Aprendizagem após via exclusão e formação de classes de equivalência em crianças com deficiência auditiva e implante coclear (aceito condicionalmente)

• Autor(a) principal: Battaglini, Marina Pavão [UNESP]
• Data de Publicação: 2013
• Outros Autores: Bevilacqua, Maria Cecília, Verdu, Ana Claudia Moreira Almeida [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://pepsic.bvsalud.org/scielo.php?pid=S0188-81452013000100002&script=sci_arttext; http://hdl.handle.net/11449/135154
• topic: Cochlear implant; Learning by exclusion; Children; Vocabulary acquisition; Implante coclear; Responder por exclusão; Deficiência auditiva; Aquisição de vocabulário

Studies on learning by exclusion have shown that participants tend to select a new object or a new figure when a new word is dictated, rejecting the objects and figures they already know or that were associated with other words. This study aimed at training conditional relations between dictated word-picture and between picture-printed word, by exclusion, and verify whether this training would be a condition for the emergence of relations between dictated word-printed word, printed word-figure, picture naming and reading. We also investigated whether responding to the words dictated with a female voice generalized to other frequencies such as male and child voices. Participants were five children between five and nine years old, with acute neurosensorial bilateral hearing impairment, users of cochlear implant Nucleus 24k®. They were exposed, individually, to tasks that consisted in selecting a comparison stimulus (either picture or printed word) related to the sample (either dictated word or picture). Words with lowest scores on a pre-test were used. The relations between dictated word-figure (AB) and figure-printed word (BC) were taught by exclusion. We assessed the emergence of the relations between dictated and printed words (AC), printed word and picture (CB), male and child voices generalization (A’C and A’’C), naming (BD) and reading (CD). All the children responded by exclusion and learned relations AB and BC, showing receptive vocabulary; AC and CB relations also were learned, consistent with class formation. Responding generalized to male and child voices, but data on naming were not systematic. Learning by exclusion was similar to that of children with typical hearing and these results describe some conditions that can improve receptive verbal repertoire.