Artigos Científicos - NTPC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2224

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Agora exibindo 1 - 20 de 92

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Adaptação do comportamento animal e mundos emergentes
(2001) DUBOIS, Michel Jean; LE PENDU, Yvonnick; GERARD, Jean François; SAMPAIO, Elineuza
We discuss the implications of the concept of adaptation, which is a key notion for the classical theory of evolution. Instead of persisting to consider the organisms as a collection of adapted traits, we propose to study evolution by means of a theoretical frame based on another ontology considering the organisms and the circumstances as totally integrated. The necessary preliminary stage for this reconsideration consists in passing from a prescriptive logic to a proscriptive logic, i.e., from the idea that everything that is not allowed is forbidden, to the idea that what is not forbidden is allowed. The consideration that the living systems specify the world in which they live can modify our way to face adaptive processes.
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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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Uma análise behaviorista radical dos sonhos
(2000) SILVA, Francynete Melo e
In spite of the fact that there is no consensus concerning questions about the nature and origin of dreams, the majority of the studies on the nature of the dreams agrees that they are related to internal conditions of the organism. As opposed to that notion, the radical behaviorism analyses the dreams as private behaviors and, thus, as products of philogenetical, ontogenetical, and cultural histories. In this sense, this paper aims to analyze the dreams from a radical behaviorism perspective, considering them as private events, perceptual behaviors, and arguing that they are learned processes. It is asserted that the dreams interpretation is impossible if the contingencies that control such activity are unknown.
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Análise do controle por regras
(2010) ALBUQUERQUE, Luiz Carlos de; PARACAMPO, Carla Cristina Paiva
In Behavior Analysis there is a proposal in which rules do not alter the probability of behavior future occurrence and another one in which rules can exercise this effect. The present study has the objective of presenting such proposals. Before this, the distinction between rule-controlled behavior and the contingency-controlled behavior are presented, besides some procedures used to investigate rule control and some theoretical propositions concerning how rules function. Afterwards, some reasons why rules are followed are presented, highlighting the effects of delayed consequences. In conclusion, arguments stating that rules can alter the probability of future behavior are presented.
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Análise do papel de variáveis sociais e de conseqüências programadas no seguimento de instruções
(2004) ALBUQUERQUE, Niele Márcia Amaral de; PARACAMPO, Carla Cristina Paiva; ALBUQUERQUE, Luiz Carlos de
Twelve children in the eight-to-nine year age range were exposed to a matching-to-sample procedure in an investigation dealing with the role of monitoring in instruction-following. On this task, two comparison stimuli were touched in the presence of a contextual stimulus. Whereas incorrect responses resulted in reinforcement loss, correct responses avoided this consequence. There were five phases in the experiment: Phases 1, 3 and 5 began with an instruction corresponding to the contingencies; contingencies in effect in Phase 1 were reversed in Phase 2, reestablished in Phase 3, reversed again in Phase 4 and renewed in Phase 5. The participants were subjected to two conditions, differing with regard to the phase where an observer was introduced in the experimental situation. During Phases 2 and 4, 10 participants did not follow instructions. This finding indicates that even when monitoring is present, instruction-following does not occur if it is not reinforced.
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Análise dos efeitos de histórias de variação comportamental sobre o seguimento de regras
(2004) SANTOS, José Guilherme Wady; PARACAMPO, Carla Cristina Paiva; ALBUQUERQUE, Luiz Carlos de
In a study concerning the sensitivity of instruction-following to signaled changes in contingencies, 14 children in the 8-to-9 age range were exposed to a matching-to-sample procedure. On this task, 1 of 2 comparison stimuli were touched in the presence of a contextual stimuli. There were 3 phases in the experiment. Those contingencies in effect in Phase 1 were reversed in Phase 2, and reestablished in Phase 3. The transition from one phase to another was cued by a signal. The participants were subjected to 2 conditions that differed in the number of instructions corresponding to the contingencies presented in Phase 1: Only 1 instruction was given in Condition UI, and 3 different instructions were given in Condition MI. One of the 6 participants in Condition UI and 4 of the 8 in Condition MI ceased following instructions. These results suggest that the presence of an interaction between history of behavioral variation produced by different instructions and signalling contingency shifts may render the instructed behavior susceptible to contingency shifts.
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Aprendizagem de relações ordinais por meio de treino de uma única sequência de estímulos
(2010) ASSIS, Grauben José Alves de; CORRÊA, Diogo Rodrigues; SOUZA, Carlos Barbosa Alves de; PRADO, Paulo Sérgio Teixeira
The aim of this study was to evaluate the learning of ordinal classes through the training of only one sequence of stimuli. Five children, four to five years old participated. Sets of stimuli with abstract shapes, representing the numerical sequence from one to five were presented via a microcomputer. Once the criteria for success were reached, tests were administered. All of the participants reached the criteria for success during the baseline phase, and responded readily to the tests for transitivity and connectivity. Generalization also occurred for two novel ordinal classes. During the retest phase, three children responded consistent with prior training, whereas one child responded partially. This study is a contribution to a functional analysis of the process of learning of numeric repertoires.
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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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Atividades acadêmicas na rotina de crianças ribeirinhas participantes do Programa Bolsa Família
(2013-06) FREIRE, Viviam Rafaela Barbosa Pinheiro; SILVA, Simone Souza da Costa; PONTES, Fernando Augusto Ramos; BORGES, Júlia de Almeida Roffé; MOURA, Maria Lucia Seidl de
This article aims to describe the routine related to academic life of children who participate in the Bolsa Família Program in an Amazon riverside community. A Sociodemographic and a Routine Inventory were administered to 30 children: 16 girls and 14 boys. The main results indicate attending school occupies 16% of their weekday, homework 3% and no reading activities take place outside the school. In the weekend, children do not make homework or develop reading activities. Parental participation in the routine of their sons and daughters is restricted. Actions to stimulate involvement and qualification of those riverside community families are necessary so they can participate and organize academic activities in the routine of their children.
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Características biopsicossociais entre acusados de agressão sexual contra crianças/adolescentes em contextos intra e extrafamiliar
(Sociedade Brasileira de Psicologia, 2018-03) COSTA, Lucilene Paiva da; ROCHA, Carlos Joaquim Barbosa da; CAVALCANTE, Lília Iêda Chaves
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Caracterização das pesquisas sobre eficácia coletiva docente na perspectiva da teoria social cognitiva
(Universidade Federal do Pará, 2016-03) RAMOS, Maély Ferreira Holanda; FERNANDES, Ana Patrícia de Oliveira; PONTES, Fernando Augusto Ramos; SILVA, Simone Souza da Costa
Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.
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Caretaking behavior among siblings in children's shelters
(2012) CAVALCANTE, Lília Iêda Chaves; COSTA, Lígia Negrão; MAGALHÃES, Celina Maria Colino
This study analyzed 742 events involving caretaking behavior among sheltered children with or without siblings in the same institution. Statistical tests were used for intergroup evaluation in comparison to focal subjects. Children with siblings showed a greater number of those behaviors and they were primarily directed to non-sibling peers (roommates) or adults (caretakers). The study also revealed that the caretaking behavior was more frequent in the group of children with siblings in the institution whereas those without siblings showed a more affective contact and behaviors directed more to adults than to peers. It was concluded that the caretaking behavior is present among siblings, but it assumes particular shapes because of the complex social dynamics that characterize the research environment.
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Cebus cf. apella exhibits rapid acquisition of complex stimulus relations and emergent performance by exclusion
(2010-12) BRINO, Ana Leda de Faria; ASSUMPÇÃO, Ana Paula Bemerguy; CAMPOS, Rodolfo da Silva; GALVÃO, Olavo de Faria; MCILVANE, William J.
A "second generation" matching-to-sample procedure that minimizes past sources of artifacts involves (1) successive discrimination between sample stimuli, (2) stimulus displays ranging from four to 16 comparisons, (3) variable stimulus locations to avoid unwanted stimulus-location control, and (4) high accuracy levels (e.g., 90% correct on a 16-choice task in which chance accuracy is 6%). Examples of behavioral engineering with experienced capuchin monkeys included four-choice matching problems with video images of monkeys with substantially above-chance matching in a single session and 90% matching within six sessions. Exclusion performance was demonstrated by interspersing non-identical sample-comparison pairs within a baseline of a nine-comparison identity-matching-to-sample procedure with pictures as stimuli. The test for exclusion presented the newly "mapped" stimulus in a situation in which exclusion was not possible. Degradation of matching between physically non-identical forms occurred while baseline identity accuracy was sustained at high levels, thus confirming that Cebus cf. apella is capable of exclusion. Additionally, exclusion performance when baseline matching relations involved non-identical stimuli was shown.
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Comparison of two computerized procedures for the assessment of color discrimination in Cebus apella
(2011-12) MAKIAMA, Sheila Tetsume; GOULART, Paulo Roney Kilpp; GALVÃO, Olavo de Faria
Color vision consists of the discrimination of objects based on their spectral composition. Among primates, the majority of Platyrrhini monkeys are estimated to have polymorphic and sex-linked dichromacy. The objective of this study was to compare the results produced by different equipment and software for the assessment of tri- and dichromatic conditions in one male and two female Cebus apella. Three experiments were programmed. In Experiment 1, verifying the trichromatic condition of one female subject and dichromatic condition of the remainder of the subjects was possible using an adapted version of the Cambridge Colour Test. Experiment 2 confirmed the results of Experiment 1 using a different array of stimuli of the same test. Experiment 3, which produced results similar to Experiment 2, consisted of a test developed for a standard computer system using stimuli with color properties similar to the ones used in the previous experiment. Favorable conditions for the assessment of color vision in Platyrrhini can be built with low-cost equipment and software. Once data have been gathered with additional subjects and new stimulus arrangements have been tested and confirmed, the procedure can be used for the evaluation of other Platyrrhini species for which behavioral color discrimination data are currently lacking.
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Comportamento matemático: relações ordinais e inferência transitiva em pré-escolares
(2007-03) RIBEIRO, Mylena Pinto Lima; ASSIS, Grauben José Alves de; ENUMO, Sônia Regina Fiorim
Basic skills on mathematics can be taught directly to pre-scholars in risk of learning difficulties. This research examined the behavior control by ordinal relations in 14 children (mean age: 5 years and 1 mosnth old) with low school performance from a municipal school in Vitoria. Initially, the students were individually assessed; after that a computerized teaching procedure was applied to teach ordinal performances and then the occurrence of generative performance was assessed. All the children met the teaching criterion, thereby establishing the behavior control by ordinal relations. In the transference of stimuli function assessment, 14 children ordered new sequences of stimuli with the computerized procedure and eight children with the non-computerized procedure. We may conclude that basic skills for learning mathematics can be taught directly in spite of the failures in the initial repertoire of the child.
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Comportamentos de crianças do espectro do autismo com seus pares no contexto de educação musical
(2015-03) NASCIMENTO, Paulyane Silva do; ZANON, Regina Basso; BOSA, Cleonice Alves; NOBRE, João Paulo dos Santos; FREITAS JUNIOR, Aureo Deo de; SILVA, Simone Souza da Costa
The Autism Spectrum Disorder (ASD) is characterized by impairments in the areas of social interaction, communication, behavior and sensory processing. Aspects related to difficulties in social interaction repertoire, as well as strategies to help them behave more adequately have been widely studied. Among these strategies, those using music have received attention. The present study aims to investigate the benefits of music education to the social interaction of children with ASD, with their peers, focusing on both the quality and frequency of these behaviors. Two ASD children, aged 5 and 6 years respectively, who attended a percussion class group, participated in the study. The Demographics and Development information enabled the children´s profiles to be drawn. The social interaction behaviors were coded using a Behavioral Observation Protocol during 8 sessions (240 minutes). The results suggest that both tended to increase initiatives and spontaneous responses and to decrease non-functional behaviors as the sessions progressed. It was found that stereotypies were used by the ASD children when attempting to interact with others, albeit sporadically. The role of context, of the children's profile and of adult behavioral management of children in promoting interactions was highlighted.
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Concepções subjacentes à prática pedagógica em uma pré-escola
(2001-12) ALVES, José Moysés; MAUÉS, Aldenise de Souza; SANT’ANA, Izabella Mendes; ALVES JÚNIOR, Miguel Henrique Ribeiro; DUARTE, Líliam de Fátima Miranda; SANTOS, José Guilherme Wady; SOUZA, Christianne Thatiana Ramos de
There are several forms to conceive preschool aims and the manners that the teacher should conduct pedagogical activities. How such conceptions are articulated in practice? During one academic year we observed on a daily basis the activities developed by a group of 22 preschoolers (ages 4 to 6) attending a private school; the procedures used in, the contents of, and the duration of each activity were recorded. Structured activities occupied about half of the time each month. Among structure activities, copying, painting, cutting and pasting, free-style and directed drawing occupied most of the time. With regard to content, those related to Writing and Social Studies were given more emphasis than those related to Math and Sciences. We infer from those practices a conception of preschool whose goal is to prepare to literacy, which is conceived as transmission of a transcription code. The emphasis on graphic aspects in teaching letters and numbers hampers their inclusion in real communicative contexts, wasting the time that could be assigned to the teaching of Sciences.
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Conhecimento sobre desenvolvimento infantil em mães primíparas de diferentes centros urbanos do Brasil
(2004-12) MOURA, Maria Lucia Seidl de; RIBAS JÚNIOR, Rodolfo de Castro; PICCININI, César Augusto; BASTOS, Ana Cecília de Sousa Bittencourt; MAGALHÃES, Celina Maria Colino; VIEIRA, Mauro Luís; SALOMÃO, Nádia Maria Ribeiro; SILVA, Algeless Milka Pereira Meireles da; PFITZER, Anna Karina da Silva
Parental cognitions are important components of the sociocultural context of child development. The Brazilian literature regarding this subject is still scarce. The purpose of this research is to analyze the relationship between knowledge of infant development and different variables concerning the mother and the infant. Four hundred and five primiparous mothers with their children less than 1 year old, in six cities of different regions of Brazil, took part in the study. The Knowledge of Infant Development Inventory (KIDI) was used. Mothers' educational level and urban center where they lived showed significant effects. This result was found for groups of all urban centers studied, with the exception of Porto Alegre. This result may reflect the different public policies concerning child and maternal care in that city. These findings contribute towards understanding important aspects of the developmental context of Brazilian children. They have implications for planning health promotion intervention programs.
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Conseqüências do externalismo behaviorista radical
(1999-08) TOURINHO, Emmanuel Zagury
Skinner's approach to a science of behavior is discussed with reference to the concept of "externalism" (the search for relations between the organism and external events). Skinner's works, respectively, from 1938, 1953 and 1990, whose discourses deal with different explanations of behavior, are examined in order to emphasize his persistent concern with drawing a clear distinction between behavior analysis and (neuro)physiology. Certain aspects of Skinner's writings, that seem to provide insufficient support for any definitive statement regarding the autonomy of a science of behavior, are highlighted along with resultant difficulties that have arisen in the literature of the field.
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Controle por regras: efeitos de perguntas, propriedades formais de regras e esquemas de reforço
(2015-09) GONÇALVES, Adelina Santana; ALBUQUERQUE, Luiz Carlos de; PARACAMPO, Carla Cristina Paiva
Aiming the investigation of the effects of some variables on rule following, 24 college students were submitted to a matching-to-sample procedure, with the task of pointing to the comparison stimuli in sequence. In Phase 1 the correct sequence was established by differential reinforcement in continuous reinforcement schedule. In Phases 2 and 3 the reinforcement contingencies were kept unchanged, and meanwhile rules (suggestion and mand) discrepant of the contingencies were manipulated. In Conditions 1 and 2, Phases 2 and 3 suggestion and mand were presented in this sequence. In Conditions 3 and 4 the presentation order was reversed. Questions concerning why the behavior was reinforced were presented only in Phase 1 of Conditions 1 and 3. Hundred percent participants did not follow the suggestion, 60% did not follow the mand. Results indicate that the history of alternative behavior to the specified by the rule, justifications, and questions may interfere with the discrepant-to-the-contingencies rule-following, and implications for the comprehension of the functions of the reinforcement contingencies and rules in the explanation of behavior.