READING ACQUISITION AFTER A HISTORY OF ACADEMIC FAILURE:: STIMULUS EQUIVALENCE AND GENERALIZATION

• Autor(a) principal: Rose, Julio
• Data de Publicação: 2012
• Outros Autores: Souza, Deisy G. de, Rossito, Ana Lúcia, Rose, Tânia M. S. de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17078

Six children with a history of school failure participated in aprogram to establish conditional discriminations with spoken words assamples and printed words as comparison stimuli. New discriminationswere taught by "exclusion": a new printed word was displayed togetherwith a baseline word, and the new word was dictated as a sample. Onlywords formed by simple syllables were used in training. Probes verifyedwhether the following repertoires emerged: a) matching words to correspondingpictures and vice-versa (which would indicate that printed words,spoken words and pictures comprised classes of equivalent stimuli); b)reading these words aloud; and c) generalization of reading to new wordsformed by recombination of syllables from words previously taught. Foursubjects learned to read the words taught by exclusion, and to match thesewords to corresponding pictures. With these children, reading generalizationdeveloped along the program. Two subjects did not complete theprogram: they learned to read the words taught by exclusion, but this responsewas poorly maintained, and no generalization occurred. The resultsshow that reading with comprehension may be produced by teachingconditional relations between spoken and printed words. The acquisitionof generalized reading may be interpreted as acquisition of control by minimaltextual units.