Relações ordinais sob controle contextual em crianças surdas

• Ano de defesa: 2008
• Autor(a) principal: SOUZA, Ruth Daisy Capistrano de
• Orientador(a): ASSIS, Grauben José Alves de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pará
• Programa de Pós-Graduação: Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento
• Departamento: Núcleo de Teoria e Pesquisa do Comportamento
• País: Brasil
• Palavras-chave em Português: Psicologia da aprendizagem; Teste de equivalência; Estimulação sensorial; Matemática
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL::PROCESSOS DE APRENDIZAGEM, MEMORIA E MOTIVACAO
• Link de acesso: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1793

Dificulties presented by deaf children in math learning has led educators to develop special teaching procedures. The equivalence paradigm has been useful in explaining complex behaviors such as numerical concepts. This paradigm has been expanded to evaluate the formation of stumulus equivalence classes in sequence. The emergence of new relations through ordinal responding has been documented in various studies involving three-term reinforcement contingencies. It is also necessary to ascertain whether these results remain stable under four- and five-term contingencies. Three experiments were planned in order to investigate the emergence of ordinal relations with simple discriminative control under conditional and contextual control (with and without cross-trial randomization) in deaf children. In Experiment 1, five deaf children, enrolled in a special public school, served as participants. A microcomputor containing software (REL 4.0, for experiments 1, 2a and 2b, was updated to version 5.0 in Study 3) was used. In study, participants were taught overlapping sequences of stimulus pairs. Aferwards, tests of transivity and connectivity were administered. All of the participants reached the criterion for success. The results replicated findings from independent studies, thereby confirming the efficacy of the overlapping stimulus teaching procedure in establishing of ordinal relations. In Experiment 2a, four new participants, and one with an experimental history were taught to select stimulus pairs in increasing order, in the presence of a green shape, and in decreasing order when a red shape appeared. Thereafter, tests of transivity and connectivity were administered. Following this, a test of stimulus generalization for classroom enviornment was given. All participants attained the criterion for correctness, and in response to the transivity and connectivity tests. On the generalization test, three participants responded consistently to the new stimuli, one gave partial responses, and one gave no response. The results confirmed the eficiency of the overlapping stimulus teaching procedure under conditional control in deaf children. The participants in Experiment 2b were the same as in Experiment 1, with randomized trials and conditional control. All participants reached the correctness criterion. Test responses coincided with baseline data. In Experiment 3, there were three children from Experiment 1, and two from Experiment 2a, who were exposed to the overlapping pair under contextual control (e.g. A1A2 in the presence of the circle + green color, or A2A1, in the presence of the circle + red color). All of them reached the criterion for sucess and passed the tests for transivity and connectivity. The efficiencey of the overlapping stimulus teaching procedure under stimulus control was verified, suggesting that contingency instruction with simple reinforcement, under conditional control, were prerequisites for the emergence of ordinal classes under contextual control. This study may be extended by increasing the number of sequences, and investigating the emergence of new ordinal realtions with longer sequences, and verify whether the order, withing the teaching sequence inferferes with ordinal responding.