Responder por exclusão envolvendo relações palavra-objeto e palavra-ação

• Ano de defesa: 2016
• Autor(a) principal: Gallano, Tamiris Poletini
• Orientador(a): Souza, Deisy das Graças de
• 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
• Palavras-chave em Português: Controle de estímulos; Emparelhamento com o modelo; Responder por exclusão; Crianças pequenas; Relações entre palavras
• Palavras-chave em Inglês: Stimuli control; Matching to sample; Exclusion responding; Young children; Word relations; Objects and actions
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/7505

Responding by exclusion is defined, in conditional discriminations tasks, as the immediate selection of a new stimulus, among other known stimuli, when a new sample stimulus is presented. Responding by exclusion is usually investigated by using nameobject relations as a baseline. However, generalization data of this behavior pattern to other classes of words, such as verbs, are scarce. This study investigated exclusion responding and learning of word-object (nouns) and word-action (verbs) relations in children aged 24 to 29 months. The presentation order of conditions (Noun or Verb) was counterbalanced across participants. After one, four, seven and 10 exclusion trials learning probes were presented. Results showed that baseline training for the Verb condition required a higher number of trials compared to the Noun condition. On the first exclusion probe, participants consistently selected the new stimulus, although greater variability was observed for the Verb condition. Only one participant showed positive outcomes on the learning probes, for one of the relations of the Noun condition. The study replicated previous findings on exclusion responding using nouns and extended it to name-action (verb) relations and to children aged about two years. The data points to the existence of different levels of learning and the need for a clear specification of how to measure learning outcomes of exclusion responding.