Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas

Detalhes bibliográficos
Autor(a) principal: Sélios, Talita Lopes
Data de Publicação: 2012
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/16692
Resumo: In order to verify the effects of the reinforcement contingencies LAG and RDF on the behavioral variability of autistic children, was established in the present research two different teaching procedures of variability one for the LAG contingency and other for the RDF that started with low variation requirement to obtain reinforcement and consisted of gradual increasing in the variability exigency. So, the objective was to investigate if (1) the two reinforcement procedures contingent to the vary LAG and RDF of motor responses of autistic children, with gradual increasing in the exigency of variation, would produce a variable responding in computer games; and (2) occurred extension of acquired variability in the taught task with the LAG and RDF contingencies for the other tasks not submitted to the direct reinforcement of vary task with response topographically similar and task with response topographically different from the task that composed the experimental task. The six participants realized three computer games. They were exposed a baseline phase with each one of the tree games and, then, four of them were submitted to the training phase with the variability contingency with the Game 1 considering that for two of them, the teaching of the variability was given with the LAG contingency (the reinforce was presented if a determined sequence completed differed from last n completed sequences), and, for the other two, with the threshold contingency or frequency dependent reinforcement RDF (the reinforce probability was greater as lower was the relative frequency and the recency of a sequence) and two passed to training with the yoked contingency with the Game 1 (the reinforce distribution obtained in the procedure in which the variability was directly reinforced established what completed sequences would produce reinforces; the release of the reinforce was, therefore, independent of the responding being varied). In the end of each level that composed the teaching of variability and the yoked and after the teaching of the last level, extension tests of variability were realized one to the task topographically similar to teaching task (Game 2) and other to the task topographically different (Game 3). The results showed that the reinforcement contingencies LAG and RDF produced variability. The procedures of gradual increasing of exigency of variation, for both contingencies, generate variable responding and, in general, the higher was the requirement of variation, higher the variability. Both contingencies produced, in the end of the teaching process, high and similar variability levels. The yoked contingency did not alter the variability, permitting conclude that the variable responding generated for the LAG and RDF contingencies was due to the reinforcement contingent to vary and not of the intermittency among the reinforces. It was also verified that occurred extension of variability only to the task topographically similar to that taught and it could already be observed during the teaching process
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spelling Micheletto, Nilzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4441719U2Sélios, Talita Lopes2016-04-29T13:17:46Z2012-07-232012-05-25Sélios, Talita Lopes. Effects of reinforcement contingencies LAG and RDF on behavioral variability of autistic children. 2012. 116 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/16692In order to verify the effects of the reinforcement contingencies LAG and RDF on the behavioral variability of autistic children, was established in the present research two different teaching procedures of variability one for the LAG contingency and other for the RDF that started with low variation requirement to obtain reinforcement and consisted of gradual increasing in the variability exigency. So, the objective was to investigate if (1) the two reinforcement procedures contingent to the vary LAG and RDF of motor responses of autistic children, with gradual increasing in the exigency of variation, would produce a variable responding in computer games; and (2) occurred extension of acquired variability in the taught task with the LAG and RDF contingencies for the other tasks not submitted to the direct reinforcement of vary task with response topographically similar and task with response topographically different from the task that composed the experimental task. The six participants realized three computer games. They were exposed a baseline phase with each one of the tree games and, then, four of them were submitted to the training phase with the variability contingency with the Game 1 considering that for two of them, the teaching of the variability was given with the LAG contingency (the reinforce was presented if a determined sequence completed differed from last n completed sequences), and, for the other two, with the threshold contingency or frequency dependent reinforcement RDF (the reinforce probability was greater as lower was the relative frequency and the recency of a sequence) and two passed to training with the yoked contingency with the Game 1 (the reinforce distribution obtained in the procedure in which the variability was directly reinforced established what completed sequences would produce reinforces; the release of the reinforce was, therefore, independent of the responding being varied). In the end of each level that composed the teaching of variability and the yoked and after the teaching of the last level, extension tests of variability were realized one to the task topographically similar to teaching task (Game 2) and other to the task topographically different (Game 3). The results showed that the reinforcement contingencies LAG and RDF produced variability. The procedures of gradual increasing of exigency of variation, for both contingencies, generate variable responding and, in general, the higher was the requirement of variation, higher the variability. Both contingencies produced, in the end of the teaching process, high and similar variability levels. The yoked contingency did not alter the variability, permitting conclude that the variable responding generated for the LAG and RDF contingencies was due to the reinforcement contingent to vary and not of the intermittency among the reinforces. It was also verified that occurred extension of variability only to the task topographically similar to that taught and it could already be observed during the teaching processA fim de verificar os efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas, estabeleceu-se na presente pesquisa dois diferentes procedimentos de ensino da variabilidade um para a contingência LAG e outro para a RDF que iniciavam com baixo requerimento de variação para a obtenção do reforço e consistiam em aumentar gradualmente a exigência de variabilidade. Assim, objetivou-se investigar se (1) os dois procedimentos de reforçamento contingente ao variar - LAG e RDF - de respostas motoras de crianças autistas, com aumento gradual da exigência de variação, produziram um responder variável, em jogos de computador; e (2) ocorreu extensão da variabilidade adquirida na tarefa ensinada com as contingências LAG e RDF para outras tarefas não submetidas ao reforçamento direto do variar tarefa com resposta topograficamente semelhante e tarefa com resposta topograficamente diferente da que compôs a tarefa experimental. Os seis participantes realizaram três jogos de computador. Eles foram expostos a uma fase de linha de base com cada um dos três jogos e, em seguida, quatro deles foram submetidos à fase de treino com a contingência de variabilidade com o Jogo 1 sendo que, para dois deles, o ensino da variabilidade deu-se com a contingência LAG (o reforço era apresentado se uma determinada sequência completada diferisse da últimas n sequências completadas) e, para os outros dois, com a contingência limiar ou de reforçamento dependente da frequência - RDF (a probabilidade de reforço era maior quanto menor fosse a frequência relativa e a recência de uma sequência) e dois passaram pelo treino com a contingência de acoplamento com o Jogo 1 (a distribuição de reforços obtida no procedimento em que se reforçou diretamente a variabilidade estabeleceu quais sequências completadas produziriam reforços; a liberação do reforço era, portanto, independente do responder ser variado). Ao final de cada nível que compôs o ensino de variabilidade e o acoplamento e após o ensino do último nível, testes de extensão da variabilidade foram realizados um para tarefa topograficamente semelhante à tarefa ensinada (Jogo 2) e outro para tarefa topograficamente diferente (Jogo 3). Os resultados mostraram que as contingências de reforçamento LAG e RDF produziram variabilidade. Os procedimentos de aumento gradual da exigência de variação, para ambas as contingências, geraram responder variável e, de forma geral, quanto maior o requerimento de variação, maior a variabilidade. Ambas as contingências produziram, ao final do processo de ensino, altos e semelhantes níveis de variabilidade. A contingência acoplamento não alterou a variabilidade, permitindo concluir que o responder variável gerado pelas contingências LAG e RDF foi decorrente do reforçamento contingente ao variar e não da intermitência entre os reforços. Verificou-se, também, que ocorreu extensão da variabilidade apenas para a tarefa topograficamente semelhante à ensinada e esta já pôde ser observada durante o processo de ensinoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/35397/Talita%20Lopes%20Selios.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBRPsicologiaVariabilidade comportamentalContingências de reforçamentoReforçamento dependente da frequênciaContingência limiarLAGDesenvolvimento atípico, autismo.Behavioral variabilityReinforcement contingenciesFrequency dependent reinforcementThreshold contingencyLAGAtypical developmentAutismCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALEfeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistasEffects of reinforcement contingencies LAG and RDF on behavioral variability of autistic childreninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTTalita Lopes Selios.pdf.txtTalita Lopes Selios.pdf.txtExtracted texttext/plain279857https://repositorio.pucsp.br/xmlui/bitstream/handle/16692/3/Talita%20Lopes%20Selios.pdf.txt243e687e78293aa171cdec894fb492dfMD53ORIGINALTalita Lopes Selios.pdfapplication/pdf2740314https://repositorio.pucsp.br/xmlui/bitstream/handle/16692/1/Talita%20Lopes%20Selios.pdfbbf543faeed50b1b17909eb0128d1ebbMD51THUMBNAILTalita Lopes Selios.pdf.jpgTalita Lopes Selios.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/16692/2/Talita%20Lopes%20Selios.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/166922022-04-27 17:18:55.373oai:repositorio.pucsp.br:handle/16692Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T20:18:55Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas
dc.title.alternative.eng.fl_str_mv Effects of reinforcement contingencies LAG and RDF on behavioral variability of autistic children
title Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas
spellingShingle Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas
Sélios, Talita Lopes
Variabilidade comportamental
Contingências de reforçamento
Reforçamento dependente da frequência
Contingência limiar
LAG
Desenvolvimento atípico, autismo.
Behavioral variability
Reinforcement contingencies
Frequency dependent reinforcement
Threshold contingency
LAG
Atypical development
Autism
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
title_short Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas
title_full Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas
title_fullStr Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas
title_full_unstemmed Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas
title_sort Efeitos das contingências de reforçamento LAG e RDF sobre a variabilidade comportamental de crianças autistas
author Sélios, Talita Lopes
author_facet Sélios, Talita Lopes
author_role author
dc.contributor.advisor1.fl_str_mv Micheletto, Nilza
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4441719U2
dc.contributor.author.fl_str_mv Sélios, Talita Lopes
contributor_str_mv Micheletto, Nilza
dc.subject.por.fl_str_mv Variabilidade comportamental
Contingências de reforçamento
Reforçamento dependente da frequência
Contingência limiar
LAG
Desenvolvimento atípico, autismo.
topic Variabilidade comportamental
Contingências de reforçamento
Reforçamento dependente da frequência
Contingência limiar
LAG
Desenvolvimento atípico, autismo.
Behavioral variability
Reinforcement contingencies
Frequency dependent reinforcement
Threshold contingency
LAG
Atypical development
Autism
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
dc.subject.eng.fl_str_mv Behavioral variability
Reinforcement contingencies
Frequency dependent reinforcement
Threshold contingency
LAG
Atypical development
Autism
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
description In order to verify the effects of the reinforcement contingencies LAG and RDF on the behavioral variability of autistic children, was established in the present research two different teaching procedures of variability one for the LAG contingency and other for the RDF that started with low variation requirement to obtain reinforcement and consisted of gradual increasing in the variability exigency. So, the objective was to investigate if (1) the two reinforcement procedures contingent to the vary LAG and RDF of motor responses of autistic children, with gradual increasing in the exigency of variation, would produce a variable responding in computer games; and (2) occurred extension of acquired variability in the taught task with the LAG and RDF contingencies for the other tasks not submitted to the direct reinforcement of vary task with response topographically similar and task with response topographically different from the task that composed the experimental task. The six participants realized three computer games. They were exposed a baseline phase with each one of the tree games and, then, four of them were submitted to the training phase with the variability contingency with the Game 1 considering that for two of them, the teaching of the variability was given with the LAG contingency (the reinforce was presented if a determined sequence completed differed from last n completed sequences), and, for the other two, with the threshold contingency or frequency dependent reinforcement RDF (the reinforce probability was greater as lower was the relative frequency and the recency of a sequence) and two passed to training with the yoked contingency with the Game 1 (the reinforce distribution obtained in the procedure in which the variability was directly reinforced established what completed sequences would produce reinforces; the release of the reinforce was, therefore, independent of the responding being varied). In the end of each level that composed the teaching of variability and the yoked and after the teaching of the last level, extension tests of variability were realized one to the task topographically similar to teaching task (Game 2) and other to the task topographically different (Game 3). The results showed that the reinforcement contingencies LAG and RDF produced variability. The procedures of gradual increasing of exigency of variation, for both contingencies, generate variable responding and, in general, the higher was the requirement of variation, higher the variability. Both contingencies produced, in the end of the teaching process, high and similar variability levels. The yoked contingency did not alter the variability, permitting conclude that the variable responding generated for the LAG and RDF contingencies was due to the reinforcement contingent to vary and not of the intermittency among the reinforces. It was also verified that occurred extension of variability only to the task topographically similar to that taught and it could already be observed during the teaching process
publishDate 2012
dc.date.available.fl_str_mv 2012-07-23
dc.date.issued.fl_str_mv 2012-05-25
dc.date.accessioned.fl_str_mv 2016-04-29T13:17:46Z
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dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv Sélios, Talita Lopes. Effects of reinforcement contingencies LAG and RDF on behavioral variability of autistic children. 2012. 116 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/16692
identifier_str_mv Sélios, Talita Lopes. Effects of reinforcement contingencies LAG and RDF on behavioral variability of autistic children. 2012. 116 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.
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