Estímulos com significado pré-experimental no estabelecimento de classes de equivalência

Detalhes bibliográficos
Autor(a) principal: Marin, Ramon
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/13893
Resumo: This study aimed to investigate whether after establishing three-member equivalence classes with abstract stimuli (ABC) and teaching relations between one meaningful stimulus and one member of equivalence class (DA), stimuli D would become part of the previous equivalence class (ABCD). It was also evaluated the merger of classes by testing the emergence of untrained relations between abstract stimuli (B and C) and images that carries a similar meaning to D stimulus in everyday life (E, F, G, H, I, J, K, L, and M). College students participated in three experiments (n = 21, 10, and 10). All experiments started with the training of baseline relations (AB and AC) through a matching-to-sample procedure, followed by class formation tests (BC and CB). After the initial tests, the DA relations were trained (D1-A1, D2-A2, and D3-A3). In Experiments 1 and 3, the stimuli of Set D were the written words DENTIST, BAKER, and TABILU; in Experiment 2, the meaningful stimuli were the words DENTIST, BAKER, and MECHANIC. Following the DA training, it was tested the expansion (DB and DC) and the merger of classes (BE, BF, BG, BH, BI, BJ, BK, BL, BM, CE, CF, CG, CH, CI, CJ, CK, CL, and CM). Derivation of untrained relations was observed for most participants in the three studies, resulting in 1) the establishment of the classes ABC (A1B1C1, A2B2C2, and A3B3C3); the expansion of classes, including D stimuli (A1B1C1D1, A2B2C2D2, and A3B3C3D3); and 3) the merger of classes, including the nine novel images (ABCDEFGHIJKLM). Study 3 additionally assessed the possibility of responding by exclusion during the tests. Stimuli E3 to M3 (mechanic related images) were introduced during the tests of the merger of the classes, appearing as models or comparisons depending on each trial. Participants selected these images when the model was TABILU (by the rejection of the images related to the words DENTIST and BAKER) and vice versa, changing the function of the pseudoword, which "acquire the meaning" of the images. These results extended, for the expansion and merger of equivalence classes, the findings supporting the effects of meaningful stimuli on symbolic processes.
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spelling Marin, RamonSouza, Deisy das Graças dehttp://lattes.cnpq.br/4404800720856419http://lattes.cnpq.br/373716462550987995ebb24f-2b6f-4500-86ae-dbefd22583d42021-02-26T19:20:03Z2021-02-26T19:20:03Z2020-02-20MARIN, Ramon. Estímulos com significado pré-experimental no estabelecimento de classes de equivalência. 2020. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13893.https://repositorio.ufscar.br/handle/ufscar/13893This study aimed to investigate whether after establishing three-member equivalence classes with abstract stimuli (ABC) and teaching relations between one meaningful stimulus and one member of equivalence class (DA), stimuli D would become part of the previous equivalence class (ABCD). It was also evaluated the merger of classes by testing the emergence of untrained relations between abstract stimuli (B and C) and images that carries a similar meaning to D stimulus in everyday life (E, F, G, H, I, J, K, L, and M). College students participated in three experiments (n = 21, 10, and 10). All experiments started with the training of baseline relations (AB and AC) through a matching-to-sample procedure, followed by class formation tests (BC and CB). After the initial tests, the DA relations were trained (D1-A1, D2-A2, and D3-A3). In Experiments 1 and 3, the stimuli of Set D were the written words DENTIST, BAKER, and TABILU; in Experiment 2, the meaningful stimuli were the words DENTIST, BAKER, and MECHANIC. Following the DA training, it was tested the expansion (DB and DC) and the merger of classes (BE, BF, BG, BH, BI, BJ, BK, BL, BM, CE, CF, CG, CH, CI, CJ, CK, CL, and CM). Derivation of untrained relations was observed for most participants in the three studies, resulting in 1) the establishment of the classes ABC (A1B1C1, A2B2C2, and A3B3C3); the expansion of classes, including D stimuli (A1B1C1D1, A2B2C2D2, and A3B3C3D3); and 3) the merger of classes, including the nine novel images (ABCDEFGHIJKLM). Study 3 additionally assessed the possibility of responding by exclusion during the tests. Stimuli E3 to M3 (mechanic related images) were introduced during the tests of the merger of the classes, appearing as models or comparisons depending on each trial. Participants selected these images when the model was TABILU (by the rejection of the images related to the words DENTIST and BAKER) and vice versa, changing the function of the pseudoword, which "acquire the meaning" of the images. These results extended, for the expansion and merger of equivalence classes, the findings supporting the effects of meaningful stimuli on symbolic processes.Este trabalho teve como objetivo avaliar se, após o estabelecimento de classes de equivalência com estímulos abstratos (ABC) e do ensino da relação entre um estímulo com significado e um estímulo abstrato de cada classe (DA), os estímulos D passariam a fazer parte da classe, pela emergência de relações não ensinadas, entre os estímulos D e os estímulos B e C (expansão da classe para ABCD). Avaliou, também, se o procedimento de ensino produziria a emergência de relações entre estímulos extra experimentalmente relacionados aos estímulos D (E, F, G, H, I, J, K, L e M) e os mesmos estímulos B e C, o que caracterizaria uma fusão das classes (as estabelecidas em laboratório e as estabelecidas pré-experimentalmente, fora do laboratório). Estudantes universitários participaram de três experimentos (21, 10 e 10). Em todos os experimentos inicialmente foi ensinada, por meio de Matching-to-Sample (MTS), uma linha de base de discriminações condicionais AB e AC, seguida por testes de formação de classes (BC e CB). Após verificação das classes em testes de equivalência (CB e BC), foram ensinadas as relações DA (D1-A1, D2-A2, D3-A3), sendo D, estímulos com significado pré-experimental. Nos Experimentos 1 e 3 os estímulos do Conjunto D eram as palavras impressas DENTISTA, PADEIRO e TABILU; no Experimento 2, os estímulos com significado eram DENTISTA, PADEIRO e MECÂNICO. Após o ensino DA foram realizados testes de expansão de classes (DB e DC) e de fusão de classes, no qual nove imagens (E a M) relacionadas às palavras com significado eram apresentadas em novas tentativas de MTS, para verificar possíveis relações emergentes entre estas imagens e os estímulos B e C das classes correspondentes. Nos três estudos foi observada, para a maioria dos participantes, a derivação de novas relações, resultando: 1) na formação das classes ABC (A1B1C1, A2B2C2 e A3B3C3); na expansão das classes que passaram a incluir o estímulo D (A1B1C1D1, A2B2C2D2 e A3B3C3D3); e 3) na fusão de classes que passaram a incluir as nove figuras relacionadas aos estímulos D (ABCDEFGHIJKLM). O Experimento 3 avaliou, adicionalmente, a possibilidade do responder por exclusão durante os testes. Depois de expandidas as classes (ABCD), no teste de fusão foram empregados, pela primeira vez, estímulos (E3 a M3) que não se relacionavam nem a padeiro nem a dentista, usados ora como modelos, ora como comparações. Os participantes selecionaram essas figuras quando a palavra modelo era TABILU (por rejeição das figuras relacionadas às palavras padeiro e dentista) e vice-versa, mudando a função da pseudopalavra, que passou a "ter o significado" das figuras, pela relação estabelecida sob controle por rejeição. No conjunto, os resultados estenderam, para a expansão e a fusão de classes de equivalência, os achados de que a presença de estímulos com significado afeta o desenvolvimento de novos processos simbólicos.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)CNPq: 45686/2014-1CAPES: 8887.136407/2017-00FAPESP: 2014/50909-8porUniversidade 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/openAccessEstímulos com significadoEquivalência de estímulosExpansão de classesFusão de classesControle por rejeiçãoMeaningful stimuliStimulus equivalenceExpansion of equivalence classesMerger of equivalence classesReject controlCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALEstímulos com significado pré-experimental no estabelecimento de classes de equivalênciaMeaningful stimuli in equivalence class establishmentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis600a3813666-f4e6-4d02-9f02-22c49d7a8c98reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALdissertação versão final.pdfdissertação versão final.pdfDissertação de Mestradoapplication/pdf1710454https://repositorio.ufscar.br/bitstream/ufscar/13893/1/disserta%c3%a7%c3%a3o%20vers%c3%a3o%20final.pdfceb1059f204ce58da47d891153231e52MD51carta de conclusao.pdfcarta de conclusao.pdfCarta de Conclusãoapplication/pdf198747https://repositorio.ufscar.br/bitstream/ufscar/13893/3/carta%20de%20conclusao.pdf0ecd91ec6524b0349e47d259256bc526MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/13893/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTdissertação versão final.pdf.txtdissertação versão final.pdf.txtExtracted texttext/plain177097https://repositorio.ufscar.br/bitstream/ufscar/13893/5/disserta%c3%a7%c3%a3o%20vers%c3%a3o%20final.pdf.txt3e134ad132d3f674a22d42b1acafdefdMD55carta de conclusao.pdf.txtcarta de conclusao.pdf.txtExtracted texttext/plain1204https://repositorio.ufscar.br/bitstream/ufscar/13893/7/carta%20de%20conclusao.pdf.txt7ce2b160b47043246fb4bdb256918f6dMD57THUMBNAILdissertação versão final.pdf.jpgdissertação versão final.pdf.jpgIM Thumbnailimage/jpeg7291https://repositorio.ufscar.br/bitstream/ufscar/13893/6/disserta%c3%a7%c3%a3o%20vers%c3%a3o%20final.pdf.jpgb64548195fbdc5cee98d7a4d33531bf7MD56carta de conclusao.pdf.jpgcarta de conclusao.pdf.jpgIM Thumbnailimage/jpeg6759https://repositorio.ufscar.br/bitstream/ufscar/13893/8/carta%20de%20conclusao.pdf.jpg5d410f7d9fce80e143a14b03f59c1a33MD58ufscar/138932023-09-18 18:32:06.948oai:repositorio.ufscar.br:ufscar/13893Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:06Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Estímulos com significado pré-experimental no estabelecimento de classes de equivalência
dc.title.alternative.eng.fl_str_mv Meaningful stimuli in equivalence class establishment
title Estímulos com significado pré-experimental no estabelecimento de classes de equivalência
spellingShingle Estímulos com significado pré-experimental no estabelecimento de classes de equivalência
Marin, Ramon
Estímulos com significado
Equivalência de estímulos
Expansão de classes
Fusão de classes
Controle por rejeição
Meaningful stimuli
Stimulus equivalence
Expansion of equivalence classes
Merger of equivalence classes
Reject control
CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
title_short Estímulos com significado pré-experimental no estabelecimento de classes de equivalência
title_full Estímulos com significado pré-experimental no estabelecimento de classes de equivalência
title_fullStr Estímulos com significado pré-experimental no estabelecimento de classes de equivalência
title_full_unstemmed Estímulos com significado pré-experimental no estabelecimento de classes de equivalência
title_sort Estímulos com significado pré-experimental no estabelecimento de classes de equivalência
author Marin, Ramon
author_facet Marin, Ramon
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/3737164625509879
dc.contributor.author.fl_str_mv Marin, Ramon
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 95ebb24f-2b6f-4500-86ae-dbefd22583d4
contributor_str_mv Souza, Deisy das Graças de
dc.subject.por.fl_str_mv Estímulos com significado
Equivalência de estímulos
Expansão de classes
Fusão de classes
Controle por rejeição
topic Estímulos com significado
Equivalência de estímulos
Expansão de classes
Fusão de classes
Controle por rejeição
Meaningful stimuli
Stimulus equivalence
Expansion of equivalence classes
Merger of equivalence classes
Reject control
CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
dc.subject.eng.fl_str_mv Meaningful stimuli
Stimulus equivalence
Expansion of equivalence classes
Merger of equivalence classes
Reject control
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
description This study aimed to investigate whether after establishing three-member equivalence classes with abstract stimuli (ABC) and teaching relations between one meaningful stimulus and one member of equivalence class (DA), stimuli D would become part of the previous equivalence class (ABCD). It was also evaluated the merger of classes by testing the emergence of untrained relations between abstract stimuli (B and C) and images that carries a similar meaning to D stimulus in everyday life (E, F, G, H, I, J, K, L, and M). College students participated in three experiments (n = 21, 10, and 10). All experiments started with the training of baseline relations (AB and AC) through a matching-to-sample procedure, followed by class formation tests (BC and CB). After the initial tests, the DA relations were trained (D1-A1, D2-A2, and D3-A3). In Experiments 1 and 3, the stimuli of Set D were the written words DENTIST, BAKER, and TABILU; in Experiment 2, the meaningful stimuli were the words DENTIST, BAKER, and MECHANIC. Following the DA training, it was tested the expansion (DB and DC) and the merger of classes (BE, BF, BG, BH, BI, BJ, BK, BL, BM, CE, CF, CG, CH, CI, CJ, CK, CL, and CM). Derivation of untrained relations was observed for most participants in the three studies, resulting in 1) the establishment of the classes ABC (A1B1C1, A2B2C2, and A3B3C3); the expansion of classes, including D stimuli (A1B1C1D1, A2B2C2D2, and A3B3C3D3); and 3) the merger of classes, including the nine novel images (ABCDEFGHIJKLM). Study 3 additionally assessed the possibility of responding by exclusion during the tests. Stimuli E3 to M3 (mechanic related images) were introduced during the tests of the merger of the classes, appearing as models or comparisons depending on each trial. Participants selected these images when the model was TABILU (by the rejection of the images related to the words DENTIST and BAKER) and vice versa, changing the function of the pseudoword, which "acquire the meaning" of the images. These results extended, for the expansion and merger of equivalence classes, the findings supporting the effects of meaningful stimuli on symbolic processes.
publishDate 2020
dc.date.issued.fl_str_mv 2020-02-20
dc.date.accessioned.fl_str_mv 2021-02-26T19:20:03Z
dc.date.available.fl_str_mv 2021-02-26T19:20:03Z
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dc.identifier.citation.fl_str_mv MARIN, Ramon. Estímulos com significado pré-experimental no estabelecimento de classes de equivalência. 2020. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13893.
dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/13893
identifier_str_mv MARIN, Ramon. Estímulos com significado pré-experimental no estabelecimento de classes de equivalência. 2020. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13893.
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http://creativecommons.org/licenses/by-nc-nd/3.0/br/
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