Grauben José Alves de Assis

Emergência de classes seqüenciais após treino com pareamento consistente

Order relations can be documented by behavioral tests that evaluate whether such relations posses the properties of asymmetry, transitivity and connectedness. We used matching to sample with prerequisites for the emergence of sequential class. In the present study, we assess whether sequential classes were also produced after a trial with consistent matching, without immediate differential consequences. Five undergraduate students of both sexes were submitted to the training of conditional relations AB, AC and AD. The participants task were to choose abstract geometric figure from digits. After teaching the conditional relations, the participants were exposed to tests of ordering the stimuli in three sequences with five different stimuli, tests for ordering pairs of the stimuli that occupied adjacent and not adjacent positions in the sequence of five stimuli, and tests of multiple substitutions of stimuli, without additional training. Three participants reached the learning criterion in the training of the conditional relations and obtained high number of successes in the sequential tests. The consistency training without immediate differential consequences was effective to establish order relations among stimuli, without explicit training with normal adult participants. These results replicate data reported the literature on the establishment of sequential performance after matching to sample training.

Relaçöes de equivalência após treino com pareamento consistente de estímulos sob controle contextual

Alguns estudos tem produzido relacoes condicionais que se mostraram tambem equivalentes, atraves do treino com pareamento consistente de estimulos. O presente estudo buscou verificar se essas relacoes podem ocorrer tambem sob controle contextual. Quatro universitarios foram submetidos ao treino AB, AC e AD, intercalado aos testes de simetria correspondentes BA, CA e DA. Em seguida, ao treino AD e ao teste de simetria DA sob controle contextual. Por ultimo, foram testadas as relacoes de equivalencia BC, CB, BD, DB, CD e DC, na ausencia de estimulos contextuais, e DB e DC, com estimulos de contexto. Os participantes alcancaram o criterio de acerto em todos os treinos. Tres participantes apresentaram as relacoes simetricas, na ausencia de estimulos contextuais, e a relacao DA, em sua presenca. Estes resultados replicam e expandem estudos anteriores, mostrando que mesmo sem consequencias diferenciais, e possivel obter um desempenho consistente sob controle condicional de segunda ordem.

Comportamento matemático: relações ordinais e inferência transitiva em pré-escolares

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.

Variáveis de Procedimentos de Ensino e de Testes na Construção de Sentenças com Compreensão

The objective of this study was to verify the effect of two teaching procedures for comprehension and composition of sentences with children. In the Study 1, five children were exposed to conditional relations training, equivalence tests, training through response chaining, sentences production tests, connectivity tests and reading with comprehension tests. In the Study 2, four children were exposed only to the training through response chaining and subsequent tests. Three sets of stimuli were used: drawings, upper case words and lower case words. In both studies, all participants produced the new sentences, but reading with comprehension was observed only in the Study 1. These results demonstrated the emergency of new sentences. It is concluded that the used stimuli were functionally equivalents.

Tecnologias no ensino de crianças com paralisia cerebral

A paralisia cerebral e uma patologia cronica, caracterizada por uma disfuncao predominantemente sensorio-motora, envolvendo disturbios no tonus muscular, postura e movimentacao voluntaria. O objetivo do presente estudo foi investigar o efeito de procedimentos informatizados de ensino de relacoes condicionais com figuras e palavras impressas sobre a leitura recombinativa generalizada, em quatro criancas. Todas as etapas foram desenvolvidas utilizando a tecnologia assistiva, com o software Desenvolve®, para o ensino de pre-requisitos basicos. Em seguida, procederam-se as etapas de treino e testes de leitura com tecnologia derivada do paradigma de equivalencia de estimulos. Os resultados obtidos apresentaram evidencias de que o procedimento de ensino utilizado promoveu a leitura recombinativa generalizada de novas palavras. Os procedimentos utilizados sugerem que a manipulacao sistematica das unidades menores do que a palavra pode ser uma estrategia promissora para o desenvolvimento da leitura recombinativa, aliando o paradigma de equivalencia com exercicios e recursos de TA podendo contribuir e favorecer a educacao inclusiva de alunos com PC, ampliando suas interacoes sociais e minimizando as dificuldades academicas.

Emergência de relações numéricas sob controle condicional em crianças surdas

Os estudos sobre classes ordinais tem apresentado diversos achados experimentais para a compreensao das relacoes entre estimulos em sequencias. O objetivo do presente trabalho foi investigar se esses resultados seriam obtidos em criancas com surdez. Um procedimento de treino por encadeamento envolveu tres classes de estimulos: A = nomes impressos dos numeros, B = numerais em lingua brasileira de sinais e, C = formas abstratas, com valores de 1 a 6. O participante deveria responder na presenca da cor vermelha a sequencia A1®A2®A3® A4®A5®A6 e na presenca da cor verde: A6®A5® A4®A3®A2®A1. Apos responder corretamente cada sequencia, uma animacao grafica era apresentada na tela. Apos revisao da linha de base, testes eram aplicados para avaliar transitividade e conectividade na emergencia de classes ordinais. Os resultados mostraram que os participantes responderam prontamente. Conclui-se que o procedimento e eficiente na formacao de comportamentos conceituais numericos e que os estimulos eram funcionalmente equivalentes.

Discriminações condicionais após treino de pareamento consistente de estímulos complexos

O objetivo do presente estudo foi verificar a formacao de discriminacoes condicionais atraves de um procedimento de treino por pareamento consistente de estimulos complexos. Na Fase 1, com quatro universitarios, foi realizado o treino AF, BE e DC envolvendo estimulos modelos e de comparacao simples e reforcamento diferencial explicito. Na Fase 2, houve o treino AB-E/F e AD-C/F, com modelos complexos e estimulos de comparacao simples num formato de pareamento consistente. Apos isso, os participantes foram expostos aos testes de transitividade e de equivalencia. Na Fase 3, os treinos AB-E/F e AD-C/F foram desmembrados (simplificados) em AB-E; AB-F; AD-C; AD-F, e reaplicados os mesmos testes. Todos os participantes formaram as relacoes condicionais e dois deles formaram as relacoes emergentes, anterior e posterior ao desmembramento dos treinos. Os resultados sugerem que esse desmembramento foi um procedimento adequado para reverter o controle restrito de estimulo.

Aprendizagem de Relações Ordinais por meio de Treino de uma única Sequência de Estímulos

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.

Treino sem conseqüências diferenciais: importância conceitual, metodológica e algumas implicações educacionais

In this article we review the principal findings from a series of studies about conditional discrimination training without differential consequences, which have been conducted in our laboratory with human participants who had no previous experience as research subjects. We seek to describe the procedures utilized and discuss the results obtained with reference to conceptual and methodological aspects which these studies share in common. In particular, we focus on reinforcement (in terms of its temporal schedule), and alternative sources of control (Sample-Sc and Sample-Si matching, as well as reexposure to the training trials). Finally, we draw a relationship between the procedural routine and the role of teachers in the classroom, and suggest some educational implications which may be involved in the programming and implementation of instructional strategies.

Discriminacoes condicionais apos treino de pareamento consistente de estimulos complexos com atraso

Abstract Conditional discrimination following complex stimulus consistency training with delay . The aim of thisinvestigation was to assess the formation of conditional discriminations by means of a procedure involvingcomplex stimulus training with delay. In phase I five university students received a pretraining TX trialfollowed by AE, BF and DC acquisition training involving matching-to-sample and simple comparison. Inphase II a pretraining N–O/P, the training AB-E/F, and AD-C/F, with consistency training. These trainingtrials were interspersed with EF/FE, CF/FC, and BD/DB transitivity and equivalence tests following complexmatching-to-sample and simple comparison. In phase III AB-E/F and AD-CF trials occurred jointly with AB- E , AB- F and AD- C sequences, followed by transitivity and equivalence tests. All of the respondents formedconditional relations involving simple and complex matching-to-sample, albeit with variability across thetrials. Variation was also present in the formation of emergent relations. These results suggest that, in spiteof the variability, the procedures produced conditional discrimination leading to the formation of equivalentstimulus classes. In future research the identification of the most efficient forms of stimulus control is deemednecessary