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Navegando por Assunto "Psicologia do desenvolvimento"

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    Ambiente de desenvolvimento e início da vida reprodutiva em mulheres Brasileiras
    (2011) LORDELO, Eulina da Rocha; MOURA, Maria Lucia Seidl de; VIEIRA, Mauro Luís; BUSSAB, Vera Sílvia Raad; OLIVA, Angela Donato; TOKUMARU, Rosana Suemi; BRITO, Regina Célia Souza
    Several models inspired by the life history theory have assessed the patterns of human reproduction in developed countries with promising but inconclusive results. Considering the diversity of life conditions in Brazil, we investigated the relationship between the time of main events in female reproductive life, environmental conditions and psychosocial variables related to child-rearing. We interviewed 606 women in six different states in Brazil. Results corroborate the life history theory, showing associations among the investigated factors, especially between life conditions during childhood and the beginning of sexual life and reproduction, but not to sexual maturity. We suggest that landmarks in reproductive life, although related, can be under the influence of several phenomena. Diversity of life conditions in Brazil offers alternative contexts to hypotheses testing.
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    Ambiente de moradia e controle primário em idosos
    (2008) KHOURY, Hilma Tereza Tôrres; GÜNTHER, Isolda de Araújo
    The relation between home environment and two modalities of perceived control: primary control (PC) and secondary control (SC), was investigated. PC and SC refer to efforts exerted to: a) adapt the environment to the residents' needs and attainment of goals; b) adapt to the environment. The non-probabilistic quota sample was composed of 315 residents in Brasília-DF, Brazil, (105 male; 210 female), between 60 and 92 years old. Data were collected through interviews at the respondents' households. Results indicated: 1) Inverse correlation between PC and social density of the home environment - DESAM (r = -0.119; p ≤ 0.05); 2) Perceived control was significantly higher among elderly who had their own bedroom (t = 2.21; df = 313; p ≤ 0.05) compared to those who did not have an exclusive bedroom. The results suggest that low DESAM favors PC in this stage of life, when many activities are performed at home, and freedom of action and privacy are very important needs.
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    Análise dos comportamentos de aproximação e retraimento de pré-termos de risco evidenciados em uma unidade de terapia intensiva neonatal
    (Universidade Federal do Pará, 2006-02-17) FARIAS, Gabriela Ribeiro Barros de; AGUIAR, Maria Socorro dos Santos; http://lattes.cnpq.br/6149887780782216
    Care taking in neonatology has been increased in the last years concerning the conditions of prematurity and low weight at birth, specially related to health, growth and development of children who are under such a condition of risk. One of the most relevant points of neonatology researches is about the behavioral observation of signs emitted by the premature organism work, which possibly reveal the level of organization or disorganization of the organism as a whole, making it possible to predict future harms. Since 1978, an American researcher , Heidelise Als, with a group of collaborators, has started several researches about the behavior and assistance to low weight premature babies which do emphasize a differential care practice to their development using as a base the Syncronic Active Theory of Development (SATD), which has enabled the registration and elaboration of individualized care in order to promote the development of premature babies, reflecting gains for an effective development of the different functions of the organism, mainly in the motor cognitive and behavioral areas. Hence, this paper has the aim to quantify those behaviors which are more evident in the context of a Neonatology Intensive Care Unit (NICU), and what the environmental mechanisms which favor their manifestations are, in order to track down the cares to development according to the reality present in the NICU. The research has been planned through a pre-project which has enabled the registration in 19 samples of children to 30 sections of observation, being developed in the period of April to June, 2005. Data collection has been performed in premature babies with low weight at birth and with fetus age between 26 to 37 weeks. Such collection has used a standard etogram based on behavioral observation of H.Als, marking the environmental events that had promoted some behaviors. The observation was performed in a period of 15 minutes per individual of such sample. The tabulated data resulted in general data through maternal and babies variables and through specific data of behaviors and environmental interferences. The general data have kept a similarity with other researches, pointing out unfavorable social conditions and maternal predisposition to infections as possible predisposition factors to a premature delivery as well as the prematurity situation as a worsening event of the babys health and welfare. Among the specific data, it was possible to register a prevalence of restraint behaviors which do reveal the babys disorganization facing the excess of environmental interferences, such as noises, manipulation and luminosity, much common in NICUs. Eventually, through such facts, we suggest into this research possible solutions to ease the excess of disorganizing behavioral manifestations, trying to make a priority to the cares of the development through practices already used by H.Als and her team.
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    Aquisição de repertório intraverbal via instrução baseada em equivalência em crianças com TEA
    (Sociedade Brasileira de Psicologia, 2018-09) SILVA, Álvaro Júnior Melo e; KEUFFER, Sara Ingrid Cruz; OLIVEIRA, Juliana Sequeira Cesar de; BARROS, Romariz da Silva
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    Cognição animal: identidade generalizada e simetria em macaco-prego (Cebus apella)
    (Universidade Federal do Pará, 2003-02-14) SANTOS, José Ricardo dos; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
    Complex behavioral repertories, such as generalized identity matching and equivalence classes, have been easily found in normal humans, children, and youngsters with learning deficits. However, it is not easy to find such a positive results with non-human subjects. Symmetry is one of the most difficultly found defining properties of equivalence in nonhumans. It might happen because symmetry involves sample-comparison function reversals as well as modification in the sequence and position of stimuli presentation. The negative results in obtaining generalized identity matching and equivalence class formation in non-humans subjects may be related to incoherence between the SCT (Stimulus Control Topography) planned by the experimenter and the SCT presented by the subjects. So it suggests the necessity of a more specific methodological development. The present study proposed to apply the training and testing experimental procedures to obtain generalized identity matching and to verify the possibility of emergence of symmetry after arbitrary matching to sample training, through sample stimulus control shaping procedure and in the absence of correlation between the function and the positions of the stimuli. One capuchin monkey (Cebus apella) served as subject. He was young-adult and naive. Two experiments were executed. In the Experiment I, we carried out simple discrimination reversals training, conditional discrimination training, with an identity matching to sample procedure, and generalized identity test in extinction. The results showed that the procedure used to train simple discrimination (and reversals) was efficient as well as the procedure to train identity matching. All generalized identity tests reached positive results. In the Experiment II, we carried out arbitrary matching to sample training, with a sample stimulus shaping procedure in 8 steps, and one BA symmetry test. This study aimed to verify if elements positively related in conditional discriminations (AB training, for example) might be recombined by the subject without additional training. The performance of the subject in the BA symmetry test reached 100% of correct choices, showing that it is possible to obtain the property of symmetry in arbitrary conditional discriminations with non-humans subjects. The data also suggest that additional research has to be carried out in order to contribute to specifying the necessary conditions to obtaining complex repertory such as equivalence class formation in non-human subjects.
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    Concepções e práticas de educadores voltadas para crianças em instituições de acolhimento
    (Universidade Federal do Pará, 2016-02-29) DONATO, Lilian De Jesus Fontel Cunha; MAGALHÃES, Celina Maria Colino; http://lattes.cnpq.br/1695449937472051
    The model of Developmental Niche contributes in way to propose the child's study and the culture as a single analysis, by three mutually related components, (a) physical and social environment, (b) care practices and (c) caretaker psychology. Along all developmental psychology research field, we highlight the institutional care environment, enabling to investigate its influence on the development of children away from their families, and mainly provide data that enable interventions for child development. For this, it is necessary to know the environment, practices and views on the care of professionals who provide care to children in institutional care, because according to the Niche model, these elements contribute to shaping the development of children. This study aimed to investigate the development environment of institutional shelters for children from zero to six years, based on the three subsystems of the niche, comparing two contexts, metropolitan region of Belém (RMB) and the countryside of state (IE) from the look of educators institutional shelters. The data was collected by semi structured interviews with educators from 11 shelters in the state of Pará. 110 educators, 107 females and three male, between 19-63 years participated. The group of the Metropolitan Region of Belém was composed by 77 participants and the countryside by 33. The results indicate that, both in the metropolitan and countryside area, the Institutions had large and wooded areas, However, in the metropolitan region had Institutions which met large groups of children, separating them in the dorms by gender and/or age group. Regarding the care practices, educators in the metropolitan region of Belém value more free plays activities, while the educator from the rural zones prefers oriented plays. About the educators’ psychology, the results show that educators in the metropolitan region of Belém better realize the influence of his work in the development of autonomy, curiosity and the ability to relate to others. The study indicated that although there are differences between concepts and care practices, it predominates the homogeneity of both in the metropolitan area of Belém and Countryside State. It should be noted that the analysis presented is far from clarifying the quality of care and institutional routines in the metropolitan area of Belém and the countryside, but has contributions to the area since the instrument was useful to survey the profile, conceptions and practices educators of care in institutional shelters.
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    Conta que eu conto: percepções de crianças sobre suas experiências de acolhimento
    (Universidade Federal do Pará, 2014-03-19) CRUZ, Dalízia Amaral; MAGALHÃES, Celina Maria Colino; http://lattes.cnpq.br/1695449937472051
    The interest to investigate child cares services from the perception that the child has the physical and social dynamics of the institution has been gaining visibility in the area of Development Psychology. This interest caused the emergence in the scientific – academic context of the need to search the perspective of child in care from the systemic approach that considers the person in development as active being in their developmental trajectory. In this sense, the study aimed to investigate the perceptions of children about their experiences of care in the context of “storytelling" activities. For this, was used to collect data semi structured interviews with six children from a host institution in the metropolitan region of Belém. The interview was conducted along six "storytelling" activities. For each day of activity an interview script was developed so that the questions were made coherently with specific time of each story. Six fairy tales were used: "When I feel angry", "The Three Little Pigs", "The Ugly Duckling", "Where the wild things are", "Choco finds a mother” and “Everybody is happy". The activities were filmed and transcribed in full for content analysis. Was also used a characterization formulary of the children to relate data obtained from the storytelling activities. The main results demonstrate that children did not know about the real reasons that determined their host; the teachers are cited by the children with the main reference figures; activities outside the institution were cited by children as something that made them happy and activities with tales also appeared as something that aroused feelings of happiness. The children report also suggests that there is interaction between siblings in the institution. For questions related to family, children, in general, did not talk much about, were monosyllabic, when questioned more directly, but alluded to family situations spontaneously, from the plot of the stories. The working with fairy tales proved satisfactory, in those facilitated and encouraged children to express about their experiences at the host institution.
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    Contribuições da análise do comportamento na avaliação e no tratamento de crianças com transtorno do déficit de atenção e hiperatividade
    (Universidade Federal do Pará, 2005-11-08) ROBERT, Edila Adriene Maia; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
    Attention Deficit/Hyperactivity Disorder (ADHD) is a phenomenon studied in many countries. It is characterized by symptoms like inattentiveness, hyperactivity, and impulsivity. It happens in infancy but can persist until adult age. This behavioral disorder causes prejudice in the academical, social, and occupational areas. It reduces self-esteem, can lead to delinquency, to the use of drugs and alcohol. It generates stressful familial relationship and it has a high social and financial impact on the family. Its diagnosis is made by using clinical criteria of DSM IV and its treatment combines pharmacotherapy and psychotherapy. Considering that ADHD is a behavioral disorder related to the development of self-control and also considering that previous studies suggest self-control can be acquired in training conditions, it becomes relevant to make applied research using behavior analytic principles to minimize prejudice and to contribute for a better quality of life of people affected by ADHD. The objective of this study was to verify the efficacy of the use of differential reinforcement of other behaviors (DRO) and of reinforcement delay on the installation and/or increase of self-control behaviors in 9-year-old boy with diagnostic of ADHD and on medication. The participant was submitted to the procedure of self-control training. He performed tasks during which, if his behavior was as previously programmed, he received tokens. At final of every session he traded tokens in for toys. He could choose accumulate more tokens to trade them in later for more valuable toys. The procedure was divided in 7 stages: (1) Interview with a neuropediatric; (2) Analysis of psychological report and convocation; (3) Initial interview with responsibles for child; (4) Visit to the school and interview with teachers; (5) Sessions of direct observation (baseline, habituation to instructions, installation, maintenance, fading and stability evaluation); (6) Follow-up; and (7) Last session. Eighteen sessions of direct observation have been proceeded. These sessions were recorded and their transcriptions were sorted according to categorical system of relevant behaviors to analysis. Results were analyzed through the comparison between interviews, results of standard instruments and classificatory categories extracted from directly observed behaviors. Self-control behaviors were increased and generalization these repertories to others contexts was observed, during sessions and at the childs house, according to description of parents and teacher, and direct observation record of therapist-researcher. It was observed that using DRO schedule with limited hold can help to increase self-control behavior and produce positive generalization of this behavior to new environments in a child with ADHD.
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    Crenças parentais quanto à mesada
    (Universidade Federal do Pará, 2007-05) LELLIS, Irani Lauer; MAGALHÃES, Celina Maria Colino de; http://lattes.cnpq.br/1695449937472051
    The preoccupation related to children´s economic socialization and the possible influence of the parental practices in this process have been fomenting researches that contribute for the understanding of cultural and social contexts, enlarging the comprehension capacity of the parental behaviors and children development. According to literature, parents are the socialization main agents for children's economic literacy. By means of the practice of giving allowance children’s economic comprehension increase and by means of rewards and sanctions, parents install their own beliefs of economy in their children. Though this theme is already vastly studied in other countries, in Brazil the researches are scarce and embrace only the average class, disregarding the great participation of the low class in the economy and in the formation of futures consumers. This study had as objective investigate the beliefs and parents' practices on the allowance. parents of low and average income, with sons between 6 and 16 years old took part on this research. Focal group technique was used, in which four groups participated. The discussions was orientated by a themes guide constituted by relevant literature subjects like the concept and purpose of the allowance. The discussions were recorded, transcribed and submitted to data analysis in an analysis computer program of textual data, Alceste, version 4.5, created by Marx Reinert. The results pointed 5 classes that were organized in three thematic axises. In the classes associated with the allowance utilization process, parents’ seeking to justify the allowance use as educational strategy, sometimes serving as reward instrument, sometimes as instrument of creating bad habits. It was identified that besides the educational function the allowance has a socialization function, for integration and social status. The contents of the theme “family history concerning the budget” showed parents' very distinct reports, in which sometimes they remit to a family history, mostly to one of their parents, sometimes talking about the negotiation process, in the conjugal relation, of the budget and of the expenses. The parents argued subjects related to who should control the house finance (man or woman) and also if children needed to know how the family budget is like. In the third axis the existence of some factors related for Allowance definition components, like frequency and regularity, value and need to children was verified. The answers also involved the amount of money that should be given to the children and the reason for parents to stop giving allowance to their children.
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    Efeito do treino de discriminação simples sobre o repertório de pareamento ao modelo por identidade de um macaco-prego (Cebus apella)
    (Universidade Federal do Pará, 2007-03-01) MAN, Tiago Sales Larroudé de; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
    this paper reports an experiment training to verify the function of simple simultaneous discrimination training with pairs of stimuli on identity match-to-sample performance with the same stimuli. An infant capuchin monkey with experience with identity match-to-sample served as subject. It was investigated how much training with a Repeated Shift of Simple Discrimination (RSSD) procedure would facilitate performance in match-to-sample with the same stimuli. Response ratio to advance the procedure and duration of the intertrial interval (ITI) were manipulated, and discriminative training for all possible pairs of a four-stimulus set was undergone. Identity match-to-sample with set A was used as baseline. Set B was trained in simple discrimination and tested in identity matching-to-sample. Test trials were interspersed among baseline trials. Correct responses were followed by a grape-flavor sugar pellet of 45 mg, and started the ITI. Incorrect responses ended the trial and started the ITI. Results shows variable performances on identity tests and RSSD, indicating small contribution of RSSD to IDMTS when to choices are used in both. Discuss about wrong patterns on identity test yelded by contraditory Stimulus Topography Control selectioned by RSSD procedure.
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    Equivalência de estímulos com procedimentos combinados e consciência fonológica na aquisição da leitura generalizada
    (Universidade Federal do Pará, 2006-05-02) CAMELO, Mislene Lima; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
    Equivalence class formation among pictures and spoken and printed words promotes reading with comprehension, but it does not establish the discriminative control by all the units of the word (letters and syllables). The application of combined special procedures (copy, dictation and oralization - fluently and spelled) while the teaching the conditional relations between dictated words and printed words (AC) favors the establishment of discriminative control by units smaller than the word and the textual and comprehensive reading of the words formed by recombination of those units. The explicit training of syllabic discriminations has been adopted as one of the procedures in the studies on phonological consciousness, with satisfactory results in reading tests. The purpose of the present was to investigate the effect of the two procedures on the acquisition of recombinative reading in preschool children. Three children were exposed to the equivalence and combined special procedures during the acquisition of AC relations (with the words MALA, PATO and BOCA), and four to the explicit training of syllabic discriminations in tasks of rhyme, alliteration, addition and subtraction of syllables, and graphosyllabic correspondence. After a Pre-test, participants of the first group were exposed to the test/training of AB relations (spoken words-figures), and then to AC training with combined procedures and, BC (figures - printed words) and CB tests. During AC training each trial of this relation was followed by a trial of combined procedures of spelled copy, dictation and oralization, and other fluent trial. After the emergence of equivalence relation (BC/CB), children were tested on textual reading of syllables, trained- and generalized- words (formed by the recombination of the syllables of training words). When participants performance reached the minimum of 90% of accuracy in generalized reading test, in the next day a Post-test was carried out. Otherwise, the same procedure was applied again with three generalization words (BOLA, LAMA, and CAPA). The children of the second group were initially exposed to tasks of syllabic recognition and then to tasks of rhyme, alliteration, addition and subtraction of syllables, and graphosyllabic correspondence (with syllables MA, LA, PA, TO, BO, and CA). The participant was only exposed to the training of another syllable if his/her performance reached 100% of accuracy in the task of graphosyllabic correspondence and in the experimental items of the other activities. In the next day, after the conclusion of this training phase, the Pos-test was carried out: three participants of the equivalence group and one of the phonological consciousness presented recombinative reading of some words, but none of them presented generalized recombinative reading. It is suggested that other variables may have interfered in the participants performance: the pre and extra-experimental history, the acquisition of code-related concepts (e.g. left-to-right reading) and the number of training trials. It is also suggested that, when teaching Portuguese reading skills, the combination stimulus equivalence procedures and syllabic discrimination / correspondence is an efficient method to teach recombinative reading. It is proposed that new studies evaluate the effects of the combination of these procedures in the teaching of reading skills.
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    Habilidades metafonológicas e desenvolvimento de leitura e escrita recombinativas em crianças com diagnóstico de dislexia
    (Universidade Federal do Pará, 2007-09-25) ARAÚJO, Márcia Wilma Monteiro de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525; http://lattes.cnpq.br/2218504886013525
    The present work aimed the implementation of a model integrating the training of phonological awareness and the stimuli equivalence paradigm, using the network of conditionals relations to produce recombinative reading and writing with comprehension in children and teenagers with phonological dyslexia. Three subjects took part: RP, 9 years old, 3rd grade; JR, 13 years old, 6th grade and LV, 15 years old, 7th grade, all students of a public school in Belém, diagnosed with dyslexia by phonoaudiologists and recommended by them to this project. The program was conducted in 8 phases. Pre-tests were applied to verify the basic requisites to the reading and writing abilities and the repertoire of equivalence, loud reading, dictation and phonological awareness. The training and tests of equivalence classes were interchanged with the training of phonological awareness (awareness of words and syllables) generating the possibility of verifying the effect of each training over the participants performance. The results showed a significant improvement in the ability of reading with comprehension and writing of words and pseudo words as well as reading of picture signs (silent dictation), what made evident the need of explicit teaching of metaphonological abilities to the competent reading skill, and specially of writing, what indicates the efficiency of this model. We also came to the conclusion that the only neurological cause found in the definition of dyslexia is insufficient and inadequate since the exposition of these subjects to environmental events, in this case, specific trainings for conditional discrimination were effective to the improvement of their performance.
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    Leitura recombinativa generalizada após procedimentos de correção com fading em pessoas com atraso no desenvolvimento cognitivo
    (Universidade Federal do Pará, 2008-01-07) ALVES, Keila Regina Sales; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
    Several studies have investigated the use of correction procedures, such as copy exercises, dictates, and oralization in promoting recombinative reading in people with some or no cognitive developmental deficit. The use of supporting techniques, such as fading, have not been tested as another variable that could immediately favor generalized recombinative reading. This work reports two studies. Study one, which included two students with cognitive developmental deficit, was divided in two stages. In Condition A, students were taught the relationships among spoken and printed words (AC), followed by equivalence tests among figures and printed words (BC), and printed words and figures (CB). Following those tests, reading tests about the taught words (MALA, PATO and BOCA) and generalized words (built up from the recombination among syllables) were used. Participants showed the reading of words only after formation of equivalence classes among figures, spoken words and printed have been documented. Afterwards, control probes used for syllable units and then a correction procedure was implemented, highlighting specific syllables (those identified after control probes have been used for syllable units) during copy, dictate and oralization combined teaching. Following four expositions to the correction procedure, participants were still showing only the reading of the words. In Condition B, fading in the specific syllables was introduced for the correction procedure. Participant MAR demonstrated a correct reading of all generalized words after the second use of the correction procedure, while participant CLA only after its third use. Participants showed function transference to new verbal forms AB, AC, BC, CB, AB, AC, BC and CB. These results indicated the need to evaluate the two correction procedures separately. In Study 2, two participants with cognitive developmental deficit were selected and subjected to the same experimental design used in Study 1. One participant was subjected to the correction procedure and the other to the fading in correction procedure. Participant FER was subjected to fading in correction procedure, while participant JOS to correction procedure highlighting syllables. Both participants showed generalized recombinative reading after fading in correction procedure, as well as function transference to new verbal forms AB, AC, BC, CB, AB, AC, BC and CB. The results indicate that fading in procedure immediately favor generative recombinative reading in people with cognitive developmental deficit.
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    Reforçamento específico em treino de discriminações condicionais e teste de simetria com um macaco-prego (Cebus apella)
    (Universidade Federal do Pará, 2008-02-04) KATAOKA, Katarina Bonfim; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
    It is possible that organisms have a basic relational capacity. Therefore, equivalence relations would be generated by the reinforcing contingencies. Inconsistent outcomes obtained in test of equivalence class formation would be due to experimental procedures of training and testing that are not capable to generate the performance planned. Building on the assumption that not only the discriminative stimuli, but also the response and reinforcers, if specific to each class, become members of the class, this study aimed to evaluate the performance of a capuchin-monkey (Cebus apella) with pre-experimental history in condicional discriminations and use of the blank comparison (mask), in tests of symmetry BA after training with specific reinforcement, pellets of food of the diferent flavors for each discrimination. During training, blank comparisons substituting S+ and Swere used, to assure controlling relations consistent with planned. After training, it was tested the symmetric relations, also with specific reinforcing, the outcome was inconsistent with the formation of classes. It is possible that more training sessions with specific. Reinforcement would be necessary, and/or the similarities between reinforcers of each class have allowed generalization between them.
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    SAÚDE MENTAL DE ADOLESCENTES COM E SEM INDICADORES DO TRANSTORNO DO DÉFICIT DE ATENÇÃO/HIPERATIVIDADE
    (Universidade Federal do Pará, 2023-02-06) TAVERNARD, Edimeire Pastori de Magalhães; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634; CASADO, Carla de Cássia Carvalho; http://lattes.cnpq.br/7836418506338392
    Human development is a dynamic process marked by advances, stability and setbacks, a continuum in the evolution of the individual. Adolescence is one of the stages of this vital cycle, permeated by many changes that transcend chronological and biological aspects and is related to social, cultural, historical and psychological aspects that can constitute risk factors for mental health, especially for adolescents who have Attention Deficit/Hyperactivity Disorder. In this sense, investigating variables that may act as protective and risk factors can help in the development process and preserve their emotional health. The general objective of this thesis is to evaluate the levels of stress, self-perception and expectations for the future of adolescents, with and without ADHD indicators, high school students from a public school and the impact of these variables on mental health in adolescence. Four methodologically differentiated yet complementary studies were carried out. The first study aimed to characterize the instruments used to assess the construct of self-perception in research with the adolescent public, through a Systematic Literature Review - RSL. The review pointed to a variety of instruments aimed at assessing the construct of self-perception, with the Self Perception Profile of Adolescents (SPPA) being the most frequent in the investigated studies. Of the 29 (twenty-nine) instruments present in this RSL, 14 (fourteen) were validated, however, none was validated in studies carried out in Brazil. The second study compared the intelligence profile and attentional patterns of 322 adolescents with and without ADHD indicators, from a public high school. It was observed that students with and without characteristics of the disorder showed similarities in the intelligence profile, being classified with lower than average intelligence, with attention patterns oscillating between average and deficit. This emphasizes the need for investigations that allow understanding the factors that act in the cognitive development of adolescents. With the same sample, the third study compared the association between the behavioral profile (ADHD indicators) and the levels of stress, self-perception and future expectations of adolescents from a public high school. The association of variables was pointed out, in a relationship that the negative self-perception of subjects with ADHD indicators is congruent with the high levels of stress revealed in this sample. The study also revealed that the social and academic demands placed on adolescents who do not have the resources to meet them generate mental suffering that is expressed in high levels of stress and insecurity about the future. The fourth study examined the mental health of high school adolescents with and without ADHD indicators and its relationship with behavioral (ADHD indicators) and sociodemographic variables, based on a mental health index (MSI). The data revealed an association between low levels of mental health in adolescents and ADHD indicators. Additionally, it was observed that adolescents with ADHD indicators, who were enrolled in regular and technical secondary education, had low levels of mental health.
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    Socialização econômica: conhecendo o mundo econômico das crianças
    (2010-08) LAUER-LEITE, Iani Dias; MAGALHÃES, Celina Maria Colino; LORDELO, Eulina da Rocha; LELLIS, Irani Lauer
    The child's learning of economic concepts and economic' behaviors are subjects of economic socialization. The research in this area is increasing in the recent years but in Brazil there are a few studies only. This article aims to introduce economic socialization as a promising research area, through discussion of three questions: 1) stages of economic reasoning development, 2) variables that interfere in economic socialization and 3) children's economic behaviors. The article shows the most important results that try to answer those questions, points out some lacks to filled in and future investigations. Finally suggestions are presented for a Brazilian research agenda.
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    Transtorno de déficit de atenção e hiperatividade e educação musical: três estudos no programa cordas da Amazônia
    (Universidade Federal do Pará, 2011-04-15) NOBRE, João Paulo dos Santos; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
    Attention Deficit Hyperactivity Disorder (ADHD) is a specific developmental disorder of high prevalence observed in children and adults, including impairments in behavior inhibition, sustained attention, resistance to distraction and regulating the activity level of individual facing some situations, being frequent the excessive motor behavior and inadequate. Due these characteristics, students with this disorder have accumulated impairments in several areas of life mainly in relation with the academic development. This has encouraged research as a way of developing behavioral technology to minimize the impact of this disorder in an individual’s life. Researchers in the field of music education have interested in this area objecting acknowledge in the way how music education can help students with ADHD to develop strategies to minimize the cost of learning for them. Thus, the purpose of this study was to investigate whether the music education can serve as an intervention tool to promote changes in the behavior repertoire of students with characteristics of risk to the disorder. The research was divided in three studies: screening prevalence of the disorder, analysis behavioral changes in students with characteristics of risk to ADHD and assessment of music learning. The results indicate that within of the sample studied (N=320), 52,18% presented score of compatible characteristics with the disorder. Regarding behavioral changes, we observed expansion of the repertoire of appropriate behaviors and reduction in the repertoire of inappropriate behaviors. When was established the assessment of learning music and comparison with a student with typical development, we observed that both students had a similar development.
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    Um programa de intervenção para o estabelecimento de escolha condicional por identidade ao modelo em um macaco-prego (Cebus apella)
    (Universidade Federal do Pará, 2004) GOULART, Paulo Roney Kilpp; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
    The present study aimed to provide an adult male Capuchin-monkey with behavioral prerequisites for consistent performance in conditional identity matching-to-sample (IDMTS) tasks. The subject had problems in performing IDMTS probably due to adventitious development, during previous training of repeated reversals of simple discrimination, of stimulus control topographies incoherent with those needed for accurate performance in these tasks. The subject was presented with a remedial program designed to specifically develop appropriate topography of stimulus selection, and control for the relevant features of IDMTS tasks. The subject showed accurate conditional IDMTS performance with two stimulus sets after exposure to a non-conditional IDMTS procedure, in which there is no conflict in the control exerted by the stimuli serving as comparisons. Novel stimuli were presented in generalization tests, but no evidence of identity matching transfer was found. Explicit IDMTS training was then carried out with those stimuli, beginning with non-conditional IDMTS. When accuracy was again attained in conditional IDMTS, a new stimulus pair was substituted for the old, with no evidence of IDMTS transfer. Results suggest that the remedial program is effective in developing relational control by the sample stimulus. Some conditions for obtaining IDMTS transfer to new stimulus are discussed. (This research was supported by NIH 5 R01 HD39816-03 (CFDA #93.865)
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