Navegando por Assunto "Stimuli equivalence"

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Integrando tecnologias para leitura em crianças com paralisia cerebral na educação inclusiva
(Universidade Federal do Pará, 2010-05-28) OLIVEIRA, Ana Irene Alves de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Cerebral palsy is a chronic disease characterized by a dysfunction predominantly sensorymotor disorders involving muscle tone, posture and voluntary movement, presenting a diversity of clinical characteristics that may be aggravated by limitations of knowledge and life experiences, being considered, often, the mentally disabled because they can not express themselves and not interact functionally in most cases, unable to articulate speech or hold a pencil to learn to write, compromising, often, the process of learning and literacy, together with a flawed methodology and inappropriate for the difficulties that these children are in the process of acquiring the prerequisites for reading and writing. Even with all its limitations are keen to interact with the world and provide indicative that the difficulties can be eliminated or minimized if learning technologies and support are nurtured. It is proposed to three studies a documentary and two experimental. The studies were developed in the Center for Development in Assistive Technology and Accessibility - NEDETA. The first, being a data collection to characterize children with cerebral palsy treated at NEDETA. The second and third integrating technology education based on the paradigm of stimulus equivalence, associated with the resources of Assistive Technology. Study 2 consisted of motor training with 03 steps: Step 1 - Drive with toys, Step 2 - Drive to your computer without selection; Step 3 - Drive with selection and Study 3, with 4 stages, Stage I involved the pretest , consisting of the application of the evaluation software Develops ® performed in study 1 and the reading tests of the taught words and words of widespread identity. Phase II involved two steps: Step 1. Teaching relations of identity and Step 2. Teaching arbitrary relations. Step 1 showed a sub step consisted of widespread identity test. Step 2 was a sub step consisted of testing equivalence. Phase III consisted of reading test recombination with six new words that were formed from the syllables of the words teaching. Finishing procedures were reapplied assessment Develops Software ®., All the stages and phases of the study 2 and 3 were developed using assistive technology, developing, and computer applications for teaching basic prerequisites for learning reading. The results provide evidence that the teaching procedure used promoted to one of four participants, the six generalized recombinational reading new words, the two other participants to read recombinational three new words and one of the participants failed to reach this stage by not have documented equivalence classes. The procedures used in this thesis suggest that the systematic manipulation of smaller units that the word may be a promising strategy for the development of reading, combining the paradigm of stimulus equivalence with phonological awareness exercises. TA and resources can contribute and promote inclusive education of students with PC, expanding their social interactions and minimizing academic difficulties.
Acesso aberto (Open Access)
A noção de significado em B. F. Skinner e em M. Sidman
(Universidade Federal do Pará, 2001) NELSON, Tony; TOURINHO, Emmanuel Zagury; http://lattes.cnpq.br/5960137946576592
Some aspects of the debate about the relationship between Skinner’s approach to verbal behavior and the research in the field of stimulus equivalence are adressed. A description of the conceptions of meaning presented by Skinner and Sidman, in their attempts to generate a behavior-analytic interpretation about language, is provided. Skinner’s and Sidman’s analyses of verbal behavior are examined in terms of their scope; the notions of meaning as controlling variables, and as stimuli equivalence relations are compared; and finally, the role of substitutability in language, its function and limits, is examined. Skinner’s analysis is broader than Sidman’s, in the sense that it tries to embody the totality of verbal behavior. Skinner is different from Sidman, in that the first tries to compare his proposal to the existing theories of language and the second, not. Skinner’s analyses point to meaning as the variables that explain behavior, while Sidman’s analyses, to the meaning as equivalent stimuli. The notion of meaning proposed by Sidman is based in stimuli relations (four-term contingencies, or more than four) and its substitutability (stimulus equivalence). In his conceptualization of verbal behavior, Skinner considers the distinction between functions of speakers and listeners as an important one, while this distinction doesn’t appear in Sidman’s work. Sidman’s analyses of meaning present some aspects that distinguish them from the traditional theories criticized by Skinner; however, the notion of meaning proposed by Sidman remains problematic. The substitutability, as a good basis to interpret meaning, is criticized. Equivalence can be a useful tool to understand language, specially with respect to the production of verbal behavior that is not directly trained, helping to improve verbal behavior analyses.
Acesso aberto (Open Access)
Transferência de funções discriminativas com estímulos táteis sobre a leitura em cegos
(Universidade Federal do Pará, 2013-10-31) SOUZA, Jaci Augusta Neves de Souza; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Recombinative generalized reading is the ability to respond to different combinations of letters and syllables that form new words without an explicit training. The stimulus equivalence paradigm has been the instrument used to explain the repertoires emergence of generalized reading without having been taught all these conditional discriminations. In this case, the linguistic units will be now under control of new relationships. The aim of this study was to establish the transfer of stimulus control of words spelled with Braille symbols for three-syllable words spelled with the symbols of the Roman alphabet printed in relief. Participants were two teenage girls with elementary and medium level of schooling and an adult at a university level of education. They all had congenital blindness and were literate on Braille and they all knew the symbols of the Roman alphabet. Three modes of presentation of tactile stimuli were planned: words, syllables and letters. To install the baseline a teaching procedure was organized with words, syllables and letters, which were echoed before the participants touch them. The AB relationship was taught and it configured the recognition of representing images that corresponded to the words. The BA relationship was taught to confirm that the participant was able to name the figures printed in relief. The AC relationship was referring to the field of reading Braille characters and it was a prerequisite for the participant inclusion in the study. The AD relationship corresponded to the presentation of the word, syllable or letter in the auditory modality for the participant to grope a stimulus as compared to the corresponding word, syllable or letter written with Roman characters printed in relief. The CD relationship evaluated the transfer of discriminative functions for the presentation of three-syllable words spelled in Braille as a model for the participant to choose the correct stimulus as compared to the words spelled with the Roman alphabet printed in relief. Finally, the DB relationship stated that in presence of three-syllable words spelled in Roman letters embossed, each participant chose the corresponding figure. The results showed the transfer of discriminative functions in Braille characters for the symbols of the Roman alphabet printed in relief on transitivity tests, with 100% of accuracy for the performance of the three participants. For these results it can be stated that once having acquired mastery of reading the Braille System it is possible to extend this control stimuli to the domain of reading the symbols of the Roman alphabet in relief, and question the use of the Braille System as a unique method to literate visually impaired people.