Navegando por Assunto "Psicologia da aprendizagem"

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Efeitos da topografia da resposta sobre a resolução de problemas do tipo Insight em ratos
(Universidade Federal do Pará, 2017-05-30) SANTOS, Dayanna Gomes; BORGES, Rubilene Pinheiro; http://lattes.cnpq.br/4853454834690548; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463
The Experimental Analysis of Behavior investigates parametric variables of the behavioral history of an organism that could explain the occurrence of creative behavior (Insight), i.e. a novel sudden behavior as a result from the combination of previous abilities from the organism's repertoire. This study investigated the task of pushing a cube, climbing onto the cube and pulling a chain (on this sequence) on Rattus norvegicus and tested the effects of two different topographies of the response of pushing a cube (pushing the cube with paws and pushing the cube with the head) and the transfer of stimulus control function in training situation (spot) on the response of pushing the cube to the test situation (chain). Six rats were randomly distributed under the following experimental conditions: push the cube with the paws / pull the spot; push the cube with the paws/ sniff the spot; push the cube with the paws / no contact with the spot and push the cube with the head / pull the spot. The test consisted of driving a cube down a chain, climbing the cube and pulling the chain. Data indicated that both topographies of the pushing response enabled the resolution of the problem. However, it was observed that pushing the cube with the paws allowed a greater number of Insight responses and closer responses that lead to the problem resolution because this topography allowed the subject to look at the chain while pushing the cube, obtaining greater precision in the positioning of the cube under the chain. Spot training has shown that more effective than teaching the animal to push at a specific stimulus would be to encourage the animal to explore more of the environment to find the most relevant stimulus.
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Emergência de relações numéricas em crianças surdas
(Universidade Federal do Pará, 2004-03) CARMO, Ruth Daisy Capistrano de Souza; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Studies focusing on the formation of ordinal classes have reported a number of experimental findings relevant to the comprehension of sequential stimulus relations. The aim of this investigation was to replicate previous findings obtained with normal children and adults (Study 1) using a training by chaining procedure in order to ascertain whether learning in deaf children could also be maintained under conditional control, using visual stimuli and chained motor responses (Study 2). In study 1, seven children with profound hearing impared degree, sign language naives, served as subjects. A programmed procedure was used to chain responses to three sets of stimuli: A = printed number names, B = numbers presented in Brazilian Sign Language and C = abstract forms in different quantities. The values assigned to the three stimulus categories varied from 1 to 6. In Study 2, five deaf children were subjected to the same teaching procedure, although with sequential variation. Each participant was to respond, in the presence of a green-colored stimuli, presented in a A1A2A3A4A5A6 sequence; and in the presence of a red-color stimuli in the 6A5A4A3A2A1 sequence. In both studies, after having responded correctly to each sequence, an animated figure appeared on the screen, and the experimenter praised each child with signed words signifying very good, correct, or great. When an incorrect response was emitted, the screen whitened for a second, and a new configuration of stimuli was presented randomly. The sessions were carried out in a classroom in a public school for hearing-impaired students. It was used a laptop computer with software designed to present the stimuli and record behavioral data. After each trial and a revised baseline for each response sequence, tests of transitivity and connectivity were administered in order to 16 evaluate the emergence of ordinal classes, in a non-adjacent paired stimulus array with substitutability. The results showed that the participants responded quickly in both studies. In conclusion, the procedure was efficient in facilitating the acquisition of numerical concepts, and showed that emergence of equivalent stimulus classes occurred outside the matching-tosample format in hearing-as well as deaf children.
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Ensino de leitura de frases com compreensão a alunos de 2ª série de escolas públicas de Belém
(Universidade Federal do Pará, 2004-10-22) BASTOS, Elizabeth Cristina de Menezes; BAPTISTA, Marcelo Quintino Galvão; http://lattes.cnpq.br/5106423103112681
Researchers using the stimulus equivalence paradigm have succeeded in teaching reading comprehension in human subjects of all ages with or without a history of school failure. The present study was conducted for the same purpose with five second graders, four females and one male in the 8 to 11 age range, all presenting reading problems. The following stimulus sets were employed: (1) spoken and printed syllables; (2) spoken and printed words; (3) pictures representing the words; (4) spoken and printed sentences, and (5) pictures representing these sentences. Different experimental phases were programmed involving pre-tests, training conditional relations, tests of emergent relations for equivalence and generalization, and post-tests. Syllables, words, sentences and novel words and sentences constituted the experimental stimuli. A conditional discrimination format was used, where the sample stimulus (word, printed sentence or picture ) was positioned on the left side of a rectangular card, and the comparison stimuli (three words, printed sentences or pictures) where located on the right side, separated by a vertical line. The card was used in all activities by the experimenter, who was, in turn, accompanied by an independent observer. Instructions were given verbally, and there were differential consequences for corect and incorrect responses. The control in all phaes of the activity was manual. The learning criterion was set at a 100% correct response rate. Each session lasted about 40 minutes.Equivalence tests were administered only once. On the generalization tests, wrong answers were followed by a repetition of the learning trials. Conditional relations involving spoken words, printed words and pictures (mixed AB and AC) were learned successfully. A majority of the children formed the BC equivalence relationship between the pictures and printed words, and all mastered the inverse CB equivalence relation. In addition the participants successfully named the pictures corresponding to the words (BD), read the words (CD), and were able to read new words (CD). Subsequently they succeeded in making conditional relations between spoken words and printed pictures (AC), and on trained relations between spoken and printed sentences (mixed AC). Whereas only two children formed the BC equivalence between pictures and printed sentences, the majority formed the inverse CB equivalence. Also a majority named the drawn sentences (BD), all read these sentences (CD) as well as new sentences containing recombined words (CD), and all read other novel sentences containing recombined syllables (CD). Thirty days afterwards, all of the children maintained the same level of word reading performance, and most read the same or recombined sentences. Results from this study made it possible to identify the principal prerequisites necessary to teach reading and assess comprehension involving verbal units and simple sentences based on the equivalence paradigm. It was suggested that in future investigations the verbal units might be further extended to encompass more complex sentence structures, which, aside from nouns and adjectives, would include pronouns, verbs and adverbs, among others.
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Ensino de leitura de frases com compreensão a crianças de segunda série do ensino fundamental
(Universidade Federal do Pará, 2007-10-05) ALBUQUERQUE, Eliana dos Santos; BAPTISTA, Marcelo Quintino Galvão; http://lattes.cnpq.br/5106423103112681
The aim of this study was to verify the efficiency of teaching reading comprehension using sentences containing three types of words (a pronoun, a noun, and an adjective), based on the equivalence paradigm, and thereby extending verbal units utilized in a previous investigation. The sample was composed of five second grade children with reading difficulties from public schools in Belem, Para. There were five experimental phases including, pretests, teaching, intermediate and post-tests. The AB and AC relations were taught by use of syllables, words and sentences according to a specific stimulus modality: verbalized by the experimenter, pictorial and printed. The following equivalence relations were assessed, verbal naming and generalized word reading (Generalization I); two-word sentences (Generalization II and III), and three-word sentences (Generalization IV). The criterion for success was 100% correct responses in each trial block, with differential consequences. After the last phase the number of correct and incorrect responses without differential consequences was evaluated. The students responded consistently to the teaching criterion method. On Generalization Test I, three participants responded readily to new words. On Generalization Tests II and III, all of the participants read each new twoword sentence. On the Generalization Test IV, only two participants read all of the newly presented three-word sentences. After 30 days, of the four participants that remained in the experiment, two maintained the same level of generalized two-word sentences, whereas only one read consistently the generalized three-word sentences. In comparison with a previous study that used only two-word sentences, these results demonstrated the positive effect of the procedure. In theoretical, methodological and social terms, the findings may have educational relevance and make significant contributions to the teaching of reading comprehension. Future research using the facilitating procedures implicit in verbal unit reading, as based on the stimulus equivalence paradigm, appears especially promising.
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Envolvimento parental na tarefa escolar
(Universidade Federal do Pará, 2014-12) FERNANDES, Ana Patrícia de Oliveira; PONTES, Fernando Augusto Ramos; SILVA, Simone Souza da Costa; LIMA, Mayara Barbosa Sindeaux; SANTOS, Cláudia Oliveira dos
In this work we investigate the feelings and perceptions of the parents towards their involvement in the homework of their children. A qualitative research was made with emphasis on the use of the focal group. The study had 12 participants : people responsible for teenagers who were in the 7th, 8th and 9th grade of the basic education from a private school. The data were analyzed by content analysis. The results indicated that the parents see the homework as an element which belongs to the dynamics of school activities, despite the negative feelings that permeate their involvement in the mentioned schoolwork.
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Equivalência monetária em crianças surdas
(Universidade Federal do Pará, 2010-01-15) MAGALHÃES, Priscila Giselli Silva; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
In the teaching of monetary skills the procedures of matching to sample (MTS) and constructed response matching to sample (CRMTS) have proven effective. However, there is a controversy about the importance of prerequisites. Experiment 1 aimed to investigate the effect of teaching on the monetary equivalence in deaf children with different mathematical repertoires. A total of ten children participated. They were enrolled in a specialized school for deaf students, where the sessions were carried out and were distributed in two groups: Children with greater mathematical repertoire (Group I) and children with lower mathematical repertoire (Group II). A computer was used with software (REL 5.3.3 for Windows). Initially, the participants were exposed to pre-test and a pre-training identity. Then, the teaching of conditional relations in MTS between monetary value in Brazilian Signal Language (LIBRAS) and decimal numerals (AB), monetary value in LIBRAS and figures of coins (AC) and the monetary value in LIBRAS and figures of paper money (AD), followed by tests of symmetry and transitivity. In both groups, there was emergence of relations for most of the participants. Also a CRMTS teaching figures of paper money and decimal numerals (DB') was conducted, followed by tests of symmetry and transitivity. In the tests there was variability in responses in both groups. Post-tests and maintenance tests showed consistent performance with training. Experiment 2 aimed to replicate the results of experiment 1 verifying that changes in procedure would produce monetary equivalence in deaf children. Three deaf children participated. The experimental environment, materials and equipment were the same of Experiment 1. The procedure was similar to that used in Experiment 1, but with the introduction of some experimental phases: 1) randomized trials in the training, teaching numerical components and pre-training CRMTS. Results indicate the emergence of relations for the three participants in MTS and the emergence of a few relations in CRMTS. In both experiments the complexity of the task was one of the possible explanations of the performance and the prerequisites not interfered with the learning of this type of task.
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Um estudo descritivo-analítico sobre aprendizagem em pesquisas doutorais de neurociências (2007-2018)
(Universidade Federal do Pará, 2020-05-15) OLIVEIRA, Valdete Leal de; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/ 0000-0001-7910-1602
We developed a documentary study in a virtual environment, in which doctoral research produced in Neurosciences and Education in Brazil during the period 2007- 2018 was analyzed with the aim of identifying, cataloging, analyzing and organizing dispersed data to investigate the contributions of the research developed in the field of Neuroscience for research developed in the field of learning, as well as we seek to evidence whether the perspectives of Bear, Connors & Paradiso (2017), Kandel and collaborators (2014), Lent (2010) under learning are present in these productions . To this end, we turn to the Bank of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). This research consists of four interconnected chapters. The first is characterized by being a historical chapter in which we aim to answer the following question: Neuroscience or Neuroscience? To answer this question, we adopted a multi-differential approach when consulting books, articles and doctoral research. In the second, we developed a descriptive-analytical study in order to show whether the doctoral research developed in Brazil between 2007-2017 in Neurosciences, Psychology, Psychology of Teaching and Learning, Interdisciplinary, Education, Science and Mathematics Teaching and in the field of Social and Human Sciences during the period 2007-2017 present contributions that may migrate to the field of learning, as well as we seek to know how Brazilian neuroeducation has been outlined, from these researches. We also carry out the, we developed a descriptive-analytical study, of doctoral research produced in Brazil over the period 2007-2018, however, at this point in the research, we expanded the 'Large Áreas of Knowledge', 'Areas of Knowledge' and the 'Areas of Concentration' investigated. While in the fourth chapter we specifically investigated thirteen (13) doctoral researches developed in the interlocution of Neurosciences and Education with the aim of revealing the possible contributions of these researches to the field of learning. In the fourth chapter, we use o IRAMUTEQ (Interface for R pour les Analyzes Multidimensionnelles de Textes et de Questionnaires) a free textual data processing software that offers ways of processing textual data, such as: basic lexicography (calculation of word frequency ) and multivariate processing (Descending Hierarchical Classification, Similitude Graph, Word Cloud) (LABART & SALEM, 1994; DOISE, CLEMENCE & LORENZI-CIOLDI, 1992). The results demonstrate that the doctoral research produced in Neurosciences in Brazil (2007-2018) presents contributions that can migrate to research produced in the field of learning, however, this information is compiled fundamentally in basic research and it is necessary to develop future research to apply them for educational purposes. None of the thirteen researches used Bear, Connors & Paradiso (2017), Kandel et al (2014), Lent (2010 to discuss learning. As well as the thematic diversity existing in these productions, and that the neuroscience developed in Brazil (2007) -2018) is configured as a movement specific to the educational field.
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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.
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“Insight” em macacos-prego (Sapajus spp.) através do treino das habilidades pré-requisito em diferentes contextos de treino
(Universidade Federal do Pará, 2013-03-28) COSTA, Juliane Rufino da; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463
Insight is the sudden and spontaneous problem solving. Research on the Insight phenomenon has characterized its occurrence as spontaneous interconnection of repertoires that were previously learned. Recently, studies have demonstrated that monkeys (Sapajus spp.) are able to solve a problem by interconnecting two tasks: (1) assembling two parts of a tool and (2) attaining ("fishing") a box containing food. However, those resolutions did not occur so suddenly, but with pauses between the responses. The objective of the present research is to continue the study on problem solving with monkeys, by testing the hypotheses that modifying the locations in which training and testing are given, the location could become a discriminative stimulus for the response of “fishing”, and the resolution happen without pauses. With one subject (Louis) the abilities (1) and (2) were trained in different locations. The Insight test was given in the same place as the training to attain a box. Louis solved the problem by interconnecting the two tasks, but still with pauses between the responses. One variable that may have interfered with Louis’ response was the fact that the two parts of the testing tool were delivered at the same time. With another subject (Gonzaga) all the training occurred in the same location. The insight test was given in another location. The two parts of the testing tool were delivered separately. The “fishing” part was delivered first, then, after two minutes, the two of them was delivered together. The results showed the same pattern of resolution described previously. The two variables tested: variation of the training and testing locations and the way the tools were delivered did not seem to affect the resolutions. However, it is discussed the need of the suddenness on the problem resolution, since it does not always occur. It is suggested a review on the term Insight, and more researches to expand the knowledge on the subject.
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Investigações sobre o papel da generalização funcional em uma situação de resolução súbita de problemas (insight) em Rattus norvegicus
(Universidade Federal do Pará, 2006-06-29) DELAGE, Paulo Elias Gotardelo Audebert; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463
Learning psychology was characterized by the debate of if learning is a gradual or a sudden process. While associassionists defended the first proposal, gestaltist stated the existence of abrupt learning situations. Among the main authors to defend this possibility was Wolfgang Köhler. This author work has been pointed out as evidence of learning as a sudden process. Although these works are relevant for showing the existence of situations when sudden learning occurs, it has been questioned frequently about his conclusions about why this kind of behavior phenomena occurs. Among many of the criticism made, the most debated one is the lack of history control of his experimental subjects, nevertheless the disregard of the role of that history over data obtained. Studies that investigated this role (Epstein et al., 1984 and Epstein & Medalie 1983, 1985) show that the typical insight response could be the result of previously learned repertoire combined. Epsteins works were important in showing that insight would be the combination of repertoires in appropriated situations through a process known as Functional Generalization. The present study aims to investigate if Functional Generalization is really responsible for repertoires interconexion that results into task resolution in a considered sudden way. To achieve that, Epsteins experiments were replicated, using rats as subjects. The results show that Functional Generalization seems to be a necessary requirement, but not enough to sudden problem resolution in a way considered as insight.
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Investigando o efeito do deslocamento do olhar: implicações para o princípio da atenção dividida
(Universidade Federal do Pará, 2015-06-30) SOUZA, Nelson Pinheiro Coelho de; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
Pearson and Sahraie (2003) have demonstrated that gaze motion interferes with the retention of spatial information in Working Memory. Postle et al. (2006) showed, moreover, that gaze motion affects more the retention of spatial information than the retention of visual information. Although these authors have shown a cause and effect relationship between gaze displacement and the retention of spatial information, they did not made an experiment to verify how this retention is affected when the amplitude of the gaze displacement is doubled and tripled (ΔӨ, 2ΔӨ, 3ΔӨ). In addition, they did not investigate whether the interference caused by gaze motion on the retention of spatial information would also occur for those small gaze displacements produced by the saccades made when studying instructional materials. In fact, the saccades that Pearson and Sahraie (2003) and Postle et al. (2006) used had an amplitude several times larger than the amplitudes of saccades typically made when studying instructional materials. Just like in Sahraie and Pearson (2003), we also used in our experiment the performance in the Corsi Blocks Test as a measure of the retention in Spatial Working Memory. However, our experiment differed from the experiment of Sahraie and Pearson (2003) in two aspects. Firstly, in our experiment we used saccades with amplitudes within the range of the amplitudes utilized in the study of instructional materials. Secondly in our experiments the presentations of the blocks were intercalated with saccades, in order to simulate saccades that are intercalated between one source and another when one studies instructional materials, allowing thus the investigation of the impact of these saccades on the retention of spatial information. Our experiments confirmed our hypothesis that saccades with amplitudes similar, as those practiced in the study of instructional material are able to affect the retention of spatial information in working memory. There was also a partial confirmation of our second hypothesis that a gradual increase in the amplitude of a saccades would result in gradual decay on the retention of spatial information. As a result, we obtained a partial confirmation as the retention of Spatial Information only declined when the amplitude of the saccades increased from 0° to 36o and from 36 o to 54o. When the amplitude of the saccades increased from 36o to 54o, no decrease in the level of retention was observed. An important result was the finding that whenever saccades were intercalated in the blocks presentations in the tests, regardless the saccade amplitude was 18o, 36 o, or 54o, always the retention levels in tests with saccades was inferior to the retention level in tests without saccades. It is also discussed the new perspectives that the experimental confirmation of our hypotheses bring for the improvement of the Split Attention Principle and to the explanation of what causes the Split Attention Effect in instructional materials with spatial content. We predict that if the results we obtained in our experiments can be generalized to instructional materials with spatial content, this will allow the effect of gaze shift to be considered one of the causal factors of the Split Attention Effect for instructional materials with space content. Finally, we report that John Sweller, the discoverer of the Split Attention Effect, agreed to participate in a joint research in this new line of research.
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Probabilidade de emergência de classes ordinais após o ensino de relações numéricas
(Universidade Federal do Pará, 2005-07) NUNES, Ana Letícia de Moraes; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The equivalence paradigm has been useful in the explanation of complex behavioral processes like those involved in numeric conceptual behaviors. Several studies have looked for a comprehension of how performances under control of order are established and maintained. The purpose of the present study was to verify if ordinal classes could emerge following arbitrary matching to sample (AMTS) and sequence production. Three students with developmental disabilities participated of the study. The visual stimuli were abstract forms in different quantities (A), cardinal numbers (B), and written word in capital letters (C). The experimental sessions were conducted in a room of APAE-BELÉM and a software controlled and recorded the behavioral data. The AB/AC relations were trained and the emergence of three equivalence classes was tested. After the forward chaining procedure to teach one sequence (A1A2A3), the emergence of novel sequences was assessed (e. g. B1B2B3 and C1C2C3). Substitutability tests assessed the ordinal classes formation (e.g. A1B2C3). Generalization tests also were presented in order to verify if a response involving numerosity would occur with new stimuli. Results showed that the participants responded to novel sequences readily or with gradual emergence. The stimulus control topography analysis in that kind of task was helpful to the comprehension of the ordinal relations. All participants responded to sequences with new stimuli. The procedure was also effective in the transfer of ordinal functions in people with developmental disabilities.
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Procedimentos de ensino e de testes de construção e leitura de sentenças com compreensão
(Universidade Federal do Pará, 2007-06-30) SAMPAIO, Maria Elizângela Carvalho; BAPTISTA, Marcelo Quintino Galvão; http://lattes.cnpq.br/5106423103112681; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The analysis on ordinal relations in which the responding is under control of relational properties such as first, second, third and so on, based on the equivalence paradigm, constitutes an important way to comprehend verbal behavior (syntax). Five studies aimed to evaluate the emergency of new sentences with three or four words(articles, nouns, adjectives or verbs and adverbs), based on the positions taken by them in each sentence taught independently. Five pre-school children participated on the Study 1, envolving three words. All the participants were given matching-to-sample training procedures, equivalence tests, training through response chaining, sequences production training, conectivity and reading and comprehension tests. On Study 2, other five children from middle-school were given the same training procedures and tests, with four words. On Study 3, four children were submitted to the procedure by chaining, sequence production tests, conectivity and reading with comprehension using four words. On Study 4, other four children with school failure history were given the same tests and teaching procedures of Studies 1 and 2, with four words. On Study 5, three other children also with school failure history were given the same procedure adopted on Study 3, with four words. Participants didnt have fluent phrase reading, but readed words separately. Experimental sessions occured in a room of the School. A microcomputer was used in the study as well as a specific software to control the stimulus presentation and record the behavioral data. Three sets of stimuli were used: A (drawins), B (upper case words) and C (lower case words), to teach AB and AC conditional relations and BC/CB tests. On training by chaining, three different sentences were used. On first trial, the word UM, for example, was presented on the choice area. A touch on the word produced as a consequence its displacement to the construction area on the upper part of the screen, a graphic animation was presented with a sound muito bem (very good), legal (cool), certo (right). Following, two words were presented simultaneously on the screen and the participants should touch one of them and then the other one. In case the words were put in the correct 12 order, the same previous consequence were presented and the same set of words were presented again in different positions on the choice area.In case of an answer different from the programed by the experimenter, a blackout of the screen was produced for 3s and a new set of words were presented, side-by-side on the choice area. After teaching the baseline, sequences production and conectivity tests were applied to verify the emergence of six new sentences (except Study 1), based on previously taught words recombination. Finally, a reading comprehension test with new phrases were presented the participants. For example, on the presence of a picture, three different sentences on capital letters were presented and the participant should choose which was the correct sentence. In all the studies, the participants reached the rightness criteria, three consecutive times, without no mistake, though some of them have needed re-exposure. On Studies 1 and 2, all participants responded consistently to the tests and read the new sentences fluently and with comprehension. On Study 3, a participant built the six new sentences readily. None read with comprehension the reading tests. On Study 4, three participants built the new sentences readily and a participant didnt respond to the conectivity test. Two participants responded to the reading with comprehension tests. On Study 5, two participants built four new sentences readily. On Studies 3 and 5, participants didnt respond to the reading with comprehension tests. These results demonstrated the emergency of new sentences, without any aditional train, based on the teaching with three independent sentences. The results of the reading with comprehension tests shown a coherence with the equivalence paradigm. Its concluded that stimuli used were functionally equivalents and exerted ordinal functions by the position that each one took place on the sentences.
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Produção de sequências com base na análise experimental de relações ordinais em pré-escolares
(Universidade Federal do Pará, 2013-08-30) MICCIONE, Mariana Morais; CARMO, João dos Santos; http://lattes.cnpq.br/1263046410329694; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223; https://orcid.org/0000-0002-6548-2544
The paradigm of ordinal relations provides interpretation tools that support the analysis of acquisition of ordinal academics behavior involved in math literacy. Studies investigated the effect of conditional in the visual modality on the production of sequences using the overlapping procedure. The use of conditional stimuli in the auditory modality and in combination with this procedure appears as a variable to be investigated. The general objective of this research was to investigate the production of sequences based on experimental analysis of ordinal relations in preschool children without cognitive limitations through training overlapping 2-stimulus sequences. The sessions occurred in two rooms of a Municipal Center for Early Childhood Education. The computerized program PROLER (versions 6.3 and 6.4) was used for stimulus presentation on the computer screen and for recording the response of point to stimuli by the participants. Two studies were formed by three experiments each one. The first experiment examined the formation of ordinal relationship after teaching of two sequences (numerals 1 to 6 and their quantities). Experiment 2 examined the emergence of these ordinal relations under conditional control in the auditory modality. Experiment 3 aimed to investigate the extension of conditional control in auditory modality to six new numerosity stimuli over ordinal relations. In Study 1: a) all five participants had scores above the chance level on transitivity tests and mastered less than 50% of substitution test trials in Experiment 1; b) two out of the three participants responded partly and presented more than 50% accuracy in transitivity tests and there was no formation of ordinal classes by any participant in Experiment 2; c) of three participants, one achieved 100% accuracy in the pretest to Experiment 3 and two responded partially to functional reversal and transitivity tests. Study 2: a) all had scores above the chance level on transitivity and substitute tests in Experiment 1, b) all participants showed more than 50% accuracy in transitivity tests and there was no formation of ordinal classes in Experiment 2; c) all participants achieved 100% accuracy in the pretest to Experiment 3. The results were discussed in terms of better understanding of ordinal response variables under conditional control in auditory modality in preschoolers. Results prove the extension of conditional control in auditory-visual modality and ensure the principle that the effects of a variable applied to stimulus of a class extends to other members of the same class.
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Relações ordinais sob controle contextual em crianças surdas
(Universidade Federal do Pará, 2008-08-27) SOUZA, Ruth Daisy Capistrano de; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Dificulties presented by deaf children in math learning has led educators to develop special teaching procedures. The equivalence paradigm has been useful in explaining complex behaviors such as numerical concepts. This paradigm has been expanded to evaluate the formation of stumulus equivalence classes in sequence. The emergence of new relations through ordinal responding has been documented in various studies involving three-term reinforcement contingencies. It is also necessary to ascertain whether these results remain stable under four- and five-term contingencies. Three experiments were planned in order to investigate the emergence of ordinal relations with simple discriminative control under conditional and contextual control (with and without cross-trial randomization) in deaf children. In Experiment 1, five deaf children, enrolled in a special public school, served as participants. A microcomputor containing software (REL 4.0, for experiments 1, 2a and 2b, was updated to version 5.0 in Study 3) was used. In study, participants were taught overlapping sequences of stimulus pairs. Aferwards, tests of transivity and connectivity were administered. All of the participants reached the criterion for success. The results replicated findings from independent studies, thereby confirming the efficacy of the overlapping stimulus teaching procedure in establishing of ordinal relations. In Experiment 2a, four new participants, and one with an experimental history were taught to select stimulus pairs in increasing order, in the presence of a green shape, and in decreasing order when a red shape appeared. Thereafter, tests of transivity and connectivity were administered. Following this, a test of stimulus generalization for classroom enviornment was given. All participants attained the criterion for correctness, and in response to the transivity and connectivity tests. On the generalization test, three participants responded consistently to the new stimuli, one gave partial responses, and one gave no response. The results confirmed the eficiency of the overlapping stimulus teaching procedure under conditional control in deaf children. The participants in Experiment 2b were the same as in Experiment 1, with randomized trials and conditional control. All participants reached the correctness criterion. Test responses coincided with baseline data. In Experiment 3, there were three children from Experiment 1, and two from Experiment 2a, who were exposed to the overlapping pair under contextual control (e.g. A1A2 in the presence of the circle + green color, or A2A1, in the presence of the circle + red color). All of them reached the criterion for sucess and passed the tests for transivity and connectivity. The efficiencey of the overlapping stimulus teaching procedure under stimulus control was verified, suggesting that contingency instruction with simple reinforcement, under conditional control, were prerequisites for the emergence of ordinal classes under contextual control. This study may be extended by increasing the number of sequences, and investigating the emergence of new ordinal realtions with longer sequences, and verify whether the order, withing the teaching sequence inferferes with ordinal responding.
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Variáveis de controle sobre responder ordinal: revisitando estudos empíricos
(Universidade Federal do Pará, 2009-04-14) MICCIONE, Mariana Morais; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Conceptual remarks in Psychological explanation systems can be worked on by the search of the terms and defining conditions of a certain concept or phenomenon. Studies in conceptual analysis aim to verify which terms are not part of a concept, the correct application of an already existent concept, and in which contexts this concept can be applied. The aim to achieve the discrimination between classes of events and intra-class generalization. The acquisition and maintaince of behavioral chains has received the name of chaining, referring to a succession of responses in which one response produces the stimuli conditions to the next response. In can be assessed that a great part the repertoire of organisms seems to occur organized in sequence, in a continuous succession. Ordinal behavior has been studied through the examination of the effect of different variables. However, the operant literature has presented different terms to refer to the continuous flux and the succession of responses. This research had the proposal to investigate the logical behavior of some concepts about ordinal behavior by investigating the level of instrumentality through the specifications of controlling variables of procedures applied in the Experimental Analysis of Behavior. By the means of some keywords, the bibliographical material was searched in data-banks of scientific journals and books of the area. Following this, the papers were divided in six different groups, according to similarities in their titles and abstracts. At last, they were analyzed with a distinction towards the major variables in each type of procedure. 82 papers were selected; 14 national articles, 65 foreign articles, and 3 book chapters, being one national and two foreign. The descriptive analysis of the research showed that in groups 2, 5 and 6 it was possible to access information common to all studies. Besides that, it was verified that the behavior-analytical model of response chains seemed to be present in the studies of the first four groups. Therefore, the verification of the procedural variations present in the experiments made the organization and delimitation of variables involved in studies on ordinal responding possible. Such information can function as a parameter of experimental control in the development of future studies, as well as subsidize investigations that aim to verify the effects of procedural variations inside a same group over the performance found in the results of the studies. Besides, was noticed that the use of one term can be defined by the context wich knowledge is produced, because the sources of the scientific term are results of complexity of one social context that produce changes in way to see a certain study object.