Procedimentos e processos: uma delicada relação na aprendizagem de discriminações por bebês

• Ano de defesa: 2013
• Autor(a) principal: Sousa, Naiara Minto de
• Orientador(a): Gil, Maria Stella Coutinho de Alcântara
• Tipo de documento: Tese
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia - PPGPsi
• País: BR
• Palavras-chave em Português: Psicologia experimental; Discriminações simples; Aprendizagem relacional; Comportamento de ouvinte; Aquisição de linguagem; Crianças; Reversões de discriminações simples; Discriminações condicionais por identidade; Discriminações arbitrárias; Bebês
• Palavras-chave em Inglês: Simple discrimination; Simple discrimination reversal; Identity conditional discrimination; Arbitrary discrimination; Listener behavior; Toddlers
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/5986

This dissertation was based on four empirical research reports submitted for publication in specialized journals. The empirical researches laid the foundations for a theoretical analysis on Stimulus Control and discrimination learning by children about two-yearsold. Each of the four empirical reports have adjusted procedures for teaching discrimination, which have produced: 1) simple discrimination learning by children from 10- to 20-months-old; 2) simple discrimination and discrimination reversal learning by toddlers aged 15- to 23-months; 3) rapid listener behavior learning by a toddler aged 17- to 22-months; 4) identity conditional discrimination learning by seven toddlers aged 14- to 27-months and generalization from object-object relation with an abstract stimulus pair to the photo-object and video-object relations by a toddler aged 27- to 29-months. Based on the experimental data, the processes probably involved in the rapid discrimination learning by toddlers in their everyday interactions were brought out. Concerning vocabulary acquisition, responding by exclusion and ostensive learning were emphasized. Regarding concept formation, the processes of generalization between similar stimuli and equivalence class formation between dissimilar stimuli were addressed. The challenges in defining appropriated experimental procedures for investigating discrimination acquisition by toddlers in translational research were discussed. Additionally, we were concerned on the homology between the learning processes involved in the phenomena observed in everyday interactions of toddlers with their verbal community and the learning processes involved in the experimental procedures.