Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2973 |
Resumo: | Responding under the control of verbal commands is an important component of human learning. The stimulus equivalence paradigm, as a model of symbolic behavior, is useful in explaining how instructions specify contingencies of reinforcement: Words can become members of equivalence classes with other stimuli (the referents) such as objects, actions, relations, etc. This study investigated the formation of stimulus classes among pseudo-words (verbs) and phrases (verbs and nouns). The specific goals were to verify 1) whether the pseudo-words would become equivalent to actions and objects (presented as recorded videotapes) and abstract pictures; 2) whether the words and pictures would acquire instructional control over the non-verbal responding (performing the actions, in isolation or directed to objects). Two experiments were conducted with children aged four to six years. Experiment I used verb-like pseudo-words (Set A), actions without a particular name established by the verbal community to which the participants belonged (Set B) and colorful abstract pictures (Set C). In Experiment II the auditory stimuli were pseudo-phrases (verb-object) and the videotaped actions were directed to objects. Matching-to-sample procedures, with three comparison stimuli, were used in both experiments to establish conditional discriminations among stimuli of Sets A and B (AB relations) and among stimuli of Sets A and C (AC relations) and test for class formation (BC and CB probe trials interspersed among baseline trials). In both experiments, all children learned the baseline of conditional discriminations AB and AC and demonstrated the formation of equivalence classes (BC and CB), relating, without direct training, pseudo-words or phrases, actions and abstract pictures. Tests for instructional control, conducted at the beginning of the study (pre-test), after children learned the conditional discriminations (intermediate test) and after the formation of classes (post-tests) demonstrated that the baseline was sufficient for establishing the control by spoken instructions, but not by the corresponding abstract pictures. After class formation, all children followed both kinds of instructions . However, when tests in Experiment II presented new phrases (recombinations of words from learned phrases), no children showed recombinative generalization. This raises a question about the necessary and sufficient conditions for establishing a generalized repertoire of instruction following based on equivalence relations. The present results replicated and extended the results of previous studies on equivalence relations as a mechanism by which instruction following could emerge as a derived repertoire, without explicit training |
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Postalli, Lidia Maria MarsonSouza, Deisy das Graças dehttp://lattes.cnpq.br/4404800720856419http://lattes.cnpq.br/2748282330028870975e7ef6-9bd8-42b3-8680-10dd75b3e6742016-06-02T19:45:58Z2008-01-292016-06-02T19:45:58Z2007-02-28POSTALLI, Lidia Maria Marson. Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência. 2007. 217 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2007.https://repositorio.ufscar.br/handle/ufscar/2973Responding under the control of verbal commands is an important component of human learning. The stimulus equivalence paradigm, as a model of symbolic behavior, is useful in explaining how instructions specify contingencies of reinforcement: Words can become members of equivalence classes with other stimuli (the referents) such as objects, actions, relations, etc. This study investigated the formation of stimulus classes among pseudo-words (verbs) and phrases (verbs and nouns). The specific goals were to verify 1) whether the pseudo-words would become equivalent to actions and objects (presented as recorded videotapes) and abstract pictures; 2) whether the words and pictures would acquire instructional control over the non-verbal responding (performing the actions, in isolation or directed to objects). Two experiments were conducted with children aged four to six years. Experiment I used verb-like pseudo-words (Set A), actions without a particular name established by the verbal community to which the participants belonged (Set B) and colorful abstract pictures (Set C). In Experiment II the auditory stimuli were pseudo-phrases (verb-object) and the videotaped actions were directed to objects. Matching-to-sample procedures, with three comparison stimuli, were used in both experiments to establish conditional discriminations among stimuli of Sets A and B (AB relations) and among stimuli of Sets A and C (AC relations) and test for class formation (BC and CB probe trials interspersed among baseline trials). In both experiments, all children learned the baseline of conditional discriminations AB and AC and demonstrated the formation of equivalence classes (BC and CB), relating, without direct training, pseudo-words or phrases, actions and abstract pictures. Tests for instructional control, conducted at the beginning of the study (pre-test), after children learned the conditional discriminations (intermediate test) and after the formation of classes (post-tests) demonstrated that the baseline was sufficient for establishing the control by spoken instructions, but not by the corresponding abstract pictures. After class formation, all children followed both kinds of instructions . However, when tests in Experiment II presented new phrases (recombinations of words from learned phrases), no children showed recombinative generalization. This raises a question about the necessary and sufficient conditions for establishing a generalized repertoire of instruction following based on equivalence relations. The present results replicated and extended the results of previous studies on equivalence relations as a mechanism by which instruction following could emerge as a derived repertoire, without explicit trainingResponder sob o controle de comandos verbais é um importante componente de aprendizagem humana. O paradigma de equivalência de estímulos, como modelo do comportamento simbólico, pode contribuir para esclarecer como instruções especificam contingências de reforçamento: as palavras podem se tornar membros de classes de equivalência que incluem outros estímulos (os referentes) tais como objetos, ações, relações, etc. Esse estudo investigou a formação de classes de estímulos envolvendo pseudo-palavras (verbos) e pseudo-frases (verbos e objetos). Os objetivos específicos foram verificar: 1) se as pseudo-palavras se tornariam equivalentes a ações e objetos (apresentados em filmes em videoteipes) e figuras abstratas; e 2) se as palavras e figuras adquiririam controle instrucional sobre o responder não verbal (realizar as ações, isoladas ou direcionadas aos objetos). Foram conduzidos dois experimentos com crianças com idades entre quatro e seis anos. No Experimento I os estímulos do Conjunto A eram pseudo-palavras (verbos no infinitivo), os do Conjunto B eram ações (videoteipes) sem um nome definido, para as quais não se esperava nomeações consistentes na comunidade verbal dos participantes e os do Conjunto C eram figuras abstratas coloridas. No Experimento II os estímulos auditivos foram estendidos para pseudo-frases (verbo-objeto) e ações direcionadas a objetos. Em ambos os experimentos foi empregado um procedimento de emparelhamento com o modelo com três estímulos de comparação para ensinar as discriminações condicionais entre os estímulos dos conjuntos A e B (relação AB) e entre os dos conjuntos A e C (relação AC) e testar a formação de classes (tentativas de sondas BC e CB intercaladas com tentativas de linha de base). Nos dois experimentos, todas as crianças aprenderam as discriminações condicionais AB e AC e apresentaram formação de classes de equivalência, relacionando, sem ensino direto, pseudo-palavras ou pseudo-frases, ações e figuras indefinidas (emergência de BC e CB). Os testes de controle instrucional, conduzidos no início do estudo (pré-teste), depois do ensino das discriminações condicionais (teste intermediário) e depois da formação de classes de estímulos equivalentes (pós-teste), mostraram que o ensino da linha de base foi suficiente para estabelecer o controle pelas instruções orais (inexistente no pré-teste), mas não pelas figuras abstratas correspondentes. Após a formação de classes, todas as crianças seguiram ambos os tipos de instruções . Contudo, quando os testes no Exprimento II apresentavam novas sentenças (recombinações entre verbos e substantivos das sentenças aprendidas), nenhuma criança apresentou generalização recombinativa, o que levanta a questão sobre as condições necessárias e suficientes para estabelecer um repertório generalizado de seguimento de instruções baseado nas relações de equivalência. Os presentes resultados replicam e estendem os resultados de estudos prévios sobre relações de equivalência como um mecanismo pelo qual o seguimento de instrução pode emergir como um repertório derivado, sem treino explícitoUniversidade Federal de Minas Geraisapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBRControle de estímulosControle instrucionalEquivalência de estímulosPseudo-palavraPseudofraseCriançasStimulus controlInstructional controlStimulus equivalencePseudo-wordPhraseChildrenCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALOntogênese do seguimento de instruções: o papel da formação de classes de equivalênciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1a3813666-f4e6-4d02-9f02-22c49d7a8c98info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL1654.pdfapplication/pdf1522831https://repositorio.ufscar.br/bitstream/ufscar/2973/1/1654.pdf6e24e9553b543342fb0db3eaed22b5b1MD51THUMBNAIL1654.pdf.jpg1654.pdf.jpgIM Thumbnailimage/jpeg8475https://repositorio.ufscar.br/bitstream/ufscar/2973/2/1654.pdf.jpg2a7f84516462b8dbd2a9125c3f80b635MD52ufscar/29732023-09-18 18:30:53.584oai:repositorio.ufscar.br:ufscar/2973Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:53Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência |
title |
Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência |
spellingShingle |
Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência Postalli, Lidia Maria Marson Controle de estímulos Controle instrucional Equivalência de estímulos Pseudo-palavra Pseudofrase Crianças Stimulus control Instructional control Stimulus equivalence Pseudo-word Phrase Children CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência |
title_full |
Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência |
title_fullStr |
Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência |
title_full_unstemmed |
Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência |
title_sort |
Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência |
author |
Postalli, Lidia Maria Marson |
author_facet |
Postalli, Lidia Maria Marson |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/2748282330028870 |
dc.contributor.author.fl_str_mv |
Postalli, Lidia Maria Marson |
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 |
975e7ef6-9bd8-42b3-8680-10dd75b3e674 |
contributor_str_mv |
Souza, Deisy das Graças de |
dc.subject.por.fl_str_mv |
Controle de estímulos Controle instrucional Equivalência de estímulos Pseudo-palavra Pseudofrase Crianças |
topic |
Controle de estímulos Controle instrucional Equivalência de estímulos Pseudo-palavra Pseudofrase Crianças Stimulus control Instructional control Stimulus equivalence Pseudo-word Phrase Children CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.eng.fl_str_mv |
Stimulus control Instructional control Stimulus equivalence Pseudo-word Phrase Children |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
Responding under the control of verbal commands is an important component of human learning. The stimulus equivalence paradigm, as a model of symbolic behavior, is useful in explaining how instructions specify contingencies of reinforcement: Words can become members of equivalence classes with other stimuli (the referents) such as objects, actions, relations, etc. This study investigated the formation of stimulus classes among pseudo-words (verbs) and phrases (verbs and nouns). The specific goals were to verify 1) whether the pseudo-words would become equivalent to actions and objects (presented as recorded videotapes) and abstract pictures; 2) whether the words and pictures would acquire instructional control over the non-verbal responding (performing the actions, in isolation or directed to objects). Two experiments were conducted with children aged four to six years. Experiment I used verb-like pseudo-words (Set A), actions without a particular name established by the verbal community to which the participants belonged (Set B) and colorful abstract pictures (Set C). In Experiment II the auditory stimuli were pseudo-phrases (verb-object) and the videotaped actions were directed to objects. Matching-to-sample procedures, with three comparison stimuli, were used in both experiments to establish conditional discriminations among stimuli of Sets A and B (AB relations) and among stimuli of Sets A and C (AC relations) and test for class formation (BC and CB probe trials interspersed among baseline trials). In both experiments, all children learned the baseline of conditional discriminations AB and AC and demonstrated the formation of equivalence classes (BC and CB), relating, without direct training, pseudo-words or phrases, actions and abstract pictures. Tests for instructional control, conducted at the beginning of the study (pre-test), after children learned the conditional discriminations (intermediate test) and after the formation of classes (post-tests) demonstrated that the baseline was sufficient for establishing the control by spoken instructions, but not by the corresponding abstract pictures. After class formation, all children followed both kinds of instructions . However, when tests in Experiment II presented new phrases (recombinations of words from learned phrases), no children showed recombinative generalization. This raises a question about the necessary and sufficient conditions for establishing a generalized repertoire of instruction following based on equivalence relations. The present results replicated and extended the results of previous studies on equivalence relations as a mechanism by which instruction following could emerge as a derived repertoire, without explicit training |
publishDate |
2007 |
dc.date.issued.fl_str_mv |
2007-02-28 |
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2008-01-29 2016-06-02T19:45:58Z |
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2016-06-02T19:45:58Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
POSTALLI, Lidia Maria Marson. Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência. 2007. 217 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2007. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2973 |
identifier_str_mv |
POSTALLI, Lidia Maria Marson. Ontogênese do seguimento de instruções: o papel da formação de classes de equivalência. 2007. 217 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2007. |
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https://repositorio.ufscar.br/handle/ufscar/2973 |
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