Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas
Ano de defesa: | 2017 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Psicologia - PPGPsi
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/8820 |
Resumo: | The current work involves assessing a computerized teaching module grounded within the stimulus equivalence paradigm. This method has been successfully used for teaching reading and spelling skills to children with a poor educational history. The primary tasks employed by the matching-to-sample procedure constitute of matching pictures with dictated words, printed words with dictated words and printed syllables with dictated syllables. The goal is to teach relations between stimuli through the establishment of listening repertoires. Another task is to copy, which involves selection of printed letters conditionally upon the presentation of printed words. Across the 17 teaching steps of Module 1, these four tasks are performed with three different words. Periodic probes measure the emergence of untrained skills, such as reading (textual behavior), writing under dictation control, and conditional relations between the printed words and pictures, and vice versa. Previous studies have shown that upon conclusion of the module, students demonstrate high indicators of success in all emerging skills. The goal of the current study was to examine in detail dictation emerged performances through the 17 teaching steps, describing the acquisition pattern for each participant when writing dictated words. The data of 12 students who completed Module 1 served as a baseline at the beginning of the study. Each step involved the presentation of a word and two attempts of intercalated dictations along with other tasks. Six trials were made for each step, with 102 trials for the whole module. The number of trials and corresponding steps was repeated until an accuracy criterion of 100% was met for each step. Cumulative response curves were categorized into three general patterns of spelling: immediate, progressive (intermediate or late) and oscillatory emergency. For the immediate emergence, the participant produced correct responses across most trials. In the progressive emergence, the student produced several incorrect responses at onset, but shifted to a progressively more accurate pattern with subsequent steps. In the oscillatory pattern, the participant initially produced correct responses but, in subsequent steps, the production of incorrect responses increased. Analysis of writing topographies and average correct percentages on bigrams demonstrated improved performances across writing repertoires compared to the first steps, indicating the emergence of dictation repertoires. Analysis of teaching steps repetitions suggested distributions similar to those presented across the cumulative response curves (i.e., immediate, progressive and oscillatory patterns). Pearson correlations were found across baseline reading and spelling scores, with a strong relationship between the acquisition of reading and spelling repertoires. An inverse relation between initial performances and amount of training and age. Other correlations were observed across scores reached in the initial tasks used to measure the relation between spoken words and printed words (AC relation) and participant’s age to the amount of training needed for participants. In conclusion, it is fair to say that the dictation by composition emerged for all participants, although in different levels. Future research could tackle the variables responsible for the variability of participant’s performances. |
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Pineda Garcia, Christian DavidSouza, Deisy das Graças dehttp://lattes.cnpq.br/4404800720856419http://lattes.cnpq.br/00545850595842952017-06-05T12:47:15Z2017-06-05T12:47:15Z2017-02-14PINEDA GARCIA, Christian David. Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas. 2017. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8820.https://repositorio.ufscar.br/handle/ufscar/8820The current work involves assessing a computerized teaching module grounded within the stimulus equivalence paradigm. This method has been successfully used for teaching reading and spelling skills to children with a poor educational history. The primary tasks employed by the matching-to-sample procedure constitute of matching pictures with dictated words, printed words with dictated words and printed syllables with dictated syllables. The goal is to teach relations between stimuli through the establishment of listening repertoires. Another task is to copy, which involves selection of printed letters conditionally upon the presentation of printed words. Across the 17 teaching steps of Module 1, these four tasks are performed with three different words. Periodic probes measure the emergence of untrained skills, such as reading (textual behavior), writing under dictation control, and conditional relations between the printed words and pictures, and vice versa. Previous studies have shown that upon conclusion of the module, students demonstrate high indicators of success in all emerging skills. The goal of the current study was to examine in detail dictation emerged performances through the 17 teaching steps, describing the acquisition pattern for each participant when writing dictated words. The data of 12 students who completed Module 1 served as a baseline at the beginning of the study. Each step involved the presentation of a word and two attempts of intercalated dictations along with other tasks. Six trials were made for each step, with 102 trials for the whole module. The number of trials and corresponding steps was repeated until an accuracy criterion of 100% was met for each step. Cumulative response curves were categorized into three general patterns of spelling: immediate, progressive (intermediate or late) and oscillatory emergency. For the immediate emergence, the participant produced correct responses across most trials. In the progressive emergence, the student produced several incorrect responses at onset, but shifted to a progressively more accurate pattern with subsequent steps. In the oscillatory pattern, the participant initially produced correct responses but, in subsequent steps, the production of incorrect responses increased. Analysis of writing topographies and average correct percentages on bigrams demonstrated improved performances across writing repertoires compared to the first steps, indicating the emergence of dictation repertoires. Analysis of teaching steps repetitions suggested distributions similar to those presented across the cumulative response curves (i.e., immediate, progressive and oscillatory patterns). Pearson correlations were found across baseline reading and spelling scores, with a strong relationship between the acquisition of reading and spelling repertoires. An inverse relation between initial performances and amount of training and age. Other correlations were observed across scores reached in the initial tasks used to measure the relation between spoken words and printed words (AC relation) and participant’s age to the amount of training needed for participants. In conclusion, it is fair to say that the dictation by composition emerged for all participants, although in different levels. Future research could tackle the variables responsible for the variability of participant’s performances.O presente trabalho teve como base um módulo de ensino computadorizado, baseado no paradigma de equivalência de estímulos, que vem sendo usado com sucesso para ensinar leitura e escrita a crianças que apresentam histórico de fracasso escolar. As principais tarefas de ensino, conduzidas com o procedimento de emparelhamento de acordo com o modelo, consistem em emparelhar figuras a palavras ditadas, palavras impressas a palavras ditadas e sílabas impressas a sílabas ditadas. Essas tarefas ensinam relações entre estímulos (repertórios de ouvinte). Uma outra tarefa é a de cópia (selecionar letras impressas condicionalmente a uma palavra impressa como estímulo modelo). Em cada um dos 17 passos de ensino do Módulo 1, as quatro tarefas são realizadas com três palavras diferentes. Sondas periódicas aferem a emergência de desempenhos não diretamente ensinados como a leitura (comportamento textual), a escrita sob controle de ditado e relações condicionais entre palavras impressas e figuras e vice-versa. Pesquisas prévias mostraram que ao concluir o módulo, os alunos apresentavam elevados índices de acertos em todos os desempenhos emergentes, estudos minuciosos da emergência de relações não diretamente ensinadas é de grande relevância para compreender a economia da metodologia de ensino empregada no ALEPP, não só gerando aprendizagem diretamente treinado mas relações novas entre os estímulos. Este estudo tem por objetivo analisar detalhadamente a emergência do desempenho em ditado ao longo dos 17 passos de ensino, visando descrever, para participantes individuais, o padrão de aquisição da escrita sob controle de palavras ditadas. Para este propósito foram compilados e analisados os dados de 12 alunos que completaram o Módulo 1 e que apresentavam uma linha de base de 0 a 13% em tarefas de leitura e escrita no início do estudo. Em cada passo eram conduzidas, para cada palavra, duas tentativas de ditado intercaladas sem correção com outros tipos de tarefas, o que soma seis tentativas por passo e 102 no módulo. Esse número aumentava conforme o número de repetições dos passos, até que o aluno atingisse o critério de aprendizagem de 100% de acertos em tentativas de ditado por composição para cada passo. Curvas acumuladas de respostas corretas mostraram três tipos gerais de padrões na emergência da escrita: imediata, gradual (intermediária ou tardia) e oscilante. Na emergência imediata o aluno apresentava acertos na maioria das tentativas, a partir do passo inicial; na gradual, o aluno começava apresentando muitos erros, mas a partir de certo passo, passava a escrever corretamente e mantinha desempenho acurado nos passos subsequentes; na oscilante, o aluno acertava nos passos iniciais, mas passava a apresentar erros em passos mais avançados. Análise de topografias de escrita e de percentagem média de acertos em bigramas demostraram melhores desempenhos nos passos finais do que nos iniciais, o que é um indicador da emergência de repertórios de ditado. A percentagem de acertos em testes extensivos de tarefas de leitura e ditado ao final do módulo replicaram os dados de emergência de ditado, descritos na literatura publicada sobre este módulo de ensino. As pontuações em tarefas de leitura e escrita mostraram uma correlação positiva entre esses dois repertórios. Foi identificada, ainda, uma relação inversa entre escores em tarefas iniciais para medir a relação entre palavras faladas e palavras impressas (relação AC) com a quantidade de treino (total de tentativas, incluindo as programadas e as repetidas) e a idade dos participantes. Como conclusão se pode dizer que o ditado por composição emergiu para todos os participantes, mas com níveis diferentes. Pesquisas futuras poderão elucidar o papel de variáveis responsáveis pela variabilidade entre participantes.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: 573972/2008-7FAPESP: 2008/57705-8porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarEscritaLeituraEquivalência de estímulosRelações emergentesAquisição de ditadoEnsino fundamentalSpellingReadingStimulus equivalenceEmergent relationsDictation performance acquisitionElementary schoolCIENCIAS HUMANAS::PSICOLOGIAEmergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnlineinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissCDPG.pdfDissCDPG.pdfapplication/pdf1800483https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/8820/1/DissCDPG.pdf3ede350d632357b2aef20a8f90db43acMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/8820/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTDissCDPG.pdf.txtDissCDPG.pdf.txtExtracted texttext/plain126107https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/8820/3/DissCDPG.pdf.txt304bf2505e51dafa890367ad4343d02bMD53THUMBNAILDissCDPG.pdf.jpgDissCDPG.pdf.jpgIM Thumbnailimage/jpeg5421https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/8820/4/DissCDPG.pdf.jpg12e5ec871603443033a75bde25549ad5MD54ufscar/88202019-09-11 03:54:56.395oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T12:54:14.786617Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas |
title |
Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas |
spellingShingle |
Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas Pineda Garcia, Christian David Escrita Leitura Equivalência de estímulos Relações emergentes Aquisição de ditado Ensino fundamental Spelling Reading Stimulus equivalence Emergent relations Dictation performance acquisition Elementary school CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas |
title_full |
Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas |
title_fullStr |
Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas |
title_full_unstemmed |
Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas |
title_sort |
Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas |
author |
Pineda Garcia, Christian David |
author_facet |
Pineda Garcia, Christian David |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0054585059584295 |
dc.contributor.author.fl_str_mv |
Pineda Garcia, Christian David |
dc.contributor.advisor1.fl_str_mv |
Souza, Deisy das Graças de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4404800720856419 |
contributor_str_mv |
Souza, Deisy das Graças de |
dc.subject.por.fl_str_mv |
Escrita Leitura Equivalência de estímulos Relações emergentes Aquisição de ditado Ensino fundamental |
topic |
Escrita Leitura Equivalência de estímulos Relações emergentes Aquisição de ditado Ensino fundamental Spelling Reading Stimulus equivalence Emergent relations Dictation performance acquisition Elementary school CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Spelling Reading Stimulus equivalence Emergent relations Dictation performance acquisition Elementary school |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
The current work involves assessing a computerized teaching module grounded within the stimulus equivalence paradigm. This method has been successfully used for teaching reading and spelling skills to children with a poor educational history. The primary tasks employed by the matching-to-sample procedure constitute of matching pictures with dictated words, printed words with dictated words and printed syllables with dictated syllables. The goal is to teach relations between stimuli through the establishment of listening repertoires. Another task is to copy, which involves selection of printed letters conditionally upon the presentation of printed words. Across the 17 teaching steps of Module 1, these four tasks are performed with three different words. Periodic probes measure the emergence of untrained skills, such as reading (textual behavior), writing under dictation control, and conditional relations between the printed words and pictures, and vice versa. Previous studies have shown that upon conclusion of the module, students demonstrate high indicators of success in all emerging skills. The goal of the current study was to examine in detail dictation emerged performances through the 17 teaching steps, describing the acquisition pattern for each participant when writing dictated words. The data of 12 students who completed Module 1 served as a baseline at the beginning of the study. Each step involved the presentation of a word and two attempts of intercalated dictations along with other tasks. Six trials were made for each step, with 102 trials for the whole module. The number of trials and corresponding steps was repeated until an accuracy criterion of 100% was met for each step. Cumulative response curves were categorized into three general patterns of spelling: immediate, progressive (intermediate or late) and oscillatory emergency. For the immediate emergence, the participant produced correct responses across most trials. In the progressive emergence, the student produced several incorrect responses at onset, but shifted to a progressively more accurate pattern with subsequent steps. In the oscillatory pattern, the participant initially produced correct responses but, in subsequent steps, the production of incorrect responses increased. Analysis of writing topographies and average correct percentages on bigrams demonstrated improved performances across writing repertoires compared to the first steps, indicating the emergence of dictation repertoires. Analysis of teaching steps repetitions suggested distributions similar to those presented across the cumulative response curves (i.e., immediate, progressive and oscillatory patterns). Pearson correlations were found across baseline reading and spelling scores, with a strong relationship between the acquisition of reading and spelling repertoires. An inverse relation between initial performances and amount of training and age. Other correlations were observed across scores reached in the initial tasks used to measure the relation between spoken words and printed words (AC relation) and participant’s age to the amount of training needed for participants. In conclusion, it is fair to say that the dictation by composition emerged for all participants, although in different levels. Future research could tackle the variables responsible for the variability of participant’s performances. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-06-05T12:47:15Z |
dc.date.available.fl_str_mv |
2017-06-05T12:47:15Z |
dc.date.issued.fl_str_mv |
2017-02-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
PINEDA GARCIA, Christian David. Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas. 2017. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8820. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/8820 |
identifier_str_mv |
PINEDA GARCIA, Christian David. Emergência de ditado ao longo do ensino cumulativo de discriminações condicionais entre palavras ditadas e impressas. 2017. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8820. |
url |
https://repositorio.ufscar.br/handle/ufscar/8820 |
dc.language.iso.fl_str_mv |
por |
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por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Psicologia - PPGPsi |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.source.none.fl_str_mv |
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UFSCAR |
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UFSCAR |
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Repositório Institucional da UFSCAR |
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