Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children

Detalhes bibliográficos
Autor(a) principal: Campos, Heloísa Cursi
Data de Publicação: 2010
Outros Autores: Micheletto, Nilza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898
Resumo: The repertoire of reading with comprehension has been found during emergent relations tests after teaching with conditional discrimination procedure. The present study aimed to evaluate whether emergent relations could be established after teaching textual responses with simple discrimination procedure. Three illiterate children were submitted to pretests, textual responses teaching to thirty words, post-tests and emergent relations tests between spoken and written words and pictures. During teaching, each word was presented and a correct response was followed by a compliment. When an incorrect response occurred, the experimenter named the word and the child repeated it. The results suggest that teaching textual responses with simple discrimination procedure produced emergent relations. A teaching procedure that minimizes the occurrence of errors produced a wider repertory than taught. For illiterate children, this kind of education is of paramount importance.
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spelling Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in ChildrenRelaciones Emergentes después de la Enseñaza de Comportamiento Textual por Medio del Procedimiento de Discriminación Simple en NiñosRelações Emergentes após Ensino de Comportamento Textual por Meio do Procedimento de Discriminação Simples em Criançassimple discriminationstimuli equivalenceconditional discriminationreadingeconomically unfavorable illiterate childrendiscriminación simpleequivalencia de estímulosdiscriminación condicionallecturaniños analfabetos económicamente desfavorablesdiscriminação simplesequivalência de estímulosdiscriminação condicionalleituracrianças não alfabetizadas economicamente desfavorecidasThe repertoire of reading with comprehension has been found during emergent relations tests after teaching with conditional discrimination procedure. The present study aimed to evaluate whether emergent relations could be established after teaching textual responses with simple discrimination procedure. Three illiterate children were submitted to pretests, textual responses teaching to thirty words, post-tests and emergent relations tests between spoken and written words and pictures. During teaching, each word was presented and a correct response was followed by a compliment. When an incorrect response occurred, the experimenter named the word and the child repeated it. The results suggest that teaching textual responses with simple discrimination procedure produced emergent relations. A teaching procedure that minimizes the occurrence of errors produced a wider repertory than taught. For illiterate children, this kind of education is of paramount importance. Se ha observado el repertorio de lectura comprensiva en pruebas de relaciones emergentes posteriores a un procedimiento de discriminación condicional. El objetivo de este estudio fue verificar la emergencia de relaciones luego de enseñar comportamiento textual con el procedimiento de discriminación simple. Tres niños analfabetas fueron sometidas a pre-tests, enseñanza del comportamiento textual de treinta palabras, post-tests y pruebas de relaciones emergentes entre palabras habladas, escritas y dibujos. Durante la instrucción, nombrar correctamente cada palabra presentada era elogiado por la experimentadora. Cuando un de los niños erraban, la experimentadora decía la palabra y el niño repetía. Los resultados sugieren que la enseñanza de comportamiento textual con el procedimiento de discriminación simple permitió la producción de relaciones emergentes y que un procedimiento para reducir la ocurrencia de errores produjo la adquisición de un repertorio más amplio que el enseñado. Para los niños analfabetos este tipo de enseñanza es de suma importancia. O repertório de leitura com compreensão tem sido verificado em testes de relações emergentes após o ensino por meio do procedimento de discriminação condicional. Este estudo teve o objetivo de verificar a emergência de relações após o ensino de comportamento textual por meio do procedimento de discriminação simples. Três crianças não alfabetizadas foram submetidas a pré-testes, ensino de comportamento textual de trinta palavras, pós-testes e testes de relações emergentes entre palavras faladas, escritas e figuras. Durante o ensino, cada palavra era apresentada e a nomeação correta era seguida de elogio. Quando ocorria erro, a experimentadora nomeava a palavra e a criança repetia. O ensino de comportamento textual por meio do procedimento de discriminação simples permitiu a emergência de relações. Um procedimento que minimiza a ocorrência de erros produziu aquisição de um repertório mais amplo do que o ensinado. Para crianças não alfabetizadas, esse tipo de ensino é de fundamental importância.Editora Mackenzie2010-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/mswordapplication/mswordapplication/mswordapplication/mswordhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898Journal Psychology: Theory and Practice ; Vol. 12 No. 2 (2010); 80-95Revista Psicologia: Teoría y Práctica; Vol. 12 Núm. 2 (2010); 80-95Revista Psicologia: Teoria e Prática; v. 12 n. 2 (2010); 80-951980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/2544http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/8199http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/8200http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/8201http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/8202Campos, Heloísa CursiMicheletto, Nilzainfo:eu-repo/semantics/openAccess2022-04-08T13:39:18Zoai:ojs.editorarevistas.mackenzie.br:article/2898Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-01-12T16:39:43.168965Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children
Relaciones Emergentes después de la Enseñaza de Comportamiento Textual por Medio del Procedimiento de Discriminación Simple en Niños
Relações Emergentes após Ensino de Comportamento Textual por Meio do Procedimento de Discriminação Simples em Crianças
title Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children
spellingShingle Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children
Campos, Heloísa Cursi
simple discrimination
stimuli equivalence
conditional discrimination
reading
economically unfavorable illiterate children
discriminación simple
equivalencia de estímulos
discriminación condicional
lectura
niños analfabetos económicamente desfavorables
discriminação simples
equivalência de estímulos
discriminação condicional
leitura
crianças não alfabetizadas economicamente desfavorecidas
title_short Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children
title_full Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children
title_fullStr Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children
title_full_unstemmed Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children
title_sort Emergent Relations after Teaching Textual Responses with Simple Discrimination Procedure in Children
author Campos, Heloísa Cursi
author_facet Campos, Heloísa Cursi
Micheletto, Nilza
author_role author
author2 Micheletto, Nilza
author2_role author
dc.contributor.author.fl_str_mv Campos, Heloísa Cursi
Micheletto, Nilza
dc.subject.por.fl_str_mv simple discrimination
stimuli equivalence
conditional discrimination
reading
economically unfavorable illiterate children
discriminación simple
equivalencia de estímulos
discriminación condicional
lectura
niños analfabetos económicamente desfavorables
discriminação simples
equivalência de estímulos
discriminação condicional
leitura
crianças não alfabetizadas economicamente desfavorecidas
topic simple discrimination
stimuli equivalence
conditional discrimination
reading
economically unfavorable illiterate children
discriminación simple
equivalencia de estímulos
discriminación condicional
lectura
niños analfabetos económicamente desfavorables
discriminação simples
equivalência de estímulos
discriminação condicional
leitura
crianças não alfabetizadas economicamente desfavorecidas
description The repertoire of reading with comprehension has been found during emergent relations tests after teaching with conditional discrimination procedure. The present study aimed to evaluate whether emergent relations could be established after teaching textual responses with simple discrimination procedure. Three illiterate children were submitted to pretests, textual responses teaching to thirty words, post-tests and emergent relations tests between spoken and written words and pictures. During teaching, each word was presented and a correct response was followed by a compliment. When an incorrect response occurred, the experimenter named the word and the child repeated it. The results suggest that teaching textual responses with simple discrimination procedure produced emergent relations. A teaching procedure that minimizes the occurrence of errors produced a wider repertory than taught. For illiterate children, this kind of education is of paramount importance.
publishDate 2010
dc.date.none.fl_str_mv 2010-07-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/2544
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/8199
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/8200
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/8201
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2898/8202
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/msword
application/msword
application/msword
application/msword
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv Journal Psychology: Theory and Practice ; Vol. 12 No. 2 (2010); 80-95
Revista Psicologia: Teoría y Práctica; Vol. 12 Núm. 2 (2010); 80-95
Revista Psicologia: Teoria e Prática; v. 12 n. 2 (2010); 80-95
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
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