Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Psicologia - PPGPsi
|
Departamento: |
Não Informado pela instituição
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/5969 |
Resumo: | Stimulus equivalence research uses matching-to-sample (MTS) tasks to establish conditional stimulus relations. Using these tasks to teach language and academic repertoires, such as reading, in applied settings is a current issue. This paper investigated different methods in the development of an approach to teach individuals on the use of automated MTS tasks to teach reading through two studies. In Study 1, four participants were assessed on the extent to which whether, after being taught to: (1) arrange, and (2) apply MTS tasks comprising AB relation (dictated words-pictures); and 3) analyze student data report using three words, they would show repertoire generalization to novel words. Teaching comprised demonstration and instruction to follow demonstration. During tests, novel words were used. Results showed that all participants learned to implement computerized MTS tasks and showed repertoire generalization. In Study 2, two packages a manual and manual + CAPSI were compared to teach individuals to conduct MTS training to teach reading. Participants were four university students randomly assigned to either control or experimental groups, two in each group. During baseline participants were assessed in their skills in: (1) arranging four MTS tasks AB (dictated wordspictures), AC (dictated words-printed words), BC (pictures-printed words), and CB (printed words-picttures) using the words bed, bee, and cat; (2) evaluating reading repertoires; (3) conducting teaching sessions using AB and AC MTS tasks; and (4) conducting testing sessions using BC and CB tasks. During teaching the participants in the control group were given a manual on the use of MTS training to teach reading and the participants were given the manual and wrote online tests on CAPSI. All the participants were given three weeks to complete the VIII teaching in the place of their choosing. The post-training was conducted as described in baseline. Baseline and post-training combined scores for control and experimental groups were 72.5% and 100%, and 72.7% and 95%, respectively. Statistical analysis showed that the improvement from baseline to post-training for both groups was significant; however, the difference between posttraining performances for the control and experimental groups was not significant. Taken together, the results of studies 1 and 2 suggest that the methods that were investigated are promising in the transfer of knowledge from basic research to applied educational settings such as classroom and to be delivered to teachers working with children with reading learning difficulties. |
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Oliveira, Marileide Antunes deGoyos, Antônio Celso de Noronhahttp://lattes.cnpq.br/3407008711535651http://lattes.cnpq.br/24916380047988252016-06-02T20:30:05Z2012-06-062016-06-02T20:30:05Z2012-03-02OLIVEIRA, Marileide Antunes de. Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura. 2012. 163 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012.https://repositorio.ufscar.br/handle/ufscar/5969Stimulus equivalence research uses matching-to-sample (MTS) tasks to establish conditional stimulus relations. Using these tasks to teach language and academic repertoires, such as reading, in applied settings is a current issue. This paper investigated different methods in the development of an approach to teach individuals on the use of automated MTS tasks to teach reading through two studies. In Study 1, four participants were assessed on the extent to which whether, after being taught to: (1) arrange, and (2) apply MTS tasks comprising AB relation (dictated words-pictures); and 3) analyze student data report using three words, they would show repertoire generalization to novel words. Teaching comprised demonstration and instruction to follow demonstration. During tests, novel words were used. Results showed that all participants learned to implement computerized MTS tasks and showed repertoire generalization. In Study 2, two packages a manual and manual + CAPSI were compared to teach individuals to conduct MTS training to teach reading. Participants were four university students randomly assigned to either control or experimental groups, two in each group. During baseline participants were assessed in their skills in: (1) arranging four MTS tasks AB (dictated wordspictures), AC (dictated words-printed words), BC (pictures-printed words), and CB (printed words-picttures) using the words bed, bee, and cat; (2) evaluating reading repertoires; (3) conducting teaching sessions using AB and AC MTS tasks; and (4) conducting testing sessions using BC and CB tasks. During teaching the participants in the control group were given a manual on the use of MTS training to teach reading and the participants were given the manual and wrote online tests on CAPSI. All the participants were given three weeks to complete the VIII teaching in the place of their choosing. The post-training was conducted as described in baseline. Baseline and post-training combined scores for control and experimental groups were 72.5% and 100%, and 72.7% and 95%, respectively. Statistical analysis showed that the improvement from baseline to post-training for both groups was significant; however, the difference between posttraining performances for the control and experimental groups was not significant. Taken together, the results of studies 1 and 2 suggest that the methods that were investigated are promising in the transfer of knowledge from basic research to applied educational settings such as classroom and to be delivered to teachers working with children with reading learning difficulties.Educação do campo; Educação no campo; Educação em assentamentos Pesquisas em equivalência de estímulos utilizam tarefas de matching-to-sample (MTS) para produzir relações condicionais entre estímulos. Atualmente, o uso de tais tarefas no ensino de linguagem e repertórios acadêmicos, como leitura, em ambientes aplicados é uma realidade. Este trabalho investigou diferentes métodos no desenvolvimento de uma abordagem para ensinar indivíduos a implementar tarefas de MTS computadorizadas no ensino de leitura por meio de dois estudos. O Estudo 1 avaliou se quatro universitárias, após serem ensinadas a: (1) elaborar, (2) aplicar tarefas de MTS envolvendo a relação AB (palavra ditada-figura); e (3) analisar relatório de desempenho, usando três palavras, apresentariam generalização de repertório para novas palavras. O ensino compreendeu demonstração e instrução para seguir demonstração. Nos testes, utilizaram-se novas palavras. De acordo com os resultados, todas as participantes aprenderam a implementar tarefas de MTS computadorizadas e apresentaram generalização de repertório. No Estudo 2, dois pacotes manual e manual + CAPSI foram comparados para ensinar universitários a conduzir o ensino de MTS para leitura. Participaram da pesquisa quatro estudantes universitárias, as quais foram aleatoriamente divididas em grupos controle e experimental, duas em cada grupo. Durante a linha de base, avaliou-se acurácia das participantes quanto a: (1) criar quatro tarefas de MTS envolvendo as relações AB (palavras ditadas-figuras), AC (palavras ditadas-palavras impressas), BC (figuras- palavras impressas) e CB (palavras impressas-figuras), com as palavras bed, bee, e cat; (2) avaliar repertório de leitura; (3) conduzir sessões de ensino das relações AB e AC; e (4) conduzir sessões de teste das relações BC e CB. Durante o ensino, as participantes do grupo controle receberam um manual sobre a VI implementação de tarefas de MTS computadorizadas. As participantes do grupo experimental receberam o manual e foram solicitadas a realizar testes online no CAPSI. Todas as participantes tiveram três semanas para completar o ensino em local de sua preferência. As médias combinadas de acurácia no desempenho para os grupos controle e experimental durante a linha de base e pós-ensino foram 72.5% e 100%, e 72.7% e 95%, respectivamente. A análise estatística dos dados mostrou que as diferenças nos desempenhos dos dois grupos entre a linha de base e o pós-ensino foram significantes. As diferenças entre os desempenhos dos grupos experimental e controle entre a linha de base e o pós-ensino, no entanto, não foram significantes. Os dados dos dois estudos em conjunto sugerem que os métodos investigados no presente estudo representam perspectivas promissoras na transposição do conhecimento derivado das pesquisas em equivalência de estímulos para o seu uso em ambientes educacionais aplicados, como salas de aula, por professores que estão em atendimento direto a crianças com dificuldades em leitura.Universidade Federal de Sao Carlosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarBRPsicologiaEnsino - aprendizagemAnálise do comportamentoLeituraEquivalência de estímulosMatching-to-SampleMestreLibrasCAPSIEnsino de ProfessoresReadingStimulus EquivalenceMatching-to-SampleMestreLibrasCAPSITeachers TrainingCIENCIAS HUMANAS::PSICOLOGIAEnsino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leiturainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL4399.pdfapplication/pdf4310129https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/5969/1/4399.pdf97e191ba4f51f4a17a1e65a28b3ddacbMD51THUMBNAIL4399.pdf.jpg4399.pdf.jpgIM Thumbnailimage/jpeg6122https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/5969/2/4399.pdf.jpg35ac1882da3a4eb892e3844a9ffd9dd7MD52ufscar/59692019-09-11 02:52:41.581oai:repositorio.ufscar.br:ufscar/5969Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T12:50:39.991Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura |
title |
Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura |
spellingShingle |
Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura Oliveira, Marileide Antunes de Psicologia Ensino - aprendizagem Análise do comportamento Leitura Equivalência de estímulos Matching-to-Sample MestreLibras CAPSI Ensino de Professores Reading Stimulus Equivalence Matching-to-Sample MestreLibras CAPSI Teachers Training CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura |
title_full |
Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura |
title_fullStr |
Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura |
title_full_unstemmed |
Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura |
title_sort |
Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura |
author |
Oliveira, Marileide Antunes de |
author_facet |
Oliveira, Marileide Antunes de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/2491638004798825 |
dc.contributor.author.fl_str_mv |
Oliveira, Marileide Antunes de |
dc.contributor.advisor1.fl_str_mv |
Goyos, Antônio Celso de Noronha |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3407008711535651 |
contributor_str_mv |
Goyos, Antônio Celso de Noronha |
dc.subject.por.fl_str_mv |
Psicologia Ensino - aprendizagem Análise do comportamento Leitura Equivalência de estímulos Matching-to-Sample MestreLibras CAPSI Ensino de Professores |
topic |
Psicologia Ensino - aprendizagem Análise do comportamento Leitura Equivalência de estímulos Matching-to-Sample MestreLibras CAPSI Ensino de Professores Reading Stimulus Equivalence Matching-to-Sample MestreLibras CAPSI Teachers Training CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Reading Stimulus Equivalence Matching-to-Sample MestreLibras CAPSI Teachers Training |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
Stimulus equivalence research uses matching-to-sample (MTS) tasks to establish conditional stimulus relations. Using these tasks to teach language and academic repertoires, such as reading, in applied settings is a current issue. This paper investigated different methods in the development of an approach to teach individuals on the use of automated MTS tasks to teach reading through two studies. In Study 1, four participants were assessed on the extent to which whether, after being taught to: (1) arrange, and (2) apply MTS tasks comprising AB relation (dictated words-pictures); and 3) analyze student data report using three words, they would show repertoire generalization to novel words. Teaching comprised demonstration and instruction to follow demonstration. During tests, novel words were used. Results showed that all participants learned to implement computerized MTS tasks and showed repertoire generalization. In Study 2, two packages a manual and manual + CAPSI were compared to teach individuals to conduct MTS training to teach reading. Participants were four university students randomly assigned to either control or experimental groups, two in each group. During baseline participants were assessed in their skills in: (1) arranging four MTS tasks AB (dictated wordspictures), AC (dictated words-printed words), BC (pictures-printed words), and CB (printed words-picttures) using the words bed, bee, and cat; (2) evaluating reading repertoires; (3) conducting teaching sessions using AB and AC MTS tasks; and (4) conducting testing sessions using BC and CB tasks. During teaching the participants in the control group were given a manual on the use of MTS training to teach reading and the participants were given the manual and wrote online tests on CAPSI. All the participants were given three weeks to complete the VIII teaching in the place of their choosing. The post-training was conducted as described in baseline. Baseline and post-training combined scores for control and experimental groups were 72.5% and 100%, and 72.7% and 95%, respectively. Statistical analysis showed that the improvement from baseline to post-training for both groups was significant; however, the difference between posttraining performances for the control and experimental groups was not significant. Taken together, the results of studies 1 and 2 suggest that the methods that were investigated are promising in the transfer of knowledge from basic research to applied educational settings such as classroom and to be delivered to teachers working with children with reading learning difficulties. |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-06-06 2016-06-02T20:30:05Z |
dc.date.issued.fl_str_mv |
2012-03-02 |
dc.date.accessioned.fl_str_mv |
2016-06-02T20:30:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Marileide Antunes de. Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura. 2012. 163 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/5969 |
identifier_str_mv |
OLIVEIRA, Marileide Antunes de. Ensino de universitários para o uso de procedimentos computadorizados de matching-to-sample no ensino de leitura. 2012. 163 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012. |
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https://repositorio.ufscar.br/handle/ufscar/5969 |
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openAccess |
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Universidade Federal de São Carlos |
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