2014-07-242014-07-242009BATISTA, Jussara Rocha. Efeitos de atividades distrativas associadas à progressão do atraso sobre o responder autocontrolado de crianças. 2009. 90 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo de Teoria e Pesquisa do Comportamento, Belém, 2009. Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento.https://repositorio.ufpa.br/handle/2011/5352Studies about self-control have reported two procedures as efficient to increase emission of the self-controlled responses: the progression of reinforcement delay and distractive activities during the delay. This study evaluated the effect of the two kinds of distractive activities (ludic and intelectual) associated with progression of reinforcement delay on self-controlled responses of children and the possible maintenance of the self-control responses reached in training sessions in later sessions, with delay to exchange up to 3 days. Nine participants between 5 and 7 years old were exposed to a choice situation between two stimuli presented on a computer screen, in order to obtain tokens exchangeable for items. Impulsive choices produced 1 token (smaller magnitude) and self-controled choices produced 3 tokens (larger magnitude). There were 6 experimental conditions: (a) Base Line Magnitude: larger magnitude/0 s and smaller magnitude/0s; (b) Base Line Delay: smaller magnitude/0s and smaller magnitude/60 s; (c) Progressive Delay: smaller magnitude was presented combined with smaller delay and larger magnitude was presented combined with larger delay, that increased 10 seconds in each of seven phases (0 s to 60 s) – Grupo A; (d) Progressive Delay Combined with Ludic Activity: the same fases as in previous condition, but it was possible to do a coloring activity during the delay – Group B; (e) Progressive Delay Combined with Intelectual Activity: the same phases as in previous condition, but it was possible to solve mathematical problems during the delay – Group C; and (f) Exchange- Delay: smaller and larger reinforcer magnitude (tokens) were delivered after the session, but the larger magnitude reinforcers were exchangeable for items after 1, 2 or 3 days. The data do not show consistent differences between the results of the traning (only delay progression, delay progression with ludic activity, and delay progression with intelectual activity). However, the data suggest that training using intelectual activity during the reinforcement delay can be less effective to maintain self-controlled responses in delays of three days to exchange tokens. Overall, the use of larger delays seems to have favored, more than smaller delays, the sensibility to external variables not controlled in the experiment.porAcesso AbertoAutocontroleCriançasComportamento humanoEstímulo/respostaDissertaçãoCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL