Stimulus equivalence for teaching mathematical first-degree functions in the elementary school

Dalto, Jader Otávio; Haydu, Verônica Bender

doi:10.18761/pac.2015.022

Cited by 5 publications

(3 citation statements)

References 20 publications

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“…A Figura 2 mostra que oito artigos experimentais (53,3%) se enquadraram na categoria "Equivalência de Estímulos" (Huziwara et al, 2014;Dalto & Haydu, 2015 Barban & Leonardi, 2018), um (6,7%) na "Esquemas de Reforçamento" (Costa et al, 2014) e um (6,7%) na categoria "Resolução de Problemas" (Filho et al, 2016).…”

Section: Qual(is) Foi(ram) O(s) Tema(s) Da(s) Pesquisa(s) Experimentaunclassified

Revisão Sistemática dos estudos experimentais publicados na “Perspectivas em Análise do Comportamento” de 2010 a 2018

Keiner¹,

Marinho²,

Malerbi³

2020

perspectivas

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O presente trabalho apresenta uma revisão sistemática dos artigos experimentais publicados na revista brasileira Perspectivas em Análise do Comportamento (RPAC) desde a sua fundação em 2010 até o ano de 2018. Foram consideradas elegíveis para análise todas as pesquisas experimentais. A análise das 15 pesquisas selecionadas revelou: (1) pequeno número de pesquisas experimentais; (2) humanos como principal tipo de participantes utilizado; (3) preferência por delineamentos intra-sujeitos e por registros computadorizados; (4) prevalência de pesquisas básicas; (5) predominância de pesquisas envolvendo equivalência de estímulos; (6) pouco uso da estatística inferencial; e (7) pouca atenção à generalização, integridade e acordo entre observadores em pesquisas aplicadas. Além dessa visão preliminar sobre o comportamento de pesquisa de analistas do comportamento, os dados obtidos pelo presente estudo sugerem a necessidade de uma maior ênfase experimental.

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Section: Qual(is) Foi(ram) O(s) Tema(s) Da(s) Pesquisa(s) Experimentaunclassified

Revisão Sistemática dos estudos experimentais publicados na “Perspectivas em Análise do Comportamento” de 2010 a 2018

Keiner¹,

Marinho²,

Malerbi³

2020

perspectivas

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“…The results enhance the possibility of utilization of the model in clinical practice as a cognitive evaluation tool. It is also an example of a new use of a model that has already been used in other populations with atypical development (Dalto & Haydu, 2015; Santos & Almeida-Verdu, 2012).…”

Section: Final Considerationsmentioning

confidence: 99%

Stimulus equivalence and N400 in poststroke patients: An exploratory study.

Paranhos¹,

Paracampo²,

Souza³

et al. 2018

Psychology & Neuroscience

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Stroke is caused by an abnormality in brain blood circulation. Approximately 30% of patients present cognitive impairment after brain damage. N400 is an electrophysiological wave that has been related to semantic tasks and the equivalence test. This study's objectives were to (a) compare the learning of conditional relations and the formation of equivalence classes in patients with stroke with and without cognitive impairment and (b) verify N400's occurrence and quality under different conditions of stimulation. Two experiments were conducted with 9 participants each, divided into 3 groups: control group, healthy adults; Experimental Group 1, patients with stroke and no cognitive impairment; and Experimental Group 2, patients with stroke patients and cognitive impairment. In Study 1, 9 participants were taught arbitrary conditional relations and equivalence tests. In Study 2, electrophysiological records were made in addition to teaching the conditional relations protocol. The arbitrary conditional relations teaching protocol was efficient, and the equivalence class formation was documented for the control group and Experimental Group 1 but not for Experimental Group 2. In Study 2, Participants P21, P22, and P24 presented the N400 wave's occurrence in 4 stimulation conditions; P26 in 3 stimulation conditions; P27 and P29 in none of the conditions. The amount of learning and equivalence class formation was directly related to the N400 wave's quality and occurrence. This corroborates the results from other studies that found that emergent conditional stimulus relations can be considered semantic.

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“…In Brazil, the stimulus equivalence model has been widely used to investigate the teaching of academic abilities, such as reading (César & Moroz, 2015;Leite & Hübner, 2009;Machado & Haydu, 2012;Medeiros, 2011;Ponciano & Moroz, 2012;Reis, Souza & De Rose, 2009;Zanco & Moroz, 2015), Mathematics (Henklain & Carmo, 2013;Dalto & Haydu, 2015;Lorena, Castro-Caneguim,& Carmo, 2013), Music (Hanna, Batitucci, & Natalino-Rangel, 2016;Salvatori, Silva, Belem, Modenesi, & Debert, 2011), among others. Most of the studies presented intervention in the researcher-participant format, although part of them worked in a collective context, with intervention in the researchergroup format, like César and Moroz (2015), Machado and Haydu (2012) and Medeiros (2011).…”

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confidence: 99%

Teaching Chemistry Based on the Stimulus Equivalence Model

César

Moroz

2018

Paidéia (Ribeirão Preto)

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This study aimed to verify the effects of a procedure, based on the stimulus equivalence model, to teach naming 10 chemical elements, from their symbolic representations and their respective numbers and atomic models. Eight high school students participated. Four classes of stimuli were used: (A) name; (B) symbol; (C) atomic number; (E) atomic model of chemical elements. The following were performed: evaluation of the initial repertoire; teaching of conditional relations and testing of emergence of new conditional relations; evaluation of the final repertoire. From the teaching of three relations (AB, BC and BE), almost all participants presented at least 90% of correct answers (hits) in nine relations (BA, CB, AC, CA, EB, AE, EA, CE, EC); in the chemical elements naming (BD, CD and ED), seven participants obtained at least 80% of hits. The efficiency of teaching procedure for chemistry learning at the high school level has been verified.

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Stimulus equivalence for teaching mathematical first-degree functions in the elementary school

Cited by 5 publications

References 20 publications

Revisão Sistemática dos estudos experimentais publicados na “Perspectivas em Análise do Comportamento” de 2010 a 2018

Revisão Sistemática dos estudos experimentais publicados na “Perspectivas em Análise do Comportamento” de 2010 a 2018

Stimulus equivalence and N400 in poststroke patients: An exploratory study.

Teaching Chemistry Based on the Stimulus Equivalence Model

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