SIBI! EM BREVE O RIUFPA ESTARÁ LIBERADO! AGUARDEM!

Dissertações em Teoria e Pesquisa do Comportamento (Mestrado) - PPGTPC/NTPC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2333

O Mestrado Acadêmico iniciou-se em 1987 e pertence ao Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento (PPGTPC), que integra o Núcleo de Teoria e Pesquisa do Comportamento(NTPC) da Universidade Federal do Pará (UFPA).

Navegar

Agora exibindo 1 - 20 de 273

Acesso aberto (Open Access)
Efeito da punição com timeout de uma resposta alternativa na ressurgência de um comportamento previamente extinto
(Universidade Federal do Pará, 2024-08-09) VANDERLEY-CARDOSO, Ana Paula; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463; SOARES FILHO, Paulo Sérgio Dillon; http://lattes.cnpq.br/8647259688931170
Resurgence is the behavioral phenomenon of reappearance of a target response, previously extinguished, after devaluation of an alternative. Traditionally, the alternative response has its maintenance conditions changed by extinction procedures, however, little is known about the effects of using other devaluation procedures such as timeout, a form of negative punishment used in applied situations. The present work aimed to evaluate the effect of punishing the alternative response with timeout on the resurgence of the behavior. Two four-phase experiments were performed. Experiment 1: In Phase 1, a target response was reinforced in a 10 s VI. In Phase 2, the target response was extinguished while an alternative response began to produce reinforcers in a VI 10 s. In Phase 3, a timeout contingency (50 s) was superimposed on the reinforcement contingency in force. In Phase 4, both responses were extinguished. Experiment 2: phases 1, 2 and 4 were similar to those of Experiment 1, with the only difference being that the sessions started with a blackout period and had a reduced timein time from the end of phase 2. In phase 3, a timeout contingency (30 s) was superimposed on the alternative reinforcement. The results indicated that the timeout devalued the alternative option in both experiments and induced resurgence for all (Experiment 1) and the majority (Experiment 2) of the subjects. Possible variables that may have led to these results are discussed.
Acesso aberto (Open Access)
Ensino Intensivo de Tato: efeitos da redução da intensidade na indução de nomeação bidirecional e incidental em crianças com autismo
(Universidade Federal do Pará, 2024-09-12) BASTOS, Isabelly Costa; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201; LOBATO, Andréa Fonseca Farias; http://lattes.cnpq.br/7074169433113207
The consolidation of the Bidirectional Naming (BN) repertoire as the generalized behavioral relation known as Incidental Bidirectional Naming (IBN) is considered fundamental for effective language development. Previous research demonstrated that an intensive tact training (ITT) procedure with 100 trials per day, implemented three times a week, successfully induced both IBN and BN in two autistic children. This study evaluated the effects of a ITT protocol with 50 trials per day, administered three times a week, on the induction of BN and IBN in three autistic children. The participants were exposed to: BN and IBN pre-tests; ITT teaching; BN and IBN post-tests; and BN and IBN generalization and maintenance tests. Results showed that, following ITT with up to three sets of stimuli, only one participant demonstrated BN emergence, while none demonstrated IBN emergence. This study highlights the need for further investigation into parametric variations in ITT implementation, such as the number of trials per day or week, and number of stimulus sets used, also considering aspects such as the participants' initial verbal repertoire, the reinforcing functions of antecedent and social consequence stimuli used, the reinforcing function of observation responses to stimuli, and the impact of requiring or restricting echoic responses.
Acesso aberto (Open Access)
Ensino por múltiplos exemplares e a emergência de nomeação bidirecional e incidental em crianças autistas
(Universidade Federal do Pará, 2024-09-13) CARDUNER, Bernardo Serruya; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Bidirectional naming (BN) is a behavioral repertoire characterized by the emergence of listener responses to objects/events after teaching speaker responses to those objects/events, and vice versa. The consolidation of this repertoire as a generalized behavioral relation leads to incidental bidirectional naming (IBN) — the emergence of both speaker and listener responses to objects/events after exposure to their names — which is considered a pivotal repertoire for language development. The multiple exemplar instruction (MEI) is a procedure that has been pointed out as capable of inducing IBN in autistic individuals. This study aimed to evaluate the effect of MEI with rotation of listener (auditory-visual match-to-sample-AVMTS) and speaker (intraverbal tact) trials, without echoic requirement, in inducing BN and IBN in two autistic children. Participants could be exposed to up to five experimental stages, depending on their performance: 1) BN and IBN pre-tests; 2) MEI; 3) BN and IBN post-tests; 4) BN and IBN generalization tests; and 5) BN and IBN maintenance tests. Results showed that MEI did not result in the emergence of BN and IBN, with participants displaying unidirectional listener naming since the pre-tests. Methodological aspects to be evaluated in future studies on the role of MEI in the induction of BN and IBN are discussed, including the effects of requiring or blocking echoics during MEI, establishing the reinforcing function of the social consequences used in teaching AVMTS and intraverbal tact, and the reinforcing function of observation responses to stimuli.
Acesso aberto (Open Access)
Nomeação bidirecional e incidental em crianças com autismo: efeitos da exigência de ecoicos no ensino por múltiplos exemplares
(Universidade Federal do Pará, 2024-09-12) SOUSA, Camila de Oliveira; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Bidirectional Naming (BN) is a behavioral repertoire that implies that teaching speaker responses to objects/events will result in the emergence of listener responses to those objects/events, and vice-versa. The establishment of this repertoire as a generalized behavioral relation results in Incidental Bidirectional Naming (IBN) (the emergence of speaker and listener responses to objects/events following incidental exposure to their names), which is considered a pivotal repertoire in language development. Multiple Exemplar Instruction (MEI) is a procedure that has been shown to be effective in inducing IBN in autistic individuals. The present study examined the effect of MEI consisting of randomized trials of auditory-visual match-to-sample (AVMTS) and intraverbal tact, with echoic requirement (MEIwec) and without echoic requirement (MEIwoec) in the AVMTS trials, on the induction of BN and IBN in four autistic children. Participants were exposed to up to five experimental stages: NB/NBI pre-tests; MEI (wec and/or woec); NB/NBI post-tests; and NB/NBI generalization and maintenance tests. It was found that two participants who were exposed to MEIwec, as well as one who was exposed to MEIwoec, presented NB and NBI in the post-tests. Another participant, who was first exposed to MEIwoec and then to MEIwec, did not present NB and NBI in the post-tests. The need to investigate the role of the reinforcing function of social consequence stimuli and the reinforcing function of observation responses to stimuli in the occurrence of echoic and listener responses as modulators of the effect of MEI in the induction of NB and NBI is discussed.
Acesso aberto (Open Access)
Satisfação no Trabalho de Cuidadores de Pessoas com deficiência
(Universidade Federal do Pará, 2020-04-27) PINHEIRO, Kelly Vale; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
The quality of care provided to people in situations of vulnerability, especially with disabilities and in shelter services, associated with the increasing reduction in professional engagement in health care, reflects on the perception that caregivers have about their job satisfaction. This research proposes to describe the perception of job satisfaction of caregivers of people with disabilities in a Brazilian host institution based on the approach of Herzberg's theory and on the foundations of positive psychology. By using a socio-demographic inventory and 11 collective interviews, the authors collected information on the factors that promote satisfaction from caregivers of people with disabilities in institutional care. With the application of content analysis in conjunction with the method of Reinert, two categories emerged: satisfaction with yourself and satisfaction with the other. Satisfaction involving individual aspects (personal learning, donation, pleasure, and recognition) and social aspects (relational pleasure, learning from the other, pleasure from the other, adoption and life expectancy) is based on interactions between caregivers and people they take care. The lack of a longitudinal design is a limitation of this study, thus indicating directions for future a research, since relationships, which are the driving forces behind human development, evolve over time.
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)
Ensino de discriminações de sílabas e emergência da leitura recombinativa em crianças com dificuldades em leitura
(Universidade Federal do Pará, 2021-01-08) SAITO, Erick Kazuyoshi Noborikawa; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
Reading is one of the social and communication skills that is widely required in a social environment, but often the efficient teaching of reading does not occur, creating other problems in the school and family environment of children. Several studies have been done with the discriminative teaching of syllables, units smaller than the word, to promote reading, and in these studies the results document the emergence of recombinative and understanding reading. This proposed study investigated whether applying the methodology of teaching conditional discrimination could emerge oral naming, copy and dictation, textual reading withx understanding and the construction of new words in three children from the 1st and 2nd year of elementary school with difficulties in reading. In Stage I, the teaching and testing phases of the teaching syllables (no, bo, na, do, ne, to, la and pe) and the recombined (ba, be, da, de, ta,te, lo) phases were carried out , le, pa and po), in Stage II the tests of word naming, textual reading and with understanding and construction of new words with the syllables previously used in Step I were carried out. The results document that there was the emergence of textual reading and with understanding, in which all participants met the criteria for correct answers required in each type of phase (teaching and testing), being able to affirm the efficiency of the teaching method used for recombinative reading, and the insertion of the new phase of word construction contributed methodologically for this line of research.
Acesso aberto (Open Access)
A rotina e o perfil cognitivo de crianças com e sem transtorno de déficit de atenção e hiperatividade
(Universidade Federal do Pará, 2020-06-10) MACEDO, Cleidson Felipe Damasceno de; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
The objective of this study was evaluate the routine as well as cognitive profile of children with or without Attention Deficit Hyperactivity Disorder diagnosis. 30 children in the experimental group (EG) and 30 children in the control group (CG), between 8 and 12 years old were evaluated. The data was acquired from a health center and public schools in Belém, Pa. The following instruments were used: The clinical and socio-demographic questionnaire; The Occupational Routine inventory was filled out by caregivers and children to describe the Routine; The SNAP IV interview guide was used to track symptoms and; The WISC IVto assess the cognitive profile. The results showed that the average values obtained in Verbal Understanding (ICV), Perceptual Organization (IOP), Processing Speed (IVP) and Total IQ index were statistically equal for both groups. However, GE obtained a lower performance than the GC regarding the Operational Memory Index (IMO). Routine results revealed no statistical differences between two groups. In addition, it was observed that children in both groups spent more time on rest activities, showing higher level of satisfaction, as well as leisure, pointing out these activities as irrelevant. Both groups had difficulty with Homework category, important information to understand the routine of children with ADHD. This study showed important contributions to the literature, having as main findings the similarities concerning the routine and cognitive profile between children with or without the characteristics of disorder. Further studies with larger populations are suggested to improve the understanding concerning this theme.
Acesso aberto (Open Access)
Analise paramétrica do comportamento do zebrafish no labirinto em cruz com rampa
(Universidade Federal do Pará, 2020-03-20) MOTTA, Carla Mendes da; JUNIOR, Amauri Gouveia; http://lattes.cnpq.br/1417327467050274
Animal models have been a useful tool in the study and treatment of anxiety. Parametric studies are important to ensure these models validity since they help to identify witch parameters of the model are relevant to produce anxiety-like behaviors. The Plus-maze with Ramp is an anxiety model for fishes, adapted from the Elevated Plus-maze with Ramp. The present study consists of a parametric analysis of the zebrafish’s response in the Plus-Maze with Ramp, evaluating the effects of sex, ramp inclination, light level and arms width. Results showed that, regardless of any manipulation in the evaluated parameters, the animals preferred the flat arms instead of arms with ramp, that the light level of 700 lux increased the animal’s general exploratory behavior and that the ramp inclination of 34,43º increased the total number of entries in the flat arms. The plusmaze with Ramp seems to be a valid model for the study of anxiety in fish and the standard measures of the apparatus seems adequate.
Acesso aberto (Open Access)
O efeito do feedback imediato e atrasado no desempenho de descrever competências em servidores públicos
(Universidade Federal do Pará, 2021-02-04) SANTOS, Bruna Daniela Lucas; COSTA, Thiago Dias; http://lattes.cnpq.br/1248194912228326
Feedback is the most common intervention in analyzing the technique applied to associations (OBM). Feedback is information about a performance that allows the individual to change his or her behavior in the future. Despite the large number of surveys on feedback on OBM, there are still disagreements about which forms, functions and characteristics are the most effective feedback. The present study was intended to compare the effectiveness of the feedback offered before and after the performance of an activity. Participants were assessed for “incompetent” behavior. For that, the participants went to listen to an audio. In the audio, a specific situation was necessary and the studious students, to elaborate a suitable competence. Altogether, students develop 9 skills. Participant 1 (P1) had the feedback offered late after the teaching performance, but immediately before the next performance. In the experimental condition offered to participants 2 and 3 (P2 and P3), feedback was offered immediately after the learning performance but anticipated in relation to the next opportunity to perform the task. The three different performance participants. However, P1 shows a greater growth compared to P2 and P3. The results showed that the feedback given before the realization of the next performance opportunity was more effective compared to the one after the individual's performance, considering a context with a complex task and with long intervals between the next performance opportunity. These results are related to the results in the literature in similar characteristics of task complexity and interval between separate. However, when analyzing the results of this research, limitations must be taken into account, such as the low number of participants and the impossibility of conducting the collection in person.
Acesso aberto (Open Access)
Famílias pobres de crianças com deficiência: saúde mental, forças e dificuldades de irmãos primogênitos típicos
(Universidade Federal do Pará, 2021-09-08) TORRES, Daniele Loureiro; CRUZ, Edson Júnior Silva da; http://lattes.cnpq.br/0227617708373838; http://orcid.org/0000-0003-1884-3172; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
In this study, the strengths and difficulties of typical firstborn siblings of people with disabilities were quantitatively assessed based on the perceptions of their primary caregivers (mothers, fathers and grandmothers). The responses of 31 caregivers to the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) for children aged four to seventeen who are siblings of people with disabilities were pooled and analyzed in conjunction with responses from the IPF- Family Poverty Index questionnaire, which profiles multidimensional poverty. It was found that the typical siblings had no statistically significant difference in emotional problems. Additionally, it was observed that all participating families fit the multidimensional poverty profile, corroborating with studies that relate disability to poverty. Some limitations, such as the number of participants and types of disability, do not allow the generalization of the results, and the suggestions for future studies are directed to the opportunities for health, educational and work services to this public and in other places with a larger population. Therefore, such suggestions may extend to families of children with other types of disabilities, in situations of social vulnerability, from other locations, as well as possible comparisons between typical siblings of children with disabilities from different regions. The study contributes so that the data obtained can be used as possible preventive measures and characterization of the typical sibling at a certain moment of development and situation.
Acesso aberto (Open Access)
Efeitos da perda rápida de peso em aspectos psicológicos em atletas de esportes de combate
(Universidade Federal do Pará, 2021-10-21) VALE, Flavia Beatriz Xavier do; JUNIOR, Amauri Gouveia; http://lattes.cnpq.br/1417327467050274
Rapid Weight Loss (RWL) is the average 3-5% reduction in body mass in a short period. It is used by combat sports athletes to gain advantages and fight in lower categories. The weight variation influences emotional and cognitive aspects, therefore, the present study aims to verify if there are differences between Brazilian Jiu Jitsu (BJJ) athletes who can and cannot lose weight, and if a RWL influences psychological parameters. The convenience sample consisted of 17 healthy male BJJ athletes, aged 25.7 ± 5.7 years, with competitive experience and pre-competitive PRP, blue belt at minimum. The research was divided into two experiments: emotional and cognitive assessment of athletes and formation of the Experimental Group (EG) x Control Group (CG); and experiment 2, with athletes who managed to lose weight, in three moments: baseline, 3% loss and 5% weight loss. Were used the State-Trait Anxiety Inventory, Beck Depression Inventory, Stroop Colors and Words Test, Trail Making Test and Go/No-Go. No significant differences were found between the weight loss periods, but differences were observed between the groups Lose (GE) x Do not lose (GC) in the inhibitory control function. It is concluded that the rapid loss of up to 5% body weight does not alter emotional parameters, such as levels of anxiety and depression, and cognitive parameters of athletes, but the cognitive function of inhibitory control can be decisive in the success of the RWL strategy.
Acesso aberto (Open Access)
Identificação e manejos de contingências de comportamento autolesivo em adolescentes
(Universidade Federal do Pará, 2021-05-05) MACATRÃO, Gabriela Ferreira; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; http://orcid.org/0000-0002-3136-3707
Self-injurious behavior is a subject that is increasingly in evidence due to its high incidence in adolescents. In the Behavior Analysis perspective, this phenomenon can be understood by the use of functional analysis that detects the antecedents, the response (the behavior), and the consequences of the self-injurious identifying what can maintain this behavior (positive, negative, automatic reinforcement). This paper intends to investigate the effect of functional analysis in adolescents who have self-injurious conduct. The research was carried out in a public in Belém do Pará with a participant. The intervention took place in individual weekly meetings to carry out the functional analysis of self-injurious behavior, aiming at expanding the adaptive repertoire, especially with regard to dealing with aversive situations. During the meetings there was also the measurement of the ideation behavior of getting hurt. The design used in the research was a case study that pointed out positive consequences for reducing the frequency of self-injurious behavior and also in reducing the ideation of inappropriate thoughts.
Acesso aberto (Open Access)
Comportamentos agressivos de alunos: uma leitura a partir da análise do comportamento.
(Universidade Federal do Pará, 2021-05-06) SILVA, Íris Luciana Silva da; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; http://orcid.org/0000-0002-3136-3707
Education has numerous contributions to society; however, the occurrence of aggressive behaviors can be a challenge for it to be successful in its goals. Therefore, this study proposes to carry out a conceptual analysis of the aggressive behaviors of students in the classroom, from their forms of use in studies of the behavioral-analytic literature. This research was methodologically divided into specification and selection of sources, investigation, and treatment of information. From these steps, four articles were selected, and four categories of analysis were constructed. The main findings were variables of the school environment as antecedent events to the aggressive behavior of students, such as the production of aversive demands for students and the teacher's behavior. Regarding the class of responses, more topographies of physical aggression were found, directed both at the person and at others or even other places and/or objects. As for the consequences and the functions, it is mentioned the escape of demands and interruption of activities (negative reinforcement) and the teachers' obtaining attention from the students (positive reinforcement). Finally, it is concluded that revisiting the scientific literature in the field of behavior analysis can be relevant to generate new questions about the theme of aggressive behavior of students in the school context, helping their understanding.
Acesso aberto (Open Access)
Metas parentais de socialização da emoção em Vilas agrícolas e pesqueiro extrativistas no norte do brasil.
(Universidade Federal do Pará, 2021-07-07) REIS, João Victor Medeiros da Silva; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Based on the concept of socialization as a process of cultural transmission that involves the sharing of rules, values and parental beliefs, the present dissertation, based on the Ecocultural Model of Human Development, aimed to analyse and compare the participants’ emotion socialization goals and socialization strategies of emotion. 66 caregivers (mothers and fathers) participated of this research. They were from fishing-extractivist villages in the city of Bragança-PA, at the Mesoregion of the Northeast of Pará, and from agricultural villages in the city of Castanhal-PA, at the Metropolitan Mesoregion of Belém. Data were collected using the Participant Identification Form (PIF), the Sociodemographic Data Form (SDDF) and the Emotion Socialization Goals Questionnaire (ESGQ). Firstly, the results referring to the fishingextractivist villages, an unprecedented context of investigation, were described and soon after, the data related to the comparison between the fishing-extractivist villages of Bragança and the agricultural villages of Castanhal were described. Initially, it was found that in the emotion socialization goals of the caretakers in fishing villages predominated evocations of the category 'automaximization' (63.64%), followed by those referring to the category 'emotionality' (19.83%). About the conditions for children's development, caregivers responded mostly to evocations referring to the category 'caregiver-centered' (37.70%). In relation to what caregivers believed it was possible for them to do about the characteristics aimed, the emotion strategies, evocations of the category 'educating/guiding' predominated (56.92%). In the comparison between the two research contexts, emotion socialization goals in the ‘automaximization’ category predominated in both and in the the application of the Chi-square Test of Independence showed a significant association (p = 0.0021) between this category and the researched contexts, with emphasis on the caregivers from the fishing and extractive villages of Bragança that showed a higher frequency of responses in this category than those of the agricultural villages of Castanhal. Answers represented by the 'caregiver-centered' category also predominated in the two research contexts, but with no significant difference from the central categories in the comparison between the two contexts, as suggested by the results obtained by the Chi-square Test of Independence and Fisher's Exact Test. As for the actions of the parents themselves so that the children have the targeted characteristics, the caregivers in the two contexts presented responses mostly referring to the category 'educate/advise', but with no significant association between this category and the contexts surveyed, according to the Chisquare Independence Test and Fisher's exact Test. These results suggest that caregivers socialize their children based on the construction of an autonomous-relational self, with a tendency to value autonomy in expressing emotions and making decisions related to them. In addition, it is also expected that the child prioritizes emotional expressions that contribute to the harmony of interpersonal relationships and emotional interdependence in relation to the family, which the literature has shown to be a characteristic usually present in contexts that experience a process of transition from rural for the urban, with modernization of its economic and social structures.
Acesso aberto (Open Access)
Extinção espacial em crianças de diferentes idades
(Universidade Federal do Pará, 2021-07-06) REIS, Maiana Araújo dos; TONNEAU, François Jacques; http://lattes.cnpq.br/2917023797307669
Experimental evidence suggests that insects, and in particular ants, rely on spatial cues to travel along large distances when searching for food. In a study that served as a model for the present research, Wehner e Srivinasan (1981) showed that when placed in an unknown context, desert ants (Cataglyphis Formicidae, Hymenoptera) did not travel in a random fashion. In fact, these insects spend most of their time in places where the likelihood of finding food or the nest is more likely: ants searching for food show a pattern of exploration with recurrent oscillations toward the goal. In the present research with children from 6 to 12 years of age, our purpose was to measure behavioral patternsin a situation of spatial extinction and evaluate their degree of similarity to those of the ants in Wehner and Srivinasan’s study. Our procedure involved the children’s respondingwith a computer mouse toward a stimulus displayed on the screen. First, during seven observation trials, the children were supposed to click on a specific location to make a coin appear at this location. Then a 3-min test phase (i.e., extinction) started. During this phase the coin did not appear anymore and the children’s mouse clicks had no programmed consequences. The results obtained during extinction suggest that younger children (from 6 to 7 years of age) respond in a way more similar to the behavior of Wehner and Srivinasam’s ants, whereas older children (from 10 to 12 years of age) follow systematic patterns of exploration that are more in line with the geometric properties of the border of the monitor than with the spatial localization of the target.
Acesso aberto (Open Access)
Autores de agressão sexual de crianças e adolescentes: experiências adversas na infância e fatores associados
(Universidade Federal do Pará, 2021-01-26) FERRAZ, Maíra de Maria Pires; VELOSO, Milene Maria Xavier; http://lattes.cnpq.br/6105598873866312; CALVACANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735; https://orcid.org/0000-0003-3154-0651
Studies that identify the different profiles of sex offenders against children and adolescents have been more explored in the literature, however, the investigation of their life trajectory remains less observed in the Brazilian population, mainly from the perspective of Bioecological Theory of Human Development. This study aimed to demonstrate possible relationships between Adverse Childhood Experiences (ACE) and personal and situational factors in the bioecology of the development of male sex offenders against children and adolescentes (n = 30), who were serving time in prison units located in the mesoregions of the state of Pará. To this aim, a system of categories was built based on the ACE-IQ Test instrument, which defines ACE as potentially traumatic experiences that become a source of chronic stress, with negative outcomes for development at later ages. The results were analyzed from two different stages: the first, quantitative, where the descriptors of the occurrence, frequency and typology of ACE were identified, and a second, quanti-qualitative, in which excerpts from the interviews with sex offenders were inserted into the Software IRAMUTEQ to perform simple and multivariate textual analysis. In this sample, 96.67% of sex offenders reported having experienced at least one subcategory of ACE, while more than half (60%) revealed four or more, with an average of 4.36. Physical abuse was the most reported ACE (70%), being mainly related to the figure of the mother, while the death and/or divorce of parents (56.67%) and substance abuse in the domestic context (53%, 33) were related to the father. About 40% of the participants reported experiences involving sexual abuse, whose reports specified characteristics such as age and bond with the possible perpetrator, while social violence appeared mainly in contexts of ecological transition from childhood to adolescence. It was observed that experiences of death and/or divorce of the parents, emotional neglect and domestic violence in the trajectory of sex offenders in this sample can increase the risk of experiencing sexual abuse in childhood. Participants with higher ACE scores abuse children more frequently and with less need of alcohol or other drugs use. The results reveal the existence of a relationship between the frequency and tipology of ACE and factors related to the commitment of sexual aggression, demonstrating that this is a variable to be considered in the investigation with sex offenders, since the effects of stress resulting from such experiences can manifest both in the short and long term, influencing the future adoption of sexually abusive behaviors. It is suggested that further studies may directly apply the ACE-IQ Test to larger samples, with the realization of a post-test to provide greater reliability to the collected reports.
Acesso aberto (Open Access)
Redes sociais via estrutura social cognitiva em adolescentes de uma turma do ensino médio
(Universidade Federal do Pará, 2021-06-17) GODINHO, Rejane Célia de Souza; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678
Cognitive social structure maps social relationships perceived by the actors. This study characterizes network pattern of a high school classroom and verifies relationship perception and accuracy in this environment. To this end, two interconnected studies were carried out: 1) A review based on cognitive social structure analysis that aimed to investigate and systematize literature regarding the design of Cognitive Social Structure in social network analysis in a school environment to identify gaps, contributions, limitations, and improvement of this technique. 2) Descriptive and exploratory study to characterize differential positioning of adolescents in the social network topology, according to cognitive social structure, in terms of network patterns (greater or lesser density). The results of the first study indicate strategies that measure individual accuracy and group perceptions of the relationships established in each social network. Based on these data, study two characterized the differential positioning of adolescents in the social network topology and found that the subjects with greater precision in identifying real relationships are subjects who perceive the group less densely, and with clear separations between subgroups. Our results differ from little literature in the area regarding greater precision in subjects with less centrality of degree and intermediation.
Acesso aberto (Open Access)
Um estudo comparativo entre gamificação e ensino tradicional: escolhas e narrativa enquanto mecânicas de jogo.e seus efeitos sobre o engajamento e desempenho de alunos de graduação em aula remota
(Universidade Federal do Pará, 2021-02-03) ALENCAR, Renan Batista; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; http://orcid.org/0000-0002-3136-3707
Formal education is a process which requires programming of teaching conditions that properly help the achievement of educational objectives. For some authors, student’s engagement levels to the school environment are related to the achievement of those goals, as it works to predict many factors, such as academic performance and quality of interpersonal relationships. Among the strategies used to favor school engagement, gamification has stood out stands out in the literature. It refers to the adaptation of elements commonly present in games to situations that are not naturally a game, such as a classroom, as a way to make students achieve similar engagement levels to those found on people who play games. This paper stablishes a comparison between the exclusive use of traditional teaching strategies and the use of some elements of gamification, based on narrative, to verify engagement levels of undergraduate students in a classroom environment of remote class, in the duration of three classes for each group. To achieve this, a between-groups experimental design was chosen to detect variations on the participants’ engagement levels across experimental conditions, and test performance. The measurement of these levels was made using the Escala de Engajamento Escolar, a validated instrument designed to evaluate school engagement, as well as observation and registering of engagement related behaviors, with the assistance of video recording and from tests about the contents taught in each class. In total, 29 undergraduate students, of different higher education institutions across the metropolitan region of Belém, Pará, participated on the experiment. Comparatively, the gamified classes group presented higher levels of engagement in the first two classes and a significant drop in the last one. In conclusion, it’s possible that the game elements applied in this experiment are not sufficient to keep stable levels of engagement for longer periods, making it necessary to evaluate the stability of these levels when assisted by the use of other game elements in further researches.
Acesso aberto (Open Access)
Distúrbio do processamento auditivo na escola: construção de cartilha educativa para professores.
(Universidade Federal do Pará, 2021-02-04) OBALSKI FILHO, Sérgio; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; http://orcid.org/0000-0002-3136-3707
Central auditory processing disorder (CAPD) is characterized as a difficulty in properly discriminating sound stimuli. Research has shown that many students with CAPD have low school performance and great difficulties in learning to read and write, a fact that is apparently correlated with low phonological awareness. This work seeks, methodological research, to build and validate an educational technology to assist teachers of students with CAPD. This research is an exploratory-methodological study, carried out in three phases: 1) exploratory study, 2) literature review and 3) construction of educational technology. Participated three teachers from the 1st to the 3rd years of elementary school at a regular school in Rio de Janeiro, along with their respective students diagnosed with central auditory processing disorder.