Avaliação de emergência de leitura recombinativa com notas e figuras musicais

• Ano de defesa: 2016
• Autor(a) principal: Sousa, Vinicius Pereira de
• Orientador(a): Micheletto, Nilza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Leitura recombinativa; Equivalência de estímulos; Leitura musical; Conditional discrimination; Stimulus equivalence; Generalized reading
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/18769

This study examined whether the teaching of conditional discriminations with auditory and visual stimuli in two dimensions (frequency and duration), using arrays in which there are overlapping stimuli, could allow the development of generalized reading with musical symbols and the formation of equivalence relations. The study was conducted with eight participants, divided into two groups named Condition 1 and Condition 2. All participants completed initial assessments with the relations AB (musical sound-picture), AC (sound-word), A'B '(recombination sound-figure) and A'C '(sound-word recombination), baseline training of AB and AC relations, recombination tests A’B’ and A'C', test sequences AB and equivalence tests BC, CB , B'C 'and C'B'. Aside from these initial assessments, participants from Condition2 took assessments of relations AC and A’C’ before and after the AB baseline training, and post-tests in baseline relations AB and AC. The baseline procedure was organized in cycles, in each of which two relations were taught and all taught and recombination relations were tested (probes). The results showed that the employed procedure allowed the development of generalized reading with musical auditory and visual stimuli, and 12 out of the 16 final probe results (cycles 4 and 8) were above 60% correct. The procedure also allowed for the emergence of equivalence relations with the employed stimuli for all participants in Condition1 and three in Condition 2. Furthermore, it was found that the participants' responses were under selection control of both properties (frequency and duration). It was also identified that the responses of the participants in tests had higher percentages for the property "duration", although the difference between the two properties was small, and this fact may have occurred due to characteristics of the teaching procedures. It is suggested that future studies employ teaching procedures in which one cycle contains a variation of the two properties of sound stimuli rather than just one, in order to verify that both could exercise the same kind of control over responses or increase the percentage of correct attempts in general