Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/14145 |
Resumo: | Understanding and using socially agreed codes is important for daily tasks. Considering the peculiarities of the learning process of symbolic behavior, which involves control by arbitrary relations among stimuli, it is extremely important to produce knowledge on the characterization of how this process occurs, as well as procedures that facilitate its teaching. This study aimed to characterize the learning process of arbitrary relations in typically developing children between the ages of 3 and 6 years, and also to assess different procedures for the establishment of arbitrary relations and the equivalence classes formation. Two studies were conducted. In Study 1, the learning of arbitrary relations among stimuli of four sets (six stimuli per set) was investigated, through two fading procedures: static and dynamic (Experiment 1). In addition, learning differences in the trial-and-error procedure were also investigated (Experiment 2). Of the twelve children who participated in Experiment 1, six children learned all the relations, two learned the relations for two stimuli sets, one child learned one stimulus set and three children did not show any learning. An inverse relation was observed between age and the amount of exposure to the procedure until the learning relations, independently of the type of fading. In Experiment 2, seven children (among the oldest in Study 1) were exposed to the trial-and-error procedure, and five of the seven children learned all the relations. In Study 2, also conducted in two experiments, the goal was to investigate the learning of simple discrimination with specific compound consequences of classes and the formation of equivalent stimuli classes in young children. In addition to assessing the possible effects of identity matching training (IDMTS) among the members of the composite consequences in the formation of equivalence classes. In Experiment 1, six typically developing children participated. They were ages 4-5 and were distributed in three conditions. All six children learned simple discrimination, but only one demonstrated the emergence of relations in the conditional discrimination probes. In Experiment 2, three other 5-year-old typically developing children participated. The three children learned simple discriminations and showed emergence of conditional relations in most of all probe blocks. In addition, in both studies, for children who tended to demonstrate the emergence of derived relations, differences were observed in the precurrent behaviors and prerequisites for both performing experimental tasks and establishing arbitrary relations. The results clearly indicate the occurrence of relational learning in young children, under certain conditions, and lead to new questions, both from the point of view of basic research and from the point of view of the development and evaluation of teaching conditions that can favor relational learning. |
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Kawasaki, Hindira NaomiSouza, Deisy das Graças dehttp://lattes.cnpq.br/4404800720856419http://lattes.cnpq.br/7461315225130927f4a3a94a-5d87-4325-b6c6-41d52dd487e22021-04-19T22:12:54Z2021-04-19T22:12:54Z2020-08-07KAWASAKI, Hindira Naomi. Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico. 2020. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14145.https://repositorio.ufscar.br/handle/ufscar/14145Understanding and using socially agreed codes is important for daily tasks. Considering the peculiarities of the learning process of symbolic behavior, which involves control by arbitrary relations among stimuli, it is extremely important to produce knowledge on the characterization of how this process occurs, as well as procedures that facilitate its teaching. This study aimed to characterize the learning process of arbitrary relations in typically developing children between the ages of 3 and 6 years, and also to assess different procedures for the establishment of arbitrary relations and the equivalence classes formation. Two studies were conducted. In Study 1, the learning of arbitrary relations among stimuli of four sets (six stimuli per set) was investigated, through two fading procedures: static and dynamic (Experiment 1). In addition, learning differences in the trial-and-error procedure were also investigated (Experiment 2). Of the twelve children who participated in Experiment 1, six children learned all the relations, two learned the relations for two stimuli sets, one child learned one stimulus set and three children did not show any learning. An inverse relation was observed between age and the amount of exposure to the procedure until the learning relations, independently of the type of fading. In Experiment 2, seven children (among the oldest in Study 1) were exposed to the trial-and-error procedure, and five of the seven children learned all the relations. In Study 2, also conducted in two experiments, the goal was to investigate the learning of simple discrimination with specific compound consequences of classes and the formation of equivalent stimuli classes in young children. In addition to assessing the possible effects of identity matching training (IDMTS) among the members of the composite consequences in the formation of equivalence classes. In Experiment 1, six typically developing children participated. They were ages 4-5 and were distributed in three conditions. All six children learned simple discrimination, but only one demonstrated the emergence of relations in the conditional discrimination probes. In Experiment 2, three other 5-year-old typically developing children participated. The three children learned simple discriminations and showed emergence of conditional relations in most of all probe blocks. In addition, in both studies, for children who tended to demonstrate the emergence of derived relations, differences were observed in the precurrent behaviors and prerequisites for both performing experimental tasks and establishing arbitrary relations. The results clearly indicate the occurrence of relational learning in young children, under certain conditions, and lead to new questions, both from the point of view of basic research and from the point of view of the development and evaluation of teaching conditions that can favor relational learning.Compreender e utilizar os códigos convencionados socialmente é importante para uma série de atividades do cotidiano. Considerando as peculiaridades do processo de aprendizagem do comportamento simbólico, que envolve controle por relações arbitrárias entre estímulos, é de extrema relevância que se produza conhecimento acerca da caracterização de como esse processo ocorre, bem como de procedimentos que facilitem o seu ensino. O presente trabalho teve como objetivo caracterizar o processo de aprendizagem de relações arbitrárias em crianças com desenvolvimento típico entre 3 e 6 anos de idade e avaliar o efeito de procedimentos para o estabelecimento de relações arbitrárias e formação de classes de equivalência. Foram desenvolvidos dois estudos. No Estudo 1, foi investigada a aprendizagem de relações arbitrárias entre estímulos de quatro conjuntos (seis estímulos por conjunto), por meio de dois procedimentos de fading: estático e dinâmico (Experimento 1). Foram investigadas, também, as diferenças de aprendizagem em um procedimento de tentativa e erro (Experimento 2). Das 12 crianças que participaram do Experimento 1, seis aprenderam todas as relações, duas aprenderam as de dois conjuntos, uma criança aprendeu as de um e três crianças não mostraram aprendizagem. Observou-se uma relação inversa entre idade e a quantidade de exposição ao procedimento até a aprendizagem das relações, independente do tipo de fading. No Experimento 2, sete crianças (entre as mais velhas do Estudo 1) foram expostas ao procedimento de tentativa e erro, e cinco das sete crianças aprenderam todas as relações. No Estudo 2, também conduzido em dois experimentos, os objetivos foram investigar a aprendizagem de discriminação simples com consequências compostas específicas e a formação de classes de estímulos equivalentes, avaliando também os possíveis efeitos do ensino por emparelhamento de identidade (IDMTS) entre os membros das consequências compostas na formação de classes de equivalência. No Experimento 1, participaram seis crianças com desenvolvimento típico entre 4 e 5 anos de idade, distribuídas em três condições. Todas as seis crianças aprenderam as discriminações simples, porém apenas uma demonstrou emergência de relações nas sondas de discriminação condicional. No Experimento 2, participaram outras três crianças com desenvolvimento típico de 5 anos de idade. As três crianças aprenderam as discriminações simples e mostraram emergência de relações condicionais na maioria dos blocos de sondas. Além disso, em ambos os estudos, para as crianças que tenderam a demonstrar emergência de relações derivadas, foram observadas diferenças nos comportamentos precorrentes e pré-requisitos, tanto para a realização das tarefas experimentais, quanto para estabelecimento de relações arbitrárias. Os resultados indicam claramente a ocorrência da aprendizagem relacional em crianças pequenas, sob certas condições, e remetem a novas perguntas, tanto do ponto de vista da pesquisa básica, quanto do ponto de vista do desenvolvimento e avaliação de condições de ensino que possam favorecer a aprendizagem relacional.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: 88882.182593/2018-01porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessAprendizagem relacionalComportamento simbólicoConsequências compostas específicas da classeRelações arbitráriasDiscriminações condicionaisClasses de equivalênciaPré-escolaresRelational learningSymbolic behaviorFadingCompound class-specific reinforcersArbitrary relationsConditional discriminationsEquivalence classesPreschoolersCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALAprendizagem de relações arbitrárias em crianças com desenvolvimento típicoThe learning of arbitrary relations in typically developing childreninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600a3813666-f4e6-4d02-9f02-22c49d7a8c98reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTese - Hindira Naomi Kawasaki.pdfTese - Hindira Naomi Kawasaki.pdfVersão final da tese de doutoradoapplication/pdf4902262https://repositorio.ufscar.br/bitstream/ufscar/14145/1/Tese%20-%20Hindira%20Naomi%20Kawasaki.pdf51b92621d51738782e5963c144ccbf35MD51Carta comprovante de versao definitiva PPGPsi - Hindira Naomi Kawasaki.pdfCarta comprovante de versao definitiva PPGPsi - Hindira Naomi Kawasaki.pdfCarta comprovanteapplication/pdf205655https://repositorio.ufscar.br/bitstream/ufscar/14145/2/Carta%20comprovante%20de%20versao%20definitiva%20PPGPsi%20-%20Hindira%20Naomi%20Kawasaki.pdf622e0883540f7fd2ace8e7b4d1f3bd39MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/14145/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTTese - Hindira Naomi Kawasaki.pdf.txtTese - Hindira Naomi Kawasaki.pdf.txtExtracted texttext/plain315048https://repositorio.ufscar.br/bitstream/ufscar/14145/4/Tese%20-%20Hindira%20Naomi%20Kawasaki.pdf.txtd433c384e3c328b12470b7a3e5f2ad2dMD54Carta comprovante de versao definitiva PPGPsi - Hindira Naomi Kawasaki.pdf.txtCarta comprovante de versao definitiva PPGPsi - Hindira Naomi Kawasaki.pdf.txtExtracted texttext/plain1157https://repositorio.ufscar.br/bitstream/ufscar/14145/6/Carta%20comprovante%20de%20versao%20definitiva%20PPGPsi%20-%20Hindira%20Naomi%20Kawasaki.pdf.txt623e089967f34b2e1788442779ab7829MD56THUMBNAILTese - Hindira Naomi Kawasaki.pdf.jpgTese - Hindira Naomi Kawasaki.pdf.jpgIM Thumbnailimage/jpeg5817https://repositorio.ufscar.br/bitstream/ufscar/14145/5/Tese%20-%20Hindira%20Naomi%20Kawasaki.pdf.jpgb405b5a3a8dff355f05ac22719456d9cMD55Carta comprovante de versao definitiva PPGPsi - Hindira Naomi Kawasaki.pdf.jpgCarta comprovante de versao definitiva PPGPsi - Hindira Naomi Kawasaki.pdf.jpgIM Thumbnailimage/jpeg6667https://repositorio.ufscar.br/bitstream/ufscar/14145/7/Carta%20comprovante%20de%20versao%20definitiva%20PPGPsi%20-%20Hindira%20Naomi%20Kawasaki.pdf.jpg45f8f549b4757869ad70a1be4cd976d4MD57ufscar/141452023-09-18 18:32:09.453oai:repositorio.ufscar.br:ufscar/14145Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:09Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico |
dc.title.alternative.eng.fl_str_mv |
The learning of arbitrary relations in typically developing children |
title |
Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico |
spellingShingle |
Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico Kawasaki, Hindira Naomi Aprendizagem relacional Comportamento simbólico Consequências compostas específicas da classe Relações arbitrárias Discriminações condicionais Classes de equivalência Pré-escolares Relational learning Symbolic behavior Fading Compound class-specific reinforcers Arbitrary relations Conditional discriminations Equivalence classes Preschoolers CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
title_short |
Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico |
title_full |
Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico |
title_fullStr |
Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico |
title_full_unstemmed |
Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico |
title_sort |
Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico |
author |
Kawasaki, Hindira Naomi |
author_facet |
Kawasaki, Hindira Naomi |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7461315225130927 |
dc.contributor.author.fl_str_mv |
Kawasaki, Hindira Naomi |
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 |
f4a3a94a-5d87-4325-b6c6-41d52dd487e2 |
contributor_str_mv |
Souza, Deisy das Graças de |
dc.subject.por.fl_str_mv |
Aprendizagem relacional Comportamento simbólico Consequências compostas específicas da classe Relações arbitrárias Discriminações condicionais Classes de equivalência Pré-escolares |
topic |
Aprendizagem relacional Comportamento simbólico Consequências compostas específicas da classe Relações arbitrárias Discriminações condicionais Classes de equivalência Pré-escolares Relational learning Symbolic behavior Fading Compound class-specific reinforcers Arbitrary relations Conditional discriminations Equivalence classes Preschoolers CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
dc.subject.eng.fl_str_mv |
Relational learning Symbolic behavior Fading Compound class-specific reinforcers Arbitrary relations Conditional discriminations Equivalence classes Preschoolers |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
description |
Understanding and using socially agreed codes is important for daily tasks. Considering the peculiarities of the learning process of symbolic behavior, which involves control by arbitrary relations among stimuli, it is extremely important to produce knowledge on the characterization of how this process occurs, as well as procedures that facilitate its teaching. This study aimed to characterize the learning process of arbitrary relations in typically developing children between the ages of 3 and 6 years, and also to assess different procedures for the establishment of arbitrary relations and the equivalence classes formation. Two studies were conducted. In Study 1, the learning of arbitrary relations among stimuli of four sets (six stimuli per set) was investigated, through two fading procedures: static and dynamic (Experiment 1). In addition, learning differences in the trial-and-error procedure were also investigated (Experiment 2). Of the twelve children who participated in Experiment 1, six children learned all the relations, two learned the relations for two stimuli sets, one child learned one stimulus set and three children did not show any learning. An inverse relation was observed between age and the amount of exposure to the procedure until the learning relations, independently of the type of fading. In Experiment 2, seven children (among the oldest in Study 1) were exposed to the trial-and-error procedure, and five of the seven children learned all the relations. In Study 2, also conducted in two experiments, the goal was to investigate the learning of simple discrimination with specific compound consequences of classes and the formation of equivalent stimuli classes in young children. In addition to assessing the possible effects of identity matching training (IDMTS) among the members of the composite consequences in the formation of equivalence classes. In Experiment 1, six typically developing children participated. They were ages 4-5 and were distributed in three conditions. All six children learned simple discrimination, but only one demonstrated the emergence of relations in the conditional discrimination probes. In Experiment 2, three other 5-year-old typically developing children participated. The three children learned simple discriminations and showed emergence of conditional relations in most of all probe blocks. In addition, in both studies, for children who tended to demonstrate the emergence of derived relations, differences were observed in the precurrent behaviors and prerequisites for both performing experimental tasks and establishing arbitrary relations. The results clearly indicate the occurrence of relational learning in young children, under certain conditions, and lead to new questions, both from the point of view of basic research and from the point of view of the development and evaluation of teaching conditions that can favor relational learning. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-08-07 |
dc.date.accessioned.fl_str_mv |
2021-04-19T22:12:54Z |
dc.date.available.fl_str_mv |
2021-04-19T22:12:54Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
KAWASAKI, Hindira Naomi. Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico. 2020. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14145. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/14145 |
identifier_str_mv |
KAWASAKI, Hindira Naomi. Aprendizagem de relações arbitrárias em crianças com desenvolvimento típico. 2020. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14145. |
url |
https://repositorio.ufscar.br/handle/ufscar/14145 |
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por |
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por |
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600 |
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a3813666-f4e6-4d02-9f02-22c49d7a8c98 |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Psicologia - PPGPsi |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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