Navegando por Assunto "Stimulus equivalence"

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Acesso aberto (Open Access)
Avaliando a alteração da função de faces via equivalência de estímulos e pareamento de estímulos tipo respondente (ReT) em crianças com TEA
(Universidade Federal do Pará, 2020-04-28) BORDA, Gisell Andrea Díaz; SILVA, Álvaro Júnior Melo; http://lattes.cnpq.br/8960291779730857; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X
Children with atypical development may have deficient face observation behavior. This deficit may explain, in part, some of their difficulties in social interaction and acquisition of complex behavior such as the verbal repertoire. The present dissertation explored the effect of two types of procedures: equivalence-based instruction and stimulus pairing, on the alteration of face functions measured by preference tests for human faces figures and duration of human face observation responses in social tests. The behavioral processes involved in face observation responses in children diagnosed with Autism Spectrum Disorder (ASD) were researched in the two studies presented here. Experiment I, evaluated the effect of equivalence-based instruction on the potential transfer of function from preference figures items to figures of human faces and properly human faces. Three children diagnosed with ASD participated in the study. A Pre-test and post-test design was used, with multiple baseline temporal controls, divided into three phases: a) Pre-test: assessment of the choice responses and face observation, b) Intervention: equivalence class formation via identity matching with class-specific consequences, c) Post-test: repetition of measurements made in Pre-test phase. Results demonstrated that, despite the difficulty in documenting the emergence of conditional relations that prove properties of equivalence relations (only symmetry was obtained for two of the three participants), changes in choice responses to figures of human faces was evidenced in two participants. One of the participants showed also changes in social tests. However, in the reinforcement phase of the conditional relations of this study, there was pairing between stimuli: access to a high magnitude preference item is preceded by the presentation of a visual stimulus (figures of human faces). Therefore, Study II assessed the possible effect of this pairing alone on the function of faces in children diagnosed with ASD. Two children who did not participate in Study I took part in Study II. An intra-subject design comparing Pre-test and Post-test measures was implemented, organized in a multiple probe schedule between participants, divided into three phases: a) Pre-test; b) Intervention: respondent-type (ReT) pairing between pictures of faces and highly preferred item and between an abstract figure and a lower preferred item, and c) Post-test: repetition of Pre-test measures as described in Study I. Study II, therefore, was complementary to Study I. The results in Study II show alteration of responding to faces in preference tests and social tests for one of the two participants. The data obtained in this dissertation add basic research knowledge to identify behavioral processes involved in the human facial observational responses, as well as provide relevant information to the area of Applied Behavior Analysis to the intervention of children who have difficulties in attention to faces. The procedures explored point to the use of methodological strategies to alter the function of the faces and show the potential of the stimulus equivalence paradigm in altering observation responses.
Acesso aberto (Open Access)
Relações de controle modelo-comparação e equivalência de estímulos em arranjo multinodal
(Universidade Federal do Pará, 2002) PEREIRA, Maria Eline Ferreira; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
The formation of equivalence classes seems to occur when consistent control by sample-S+ (selection) relations or simultaneous control by both (sample-S+ and sample- S-) types of controlling relations is ensured. Sample-S- controlling relations seems to prevent the emergence of stimulus equivalence. The goal of the present study was to verify the effects of programmed procedures for prompting strict control by rejection (sample-S-) and by selection (sample-S+), or both (sample-S+ and sample-S-) types of controlling relations. The study also aimed the identification of the kind of controlling relation established during training. The participants in Experiment 1 were five students of the first year of high school. Three sets of visual stimuli were used in the prompt training for the three kinds of controlling relations (sample-S+, sample-S-, and both). Responses were made using the mouse. In the initials trials of all conditional discrimination training sessions, a verbal prompt indicated which picture should – or should not – de selected. Throughout the prompt training for sample-S- as well as for sample-S+ controlling relations, either the correct or the incorrect comparison stimulus were replaced by a mask, depending on the case. In the prompting training for both controlling relations, both mask/S- and S+/mask trials types were randomly presented. All participants were exposed to the training of conditional discriminations EF, DE, CD, BC and AB, via matching-to-sample procedure, including the training of the three controlling relations types. After training, probe trials for equivalence (FA, EA. DA, CA, FB, FC, FD and FA) and controlling relations were conducted. Different sequences of prompting training sessions for the three types of controlling relations were presented to each pair of participants. The blank comparison and the novel stimulus tests were adopted for the evaluation of the kind of controlling relation established during training. The participants did not demonstrate equivalence class formation, regardless of the controlling relation established in training. In the blank comparison test after prompting training for the sample-S+ controlling relation, the controlling relations probe showed inconsistent performances for all participants. After the prompt training for the sample- S- relations, the probes indicated the establishment of sample-S+ relations between the sample stimulus and the mask. In the novel stimulus test, the probes showed inconsistent performances for most participants. The results suggest that the programmed training did not prompt the predicted controlling relations. Instead, it developed mixed, inconsistent relations, which seem to have precluded the formation of equivalence classes. The objective of Experiment 2 was to verify the effect of prompt training for the three types of controlling relations on the equivalence class formation. Six participants were exposed to a trial-and-error procedure. The verbal prompt was removed and a trialand- error pre training present the mask replacing the stimuli was implemented to teach conditional discriminations. The remaining conditions of Experiment 1 were maintained. Two participants readily demonstrated equivalence class formation in the condition programmed to develop sample-S+/ sample-S- controlling relations, one of which also demonstrated these emergent performances in the sample-S+ condition. In the blank comparison probes for the sample-S+/ sample-S- condition, all participants selected S+. In the sample-S- condition, 3 participants always selected the mask, indicating the development of sample-S+ control between the sample stimulus and the mask. In the sample-S+ condition, one participant only selected S+, two responded mostly on S+ or S-, and the remaining showed inconsistent responding. In the novel stimulus test for the sample-S+/ sample-S- condition, the two participants who had demonstrated classes equivalence formation responded consistently. In the probes to assess control by selection for the sample-S+ condition, four participants selected only the correct stimulus, and the others responded inconsistently. When control by rejection was assessed, the responses were made mostly on S- and the blank comparison. Only one participants selected the novel stimulus. The results suggest that prompting training for sample-S+ and sample-S+/ sample-S- controlling relations facilitates the formation of equivalence classes, and that the prompt training for sample-S- control prevents equivalence class formation.
Acesso aberto (Open Access)
Teste de equivalência e exame eletrofisiológico em pessoas acometidas por acidente vascular cerebral com e sem comprometimento cognitivo.
(Universidade Federal do Pará, 2017-01-27) PARANHOS, Alna Carolina Mendes; SOUZA, Givago da Silva; http://lattes.cnpq.br/5705421011644718; https://orcid.org/0000-0002-4525-3971; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Stroke is a neurological dysfunction caused by an abnormality in the cerebral circulation. About 30% of the victims will present cognitive impairment three months after the injury and 10% some type of dementia. In the area of Neuroscience and Behavior, studies have suggested that the N400 component is activated both in semantic choice tasks and in equivalence tests. The present study aimed (1) to study the learning of conditional relations and equivalence test in stroke survivors with and without cognitive impairment and (2) to verify the occurrence and quality of the N400 component in diferent stimuli conditions with the presentation of equivalent and non-equivalent pairs, before and after training of conditional relations and equivalence test. Eighteen participants (nine in each study) distributed into three groups - Control Group (GC), composed of healthy adults; And two Experimental Groups, stroke patients without cognitive impairment (GE1) and patients with cognitive impairment (GE2). In Study 1, all participants were exposed to a training structure of arbitrary conditional relations AB, AC and AD, and subsequent equivalence test. Study 2 was identical to Study 1 regarding the conditional teaching protocol used, the difference was in the event-related potential records in the participants, before and after the equivalence method. The results of Study 1 and 2 suggest that the teaching protocol used was effective in establishing arbitrary conditional relations and equivalence classes for GC and GE1 participants but not effective for participants in GE2. In Study 2, the occurrence of the N400 component was ob served in the four stimulation conditions in the event-related potential records of the Participants P21 (GC), P23 (GC) and P24 (GE1), in the Participant P26 (GE1) in three stimulation conditions and in Participants P27 (GE2) and P29 (GE2) in none of the four stimulation conditions. The results suggest a direct relation between the degree of learning of conditional relations and the formation of equivalence classes with the occurrence and quality of the N400 component. The present study extends the analyzes of this correlation when conducting the experiments with a population of stroke, with and without cognitive impairment, having great applicability in the context of cognitive evaluation and rehabilitation.
Acesso aberto (Open Access)
Testes de simetria e transitividade em macaco-prego
(Universidade Federal do Pará, 2016-09-29) LIMA, Raquel Leite Castro de; SILVA, Maria Luísa da; http://lattes.cnpq.br/2101884291102108; BRINO, Ana Leda de Faria; http://lattes.cnpq.br/9930065472602966
One way of exploring symbolic behavior and its prerequisites is to teach arbitrary relations with a conditional choice training model, with the purpose of verifying the emergence of new relations between pairs of stimuli used in training. The objective of this study was to test the emergence of symmetry and transitivity in a capuchin monkey, applying before tests teaching conditions used in studies that obtained emergent performance in non-humans. An adult male capuchin monkey from the Experimental School of Primates (NTPC-UFPA) with substantial experience in choice tasks served as subject. In phase 1 of the study, the arbitrary relations AB, B-A and A-C, established in a previous experiment, were retrained in both delayed and simultaneous matching-to-sample (MTS) procedures. In phase 2, the same arbitrary relations A-B, B-A and A-C were trained interpolated with identity trials A-A, B-B and C-C. In phase 3, the reinforcement probability was reduced, in preparation for the testing sessions that would involve trials with no programmed reinforcement. In Phase 4, the emergence of the relations C-A, B-C and C-B were tested. Performance was accessed in terms of the percentage of success across all trials. In training session, the performance criteria were 90% minimum of correct choices and, at most, one error per trained relation. In Phase 1, the subject performed with most precision in the delayed MTS (minimum 75% and maximum 100% of correct choices), probably due to its previous experience with this task; in simultaneous MTS, the performance varied between 64,44% and 97,78% and the number of sessions to criteria was higher than in the simultaneous MTS. In Phase 3, there were 23 sessions to criteria, with an average performance of 89,32% of correct choices in the delayed MTS (6 sessions total) and 87,75% in simultaneous MTS (11 sessions). The subject had difficulties with the simultaneous MTS in which two identical stimuli appeared on the computer screen. This training model induced to errors and was corrected by restricting the location where the sample was presented. In Phase 3, only 7 experimental sessions were enough to criteria, with an average performance of 91,66% correct in 4 sessions of simultaneous MTS and 91,10% in 3 sessions of the delayed MTS. In Phase 4, the tests were negative for the emergence of C-A relations. The average number of correct trials was 23,33%. A drop in the baseline performance and emotional reactions in the subject were observed, probably due to the absence of reinforcement. In B-C test, the average number of correct choices was 71%, demonstrating emergent behavior. C-B relations tests were also negative. Performance on these trials average only 12% of correct choices. The procedure was efficient to document the emergence of transitive relations (B-C). According to the literature, the study suggest that non humans seem more ready to present the emergence of transitive than symmetric relations. Future studies shall engage in training C-A relations and retesting the emergence of C-B relations