Avaliando a eficácia do ensino de tato e ouvinte com estímulos de dois elementos na aquisição de língua estrangeira

• Autor(a) principal: Ferreira, Mayara da Silva
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/14539
• topic: Ensino de tato; Ensino de ouvinte; Estímulos de dois elementos; Intraverbal bidirecional; Língua estrangeira; Recombinação; Treino por matriz; Bidirectional intraverbal; Foreign language; Listener instruction; Matrix training; Recombination; Tact instruction; Two-element stimuli; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL::PROCESSOS DE APRENDIZAGEM, MEMORIA E MOTIVACAO

Some studies have assessed how different teaching procedures may favor the acquisition of intraverbal repertoire related to foreign language acquisition in children. The present study aimed to 1) assess the effectiveness of tact and listener instruction with two-element stimuli (object and color), organized in matrix, in the emergence of bidirectional intraverbal responses (English–Portuguese and Portuguese–English) and, 2) verify the instruction effectiveness in producing generalization and recombination between pairs of elements. Four children with typical development from eight and nine years participated. The experimental conditions were 1) Pre-training probe, that evaluated the children’s initial tact, listener and intraverbal responses of the stimuli sets (color and object); 2) Tact instruction: Phase 1, color teaching, when the experimenter presented a card filled by the color (visual stimulus) and asked the child “Which color is this in English?” and Phase 2, object + color teaching, similar to Step 1, using two-element visual stimuli (object + color); 3) Listener instruction: Phase 1, color teaching, in which the participant pointed to the corresponding color (in a three card arrangement) to the vocalized word by the experimenter and Phase 2, object + color instruction, similar to Phase 1, using two-element visual stimuli (object + color); 4) Bidirectional intraverbal probe, that verified the emergence of bidirectional intraverbal responses (English–Portuguese and Portuguese–English) and; 5) Generalization test of bidirectional intraverbal responses, that evaluated the recombination among objects and color names that were not directly taught. The high levels of emergence of bidirectional intraverbal responses were observed in both tact and listener instructions, however, tact instruction efficiency seemed higher than that observed in previous studies. In generalization test, findings demonstrated high levels of recombinative generalization for all participants.