end, the researched variables were correlated, longitudinally and transversely. 168 people participated, being 80 children, from two to five years old, enrolled in different schools, public (1) and private (2), and their respective parents and / or family guardian (80) and teachers (8) linked to the classes from Maternal, Jardim I, and Jardim II, in Belém / PA. The research took place in the internal facilities of the schools selected for data collection, according to the convenience of the children, parents and / or family guardian and teachers. With the children, the Child Biopsychosocial Characterization Questionnaire - QCBC, the Denver II Development Screening Test - TTDDII was applied. While with the parents and / or family guardian, the Parental Involvement Questionnaire was applied in the Secondary School Version for Parents, in addition to the Brazil Economic Classification Criterion and the Family Development Index - IDF. Among teachers, the Teacher Involvement Questionnaire - Version for teachers was used. An instrument was also used to assess the quality of the school environment - the Child Education Environment Assessment Scale (ECERS- Revised). Data collection took place in the first and last months of the year 2016. A statistical analysis of the data was performed. The main results of the longitudinal study showed that there was progress in the DNPM over time, considering the first and last months of school. There was a statistically significant association between the DNPM domains in the first and last months of class and the variables surveyed, such as children's favorite games, parental involvement, teacher involvement and quality of the school environment, with the exception of the family socioeconomic level, assessed Brazil Economic Classification Criterion. As far as cross-sectional study is concerned, most children who were considered to have normal development studied in a public school. With regard to public and private schools, three DNPM domains showed a statistically significant association with the following variables: age, family socioeconomic level, parental involvement, teacher involvement and quality of the school environment. Regarding the correlational study, among the main results, in the first and last months of class, the strongest correlations to 1 (positive)involved the variables teacher involvement - going to the board meetings, was correlated with the statement to do activities that help in student learning; quality of the school environment - item 2 furniture for routine care, games and learning, had a greater number of strong correlations; and the family's socioeconomic level, assessed by the Family Development Index (IDF) - family income per capita higher than the extreme poverty line, had a correlation with family income per capita higher than the poverty line. The variable parental involvement also had strong correlations, in the first and last months, with regard to Talking to the child about what is going on at school. It was found that the greatest correlation for the variable Parental Involvement was 0.83 (positive), in the last few months - I have the habit of checking if my son did the homework, which was correlated with the statement I Convert with my son about what's going on at school. Correlations to -1 (negative) in the last months of class stand out, to the variable involvement of teachers - I have a habit of looking for information with the class director, it showed a correlation with I try to participate in solving school problems (eg giving ideas to solve problems of indiscipline and / or violence). It was possible to demonstrate that the neuropsychomotor development of children in the first year of school life can be influenced by the quality of the school environment, by the socioeconomic level of their family, by parental and teacher involvement, in some aspects, depending on personal, contextual variables, time, understanding this process as an ecological transition, insofar as it presupposes the insertion in an ecological environment with new activities, relationships and roles. As the research discussed the results obtained from the perspective of this concept, it offers theoretical and methodological contributions to the understanding of this important transition inscribed in childhood, but which has implications for the child's future life, making it necessary to think about ways of supporting the subjects involved in this developmental process.
Acesso aberto (Open Access)
Procedimento de observação de pareamento de estímulos: Efeitos da alternância de pareamentos e testes na aquisição de resposta de ouvinte e tatos em crianças com autismo
(Universidade Federal do Pará, 2019-06-17) Ó, Lorraine Calandrini Araújo do; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Many of the opportunities for verbal repertoire learning occur in everyday interactions as children listen to other people talking about objects/events without demanding responses from them. A procedure that resembles this type of interactions is the Stimulus Pairing Observation Procedure (SPOP). The SPOP has recently been used to investigate verbal repertoire learning. Some studies have suggested that alternating SPOP and verbal repertoire tests (SPOP-test cycles) could favor the acquisition of verbal repertoires in children and adolescents with autism. The present study investigated, through a multiple probe design among participants with alternating treatments, the efficiency of the SPOP-test cycles compared to the SPOP implementation with tests only after a number of pairings equivalent to the pairings performed in the cycles, in the acquisition of tact and listener response in children with autism. The results demonstrated the efficacy of SPOP to induce the emergence of these repertoires in children with autism and that SPOP-test cycles are more efficient compared to SPOP implementation alone. The role of alternating pairings and tests on the effectiveness of SPOP and the importance of performing pre-tests of the different naming repertoires of individuals prior to SPOP implementation are discussed.
Acesso aberto (Open Access)
Redes pessoais de cuidadores de crianças com paralisia cerebral e desenvolvimento típico
(Universidade Federal do Pará, 2017-12-22) PIRES, Samia Marcia Araujo Monteiro; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678
Research on social networks analyzes the relationships developed among actors who can be objects, people, institutions, events, among others. The study in question is considered an exploratory study and had as general objective to describe, analyze and compare the topologies of personal social networks of caregivers of children with cerebral palsy and caregivers of children with typical development. The sample was defined by convenience and consisted of 60 individuals equally distributed in both groups, both groups being attended at health services in the city of Belem. Data were obtained from the application of the Biosociciodemographic Inventory (ISD), authored by the Developmental Ecology Laboratory (PPGTPC-UFPA) and adapted by the researcher, which characterizes the sample and the Personal Networks Analysis Questionnaire, prepared by the Social Networks Analysis Research Group of the Development Ecology Laboratory of PPGTPC-UFPA, with which data were collected from social networks. The data were treated by descriptive and inferential statistics through the statistical packages SPSS version 20.0 © for Windows, Minitab version 17.0 application and the social network analysis software EGONET and UCINET 6. The results obtained indicate that there are similarities in the variables: intensity of the bonds whose predominance was the bond of strong intensity between the egos and their alters, and moderate to strong among the alters, these are for the most part female, and the egos and their alters meet predominantly with frequency a few times a week. Centrality measures showed similar scores. Significant statistical differences are found in the variables: link types, and N-clicks. DTs networks presented higher densities, and PC networks showed the type of link service providers (6.3%) that did not appear in DTs networks (0.2%) and the number of N-clicks greater or equal to 2 (two) was more frequent in PC networks. It is hoped that this investigation will stimulate reflection on the theme and its implications for the relationship between social networks, disability and family.