Camila Domeniconi

Sex differences in common Marmosets (Callithrix jacchus) in response to an unfamiliar food task

There is a growing body of information on sex differences in callitrichid behaviour that includes the animals’ performance in food tasks. For example, both reproductive and non-reproductive adult females have been found to be more successful than adult males in solving food tasks. In this study ten adult male and ten adult female common marmosets (Callithrix jacchus), housed individually, were tested with an unfamiliar task that involved the extraction of an embedded food. The task was to open a plastic canister that contained a raisin; the open end was covered with parchment paper. Each marmoset was given 15 trials in three blocks of 5 consecutive days. We measured the latency for each animal to open the lid and get the raisin—by one of five strategies that spontaneously emerged. The females learned the task faster and more efficiently than males; all the females opened the canister on day 1, for instance, in contrast to seven of the males on the same day. Females also progressively decreased the time that they took to open the tube. The final latency on day 15, for instance, was significantly shorter for the females. These results are consistent with relevant literature for callitrichids and cannot be accounted for in terms of differences in mental abilities, strength, hand morphology, or energy requirements. Further investigation is necessary to clarify the reasons for these differences.

Responder por exclusão em crianças de 2 a 3 anos em uma situação de brincadeira

Laboratory studies have repeatedly replicated the phenomenon of exclusion responding, which has been assumed as one of the mechanisms by which children learn to relate novel words to objects or events. The present study, conducted with six children, aimed to investigate exclusion responding in a play setting, with stimuli that could be manipulated, and to verify whether the play setting would favor learning of the relationships between names and objects after a single exclusion trial. In several trials the experimenter spoke the name of a familiar toy and the childs task was to pick this toy up and throw it into a box, placed in front of the child. Three exclusion probes were interspersed among these trials (the spoken name was novel and there was a novel toy available); three other probes verified whether the relationships between the novel name and the toy had been learned. All children responded by exclusion but only one of them demonstrated learning the relationships in a single trial.

Naming New Stimuli After Selection by Exclusion

Responding by exclusion in matching-to-sample tasks is a robust behavioral pattern in humans. A single selection, however, does not ensure learning of the arbitrary relationship between the sample and the selected comparison stimulus. The present study aimed to investigate the amount of exposure required until eight preschoolers were able to name two undefined pictures, matched by exclusion, to two undefined words. After establishing a matching-to-sample baseline between pictures and dictated words, two new words were introduced in exclusion probes. On each probe, a new word was dictated and the matrix of comparison stimuli included a new picture and two experimentally defined pictures. Naming emerged after three to10 exclusion trials. Correct naming tended to occur more reliably when the teaching phase established stimulus control by selection.

Simple and Conditional Discrimination and Specific Reinforcement in Teaching Reading: An Intervention Package

This study evaluated an intervention package combining simple and conditional discrimination training and specific reinforcement for each stimulus class in teaching reading of simple words to individuals with intellectual disabilities. In conditional discrimination training, participants matched printed words and pictures to the recorded sounds made by the pictured objects and animals. Fourteen children and adolescents with intellectual disabilities were assigned to an experimental and a control group. The two groups’ performance did not differ in the pretest. The experimental group demonstrated equivalence class formation and read the words that participated in the equivalence classes, whereas the control group did not.

Capacitação de agentes educacionais: proposta de desenvolvimento de estratégias inclusivas

A inclusao escolar tem demonstrado a importância de criar condicoes para favorecer o envolvimento dos agentes educacionais (professor da sala de aula regular, professor de educacao especial e os pais dos aprendizes), visando maximizar a aprendizagem academica dos alunos. O presente estudo teve como objetivo operacionalizar e avaliar uma capacitacao destinada aos professores da sala de aula regular, da educacao especial e pais, de modo a criar condicoes que vislumbrassem o ensino compartilhado de leitura e escrita para alunos com deficiencia intelectual e autismo, incluidos na escola regular. Participaram cinco maes, quatro professores da sala de aula e dois professores da Educacao Especial. Todos os agentes educacionais participaram de uma capacitacao geral baseada na orientacao sobre a intervencao a ser aplicada em cada contexto de atuacao (residencia, sala de aula e sala de educacao especial) e incluiu um topico sobre as habilidades sociais educativas. Apos a capacitacao geral foram empregadas supervisoes individualizadas, com cada agente, durante a qual era utilizado um protocolo de registros do comportamento de cada agente. A analise dos comportamentos previu tres medidas: aplicacao conforme planejamento, dicas fornecidas ao aprendiz e encaminhamentos. Ainda que principiante, a capacitacao criou condicoes para desenvolver estrategias inclusivas, de modo a operacionalizar as orientacoes descritas nos documentos vigentes em relacao a inclusao escolar, a partir do envolvimento de agentes educacionais.

Exclusion performance and learning by exclusion in dogs

Responding by exclusion is a type of emergent repertoire in which an individual chooses an alternative by the apparent exclusion of other available alternatives. In this case it is possible to respond appropriately to an undefined stimulus (one that has not previously acquired discriminative functions) by excluding the defined alternatives. There is evidence of exclusion in humans and nonhuman animals, although learning as an outcome of exclusion does not always occur. This study aimed to investigate exclusion in visual simple discriminations and learning of new simple discriminations resulting from exclusion in four border collies. Subjects were trained to perform simple simultaneous discriminations between pairs of tridimensional objects, and were then tested for exclusion, novelty control and learning of new simple discriminations. All dogs successfully responded by exclusion, choosing an undefined stimulus displayed with an S-. For three dogs, it was possible to conclude that these previously undefined stimuli acquired S+ functions, documenting learning of new simple discriminations. However, this required up to four exposures to exclusion trials with each pair of stimuli.

Responding by exclusion in temporal discrimination tasks

Responding by exclusion, one of the most robust phenomena in Experimental Psychology, describes a particular form of responding observed in symbolic, matching-to-sample tasks. Given two comparison stimuli, one experimentally defined and one experimentally undefined, the participant prefers the undefined comparison following an undefined sample. The goal of the present study was to determine whether responding by exclusion could be obtained using samples that varied along a single dimension. Using a double temporal bisection task, 10 university students learned to choose visual comparisons (colored circles) based on the duration of a tone. In tests of exclusion, sample stimuli with new durations were followed by comparison sets that included one previously trained, defined comparison (colored circle) and one previously untrained, undefined comparison (geometric shape). Participants preferred the defined comparisons following the defined samples and the undefined comparisons following the undefined samples, the choice pattern typical of responding by exclusion. The use of samples varying along a single dimension allows us to study the interaction between stimulus generalization gradients and exclusion in the control of conditional responding.

Temporal bisection task with dogs: An exploratory study.

The temporal bisection task, one of the most widely used to study time perception, has helped to understand the psychophysics of time and the mechanisms of timing across different species. We extended the temporal bisection task to dogs. Five dogs were reinforced for choosing a yellow but not a blue stimulus after a 1-s tone, and for choosing a blue but not a yellow stimulus after a 4-s tone. After they learned this conditional discrimination, the dogs chose between the blue and yellow stimuli after tones with intermediate durations (1.4, 2.0, and 2.8 s). The results showed that the proportion of “Long” choices increased monotonically with stimulus duration. Moreover, the point of subjective equality was slightly below the geometric mean of the trained tone durations. These psychophysical results are consistent with those obtained with other nonhuman species, and suggest that common mechanisms underlie timing across different mammals and birds.

Learning by exclusion in individuals with autism and Down syndrome

This study aimed to investigate the number of exclusion trials necessary for teaching auditory-visual relationships to individuals with autism and Down syndrome. Study participants were seven individuals with autism and a history of early behavioral intervention (EI), four adults with autism without a history of early behavioral intervention (NI), and three adults with Down syndrome. A set of procedures was used for teaching the auditory-visual matching to sample, and naming responses of the new stimuli were tested. For the individuals with autism and EI and for the individuals with Down syndrome, the required number of repetitions was stable and concentrated in the minimum programmed by the procedure (two repetitions). However, the procedure was not effective for teaching new conditional relationships for the adults with autism and NI. The results indicate that the procedure can constitute an important teaching technology; however, its efficacy appears to vary depending on the educational profile of the participant.

Discriminação de quantidades por macacos-prego: o papel da área ocupada pelo alimento e da distância numérica

Numerical abilities are documented in the literature in different species. The variables that contribute to this kind of discrimination have been pointed as continuous (area, density, etc.) or numerical. The 1 Endereco para correspondencia: Universidade Federal de Sao Carlos, Departamento de Psicologia, Rodovia Washington Luis, Km 235, Jardim Guanabara, Sao Carlos, SP, Brasil 13565-905. Fone: (16) 260-8361; Fax (016) 260-8362. E-mail: mariaclarafreitas@gmail.com Freitas, M. C., Benitez, P., Domeniconi, C., Barros, R. 112 present study evaluated the capability of capuchin monkeys (Sapajus spp) for numerical discriminations in discrete trials without explicit training, having as control the variables related to the area occupied by the stimulus: area versus amount of elements. Besides that, the ratio between the number of elements in each set was kept unchanged and the numerical distance varied. Six male capuchin monkeys, with experimental history of discrimination training with two-dimensional stimuli presented on computer screen, participated of the study. Experimental sessions consisted of presentation of discrete trials presenting two stimuli (sets of pieces of food) for the animal to choose without any previous explicit training. Responses were analyzed by mean of the subjects’ choice of the container with bigger or smaller amount of stimuli (pieces of food). Responses showed a tendency to the selection of the pair with bigger amount of pieces of food, especially when the subjects had as cue continuous (area) and numerical variables. When the variable “area” was controlled (Condition B), the subjects showed responses close to indifference, with tendency to the choice of the stimulus with smaller amount, suggesting that the area had an important role in the discrimination of amounts. We discuss the importance of investigating the continuous cues that the organisms use for discrimination between amounts.