Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/5984 |
Resumo: | Individuals with autism present language impairments and different degrees of difficulty in discriminative learning. From the standpoint of language as symbolic behavior, language impairments could be related to individuals discriminative repertoires, which may not support rapid acquisition of arbitrary relations and equivalence class formation. The objective of the present work is to investigate possible relations between discriminative repertoires and equivalence class formation in individuals with autism. The first chapter consists in a review of empirical studies about the ABLA test, used to assess the ease or difficulty in learning tasks that require the establishment of different types of discriminations. The chapters 2 and 3 presents two empirical studies, which investigated the role of discriminative repertoires and the relations between the types of discriminations taught and tested (intra-modal and cross-modal) on equivalence class formation. In Study 1, AA, BB and CC identity relations, with class-specific compound consequences (tangible + auditory stimulus) were taught to three autistic participants who failed the ABLA predictive tasks of arbitrary conditional discriminations, and to four participants who passed the predictive tasks. Tests were conducted to assess AB, BA, AC, CA, BC and CB relations. Evidence of equivalence class formation was obtained for one of three individuals who failed the predictive tasks and for three of four individuals who passed the ABLA tasks. In the Study 2, AB and CD visual relations with class-specific compound consequences (tangible + auditory stimulus) were taught to four participants. The visual-visual relations BA, DC, AC, CA, AD, DA, BC, CB, BD and DB and auditory-visual relations SA, SB, SC and SD were tested. All participants showed emergence of all auditory-visual relations and only one participant did not show the emergence of all visual-visual relations. The results suggest an important role of discriminative repertoires on equivalence class formation and demonstrate that auditory-visual relations (cross-modal) can emerge after teaching visual-visual conditional discriminations (intra-modal), if auditory stimuli are employed as class-specific consequences. The implications of these results for teaching symbolic repertoires and its requisites to individuals with autism are discussed. |
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Varella, André Augusto BorgesSouza, Deisy das Graças dehttp://lattes.cnpq.br/4404800720856419http://lattes.cnpq.br/89280849491641327ac3b9cf-a838-46dd-b027-941c465510802016-06-02T20:30:08Z2013-09-182016-06-02T20:30:08Z2013-07-01VARELLA, André Augusto Borges. Symbolic function in individuals with Autism Spectrum Disorder: behavioral requisites for equivalence class formation. 2013. 139 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013.https://repositorio.ufscar.br/handle/ufscar/5984Individuals with autism present language impairments and different degrees of difficulty in discriminative learning. From the standpoint of language as symbolic behavior, language impairments could be related to individuals discriminative repertoires, which may not support rapid acquisition of arbitrary relations and equivalence class formation. The objective of the present work is to investigate possible relations between discriminative repertoires and equivalence class formation in individuals with autism. The first chapter consists in a review of empirical studies about the ABLA test, used to assess the ease or difficulty in learning tasks that require the establishment of different types of discriminations. The chapters 2 and 3 presents two empirical studies, which investigated the role of discriminative repertoires and the relations between the types of discriminations taught and tested (intra-modal and cross-modal) on equivalence class formation. In Study 1, AA, BB and CC identity relations, with class-specific compound consequences (tangible + auditory stimulus) were taught to three autistic participants who failed the ABLA predictive tasks of arbitrary conditional discriminations, and to four participants who passed the predictive tasks. Tests were conducted to assess AB, BA, AC, CA, BC and CB relations. Evidence of equivalence class formation was obtained for one of three individuals who failed the predictive tasks and for three of four individuals who passed the ABLA tasks. In the Study 2, AB and CD visual relations with class-specific compound consequences (tangible + auditory stimulus) were taught to four participants. The visual-visual relations BA, DC, AC, CA, AD, DA, BC, CB, BD and DB and auditory-visual relations SA, SB, SC and SD were tested. All participants showed emergence of all auditory-visual relations and only one participant did not show the emergence of all visual-visual relations. The results suggest an important role of discriminative repertoires on equivalence class formation and demonstrate that auditory-visual relations (cross-modal) can emerge after teaching visual-visual conditional discriminations (intra-modal), if auditory stimuli are employed as class-specific consequences. The implications of these results for teaching symbolic repertoires and its requisites to individuals with autism are discussed.Indivíduos com autismo apresentam comprometimentos na linguagem e variados graus de dificuldade na aprendizagem discriminativa. A partir da concepção de linguagem enquanto comportamento simbólico, tais dificuldades podem estar relacionadas a um repertório discriminativo que não sustenta a rápida aprendizagem de relações arbitrárias e a formação de classes de equivalência. Este trabalho tem como objetivo investigar possíveis relações entre o repertório discriminativo de indivíduos com autismo e a formação de classes de equivalência. O primeiro capítulo apresenta uma revisão dos estudos sobre o teste ABLA, utilizado na avaliação da dificuldade/facilidade de aprendizagem de tarefas que envolvem o estabelecimento de diferentes tipos de discriminações. Os capítulos 2 e 3 apresentam dois estudos empíricos que investigaram o papel dos repertórios discriminativos e dos tipos de discriminações ensinadas e testadas (intramodais e intermodais) na formação de classes de equivalência. No Estudo 1, foram ensinadas relações de identidade AA, BB e CC com emprego de consequências específicas compostas (item comestível + estímulo auditivo) para três participantes que falharam e para quatro participantes que passaram nas tarefas do ABLA que prediziam facilidade de aprendizagem de discriminações condicionais arbitrárias. As relações arbitrárias AB, BA, AC, CA, BC e CB foram testadas. Resultados positivos de formação de classes foram obtidos para um dos três participantes que falharam nas tarefas preditivas e para três dos quatro participantes que passaram nas tarefas do ABLA. No Estudo 2, relações visuais AB e CD com consequências específicas compostas (item comestível + estímulo auditivo) foram ensinadas a quatro participantes. As relações visuais BA, DC, AC, CA, AD, DA, BC, CB, BD e DB e auditivo-visuais SA, SB, SC e SD foram avaliadas. Todos os participantes apresentaram emergência das relações auditivo-visuais e apenas um participante não obteve emergência de todas as relações visuais. Os resultados sugerem um importante papel dos repertórios discriminativos na formação de classes e demonstram que relações auditivo-visuais (intermodais) podem emergir a partir do ensino de relações condicionais visuais-visuais (intramodais), quando estímulos auditivos são empregados como consequências específicas. As implicações dos resultados para o ensino repertórios simbólicos e de seus requisitos são discutidas.Universidade Federal de Minas Geraisapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarBRPsicologia experimentalAutismoEquivalência de estímulosDiscriminação condicionalDiscriminação simplesPré-requisitosStimulus equivalenceConditional discriminationSimple discriminationPrerequisitesAutismCIENCIAS HUMANAS::PSICOLOGIAFunção simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalênciaSymbolic function in individuals with Autism Spectrum Disorder: behavioral requisites for equivalence class formationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-1a3813666-f4e6-4d02-9f02-22c49d7a8c98info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL5418.pdfapplication/pdf888005https://repositorio.ufscar.br/bitstream/ufscar/5984/1/5418.pdf814bbba6b7803dd4143c766e02642864MD51TEXT5418.pdf.txt5418.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/5984/2/5418.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL5418.pdf.jpg5418.pdf.jpgIM Thumbnailimage/jpeg6150https://repositorio.ufscar.br/bitstream/ufscar/5984/3/5418.pdf.jpgeb9fd51df1b4f36136f1e280a2d81f3eMD53ufscar/59842023-09-18 18:31:37.503oai:repositorio.ufscar.br:ufscar/5984Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:37Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência |
dc.title.alternative.eng.fl_str_mv |
Symbolic function in individuals with Autism Spectrum Disorder: behavioral requisites for equivalence class formation |
title |
Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência |
spellingShingle |
Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência Varella, André Augusto Borges Psicologia experimental Autismo Equivalência de estímulos Discriminação condicional Discriminação simples Pré-requisitos Stimulus equivalence Conditional discrimination Simple discrimination Prerequisites Autism CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência |
title_full |
Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência |
title_fullStr |
Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência |
title_full_unstemmed |
Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência |
title_sort |
Função simbólica em pessoas com Transtorno do Espectro Autista: requisitos comportamentais para a formação de classes de equivalência |
author |
Varella, André Augusto Borges |
author_facet |
Varella, André Augusto Borges |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8928084949164132 |
dc.contributor.author.fl_str_mv |
Varella, André Augusto Borges |
dc.contributor.advisor1.fl_str_mv |
Souza, Deisy das Graças de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4404800720856419 |
dc.contributor.authorID.fl_str_mv |
7ac3b9cf-a838-46dd-b027-941c46551080 |
contributor_str_mv |
Souza, Deisy das Graças de |
dc.subject.por.fl_str_mv |
Psicologia experimental Autismo Equivalência de estímulos Discriminação condicional Discriminação simples Pré-requisitos |
topic |
Psicologia experimental Autismo Equivalência de estímulos Discriminação condicional Discriminação simples Pré-requisitos Stimulus equivalence Conditional discrimination Simple discrimination Prerequisites Autism CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Stimulus equivalence Conditional discrimination Simple discrimination Prerequisites Autism |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
Individuals with autism present language impairments and different degrees of difficulty in discriminative learning. From the standpoint of language as symbolic behavior, language impairments could be related to individuals discriminative repertoires, which may not support rapid acquisition of arbitrary relations and equivalence class formation. The objective of the present work is to investigate possible relations between discriminative repertoires and equivalence class formation in individuals with autism. The first chapter consists in a review of empirical studies about the ABLA test, used to assess the ease or difficulty in learning tasks that require the establishment of different types of discriminations. The chapters 2 and 3 presents two empirical studies, which investigated the role of discriminative repertoires and the relations between the types of discriminations taught and tested (intra-modal and cross-modal) on equivalence class formation. In Study 1, AA, BB and CC identity relations, with class-specific compound consequences (tangible + auditory stimulus) were taught to three autistic participants who failed the ABLA predictive tasks of arbitrary conditional discriminations, and to four participants who passed the predictive tasks. Tests were conducted to assess AB, BA, AC, CA, BC and CB relations. Evidence of equivalence class formation was obtained for one of three individuals who failed the predictive tasks and for three of four individuals who passed the ABLA tasks. In the Study 2, AB and CD visual relations with class-specific compound consequences (tangible + auditory stimulus) were taught to four participants. The visual-visual relations BA, DC, AC, CA, AD, DA, BC, CB, BD and DB and auditory-visual relations SA, SB, SC and SD were tested. All participants showed emergence of all auditory-visual relations and only one participant did not show the emergence of all visual-visual relations. The results suggest an important role of discriminative repertoires on equivalence class formation and demonstrate that auditory-visual relations (cross-modal) can emerge after teaching visual-visual conditional discriminations (intra-modal), if auditory stimuli are employed as class-specific consequences. The implications of these results for teaching symbolic repertoires and its requisites to individuals with autism are discussed. |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-09-18 2016-06-02T20:30:08Z |
dc.date.issued.fl_str_mv |
2013-07-01 |
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2016-06-02T20:30:08Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
VARELLA, André Augusto Borges. Symbolic function in individuals with Autism Spectrum Disorder: behavioral requisites for equivalence class formation. 2013. 139 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013. |
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https://repositorio.ufscar.br/handle/ufscar/5984 |
identifier_str_mv |
VARELLA, André Augusto Borges. Symbolic function in individuals with Autism Spectrum Disorder: behavioral requisites for equivalence class formation. 2013. 139 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013. |
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https://repositorio.ufscar.br/handle/ufscar/5984 |
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