Análise do efeito de contingências de reforçamento positivo e controle aversivo sobre resposta de aritmética de crianças

• Autor(a) principal: Azevedo, Patrícia Nogueira
• Data de Publicação: 2015
• 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/16746
• topic: Reforçamento positivo; Reforçamento negativo; Educação; Operações aritméticas; Soma; Subtração; Positive reinforcement; Negative reinforcement; Education; Arithmetic operations; Addition; Subtraction; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL

Plan contingencies of reinforcement in the school context involves a number of variables that must be analyzed and taken into account. Therefore, invest in the analysis of contingencies that produce effective teaching that can assist teachers in the exercise of its function becomes essential. This work aimed to investigate the effects of contingencies of positive reinforcement and punishment / negative reinforcement on the answer of children in arithmetic activities. The participants were eight students of 1st and 2nd years of elementary school. To perform the experiment was developed a computer application, with which participants perform arithmetic accounts (addition or subtraction) of two digits, no loan. The participants were divided randomly into four groups of two participants each, which underwent four experimental conditions, two baselines - addition or subtraction operations without reinforcement - and two experimental conditions - Positive Reinforcement with addition operation or Positive Reinforcement with subtraction operation and Negative Reinforcement with addition operation or Negative Reinforcement with subtraction operation. The number of accounts held and the amount of hits and misses of each participant in each session were assessed. The results showed that both contingency positive reinforcement and negative reinforcement can produce changes in the answer of the participants, that is, children learn when subjected to two types of contingencies tested in this study, it is not possible to claim that one produces better results than the other in terms of student learning. There was also an increase in the number of hits as much as the addition of the subtraction operations independently of the contingency effect. Identifies the need for more work to research the relationship between teaching conditions and their products, which can help in the development of new teaching procedures that favor learning