Correspondência Entre Auto-Relatos E Desempenhos Acadêmicos Antecedentes Em Crianças Com História De Fracasso Escolar

Brino, Ana Leda de Faria; Rose, Júlio C. de

doi:10.18542/rebac.v2i1.803

Cited by 11 publications

(33 citation statements)

References 16 publications

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“…The present study differed in showing frequent non-corresponding reports in the baseline, as Brino and de Rose (2006) had also shown. Noncorresponding reports were almost always reports of errors that were reported as correct reading responses.…”

Section: Non-corresponding Reports In Baselinecontrasting

confidence: 63%

“…Brino and de Rose (2006) examined this possibility when children with a history of school failure reported whether they performed correctly or incorrectly on an academic task, reading words. Children were asked to read words displayed on a computer's screen.…”

mentioning

confidence: 99%

“…The present study was a systematic replication of Brino and de Rose (2006). The main objectives were to investigate effects of a correspondence training with immediate differential reinforcement for corresponding reports and to assess maintenance of correspondence after withdrawal of differential reinforcement.…”

mentioning

confidence: 99%

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Effects of Correspondence Training on Self-Reports of Errors During a Reading Task

2014

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This study investigated correspondence in children's self-reports about the correctness of previous reading responses. Participants were typically developing children ages 9-14, with a poor school performance. Experiment 1 was conducted in a school setting, and Experiment 2 replicated it in a lab setting. Each trial presented a target word on a computer screen. The child read the word orally and, after the computer dictated the target word, selected a green or a red window to report whether the response had been correct or incorrect, respectively. In an initial baseline, children often selected the green window, regardless of whether they read correctly or not. A correspondence training then provided points for self-reports that corresponded to the reading response, whereas non-corresponding reports did not produce points. Correspondence quickly increased and was maintained in subsequent baseline sessions. Correspondence training was effective to establish accurate reports of errors in these children.

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Section: Non-corresponding Reports In Baselinecontrasting

confidence: 63%

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confidence: 99%

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Effects of Correspondence Training on Self-Reports of Errors During a Reading Task

2014

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“…Ao tirar o foco de análise da correspondência, Ribeiro criou a possibilidade de que o relato seja avaliado com relação à sua fidedignidade tanto em casos particulares como gerais de correspondência. Além disso, as condições nas quais a correspondência ou os relatos acurados podem ser mantidos, bem como as condições capazes de distorcer o que é dito pelos participantes, passaram a ser focos de investigação (Brino & de Rose, 2005;Cortez, de Rose, & Miguel, 2014;Cortez, de Rose, & Montagnoli, 2013;Domeniconi, de Rose, & Perez, 2014;Oliveira, Cortez, & de Rose, 2016).…”

Section: Correspondência Como Tato E Mandounclassified

“…Os relatos dos participantes, nesses estudos, foram analisados utilizando as categorias skinnerianas, assim como em Ribeiro. Atualmente, essa é, possivelmente, a perspectiva mais presente nas publicações sobre o tema da correspondência (Brino & de Rose, 2005;Cortez et al, 2014;Cortez et al, 2013;Domeniconi et al, 2014;Oliveira et al, 2016).…”

Section: Correspondência Como Tato E Mandounclassified

Explicações Comportamentais Da Correspondência Dizer-Fazer

Pérez¹

2017

REBAC

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RESUMOO presente estudo teve por objetivo apresentar as principais explicações presentes na literatura analítico-comportamental acerca da correspondência entre o comportamento verbal e o não-verbal. A correspondência pode ser definida, genericamente, como um rótulo que descreve uma relação específica entre duas classes de respostas que ocorrem em momentos diferentes. Destaca-se, ainda, que tal "relação específica" tem um caráter arbitrário, dependente das convenções que governam a interação falante-ouvinte. Foram apresentadas sete diferentes explicações comportamentais para o mesmo fenômeno. Ao longo dos estudos apresentados, a correspondência foi considerada como (1) um processo de autorregulação; (2) uma cadeia de comportamentos; (3) um caso de comportamento governado por regras; (4) uma discriminação condicional; (5) um caso de equivalência de estímulos; ou como uma (6) classe de respostas generalizada; por fim, foram apresentados estudos que utilizaram (7) as categorias skinnerianas de tato e mando na análise funcional do relato verbal. Discute-se a necessidade de experimentos que avaliem o escopo de cada uma das explicações comportamentais encontradas à luz de novos dados experimentais.Palavras-chave: correspondência, dizer-fazer, comportamento verbal, comportamento não-verbal, revisão conceitual ABSTRACT The present study investigated the ways in which the behavior-analytical literature accounts for correspondence between verbal and nonverbal behavior. The term "correspondence" can be generically defined as a label that describes a specific relation between two response classes that are separated in time. Such a "specific relation" is arbitrary and depends on the conventions that govern the speaker-listener interaction. We present seven different behavioral accounts of this correspondence. This phenomenon has been referred to as (1) a self-regulatory process, (2) a behavioral chain, (3) a case of rule-governed behavior, (4) conditional discrimination, (5) an equivalence relation, and (6) a generalized response class. We present studies that applied the Skinnerian categories of tact and mand in the functional analysis of verbal reports. We discuss the need for further studies that evaluate the scope of each behavioral account of correspondence.

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