Efeitos do "overtraining" na formação de classes de estímulos equivalentes em estudantes universitários

• Espírito-Santo, R. R. B. ^[1] ; Viviane Verdu Rico ; Edson M. Huziwara ^[1]
  1. [1] Universidade Federal de Minas Gerais

     Universidade Federal de Minas Gerais

     Brasil

     
• Localización: Acta comportamentalia: revista latina de análisis del comportamiento, ISSN 0188-8145, Vol. 27, Nº. 1, 2019, págs. 55-72
• Idioma: portugués
• Títulos paralelos:
  • Effects of "overtraining" on the formation of stimulus equivalence classes in college students
• Enlaces
  • Texto completo
• Resumen
  • português

    Experimentos sobre classes de equivalência raramente avaliam os efeitos da quantidade de tentativas de linha de base nos testes de formação de classes. Além disso, essa variável nunca foi avaliada isoladamente, já que os estudos anteriores interessados nesta questão também usaram estímulos familiares e diferentes distâncias nodais. Portanto, o presente estudo teve como objetivo avaliar o efeito do overtraining na formação de classes controlando a quantidade de tentativas apresentadas nas fases de treino, usando estímulos abstratos e separando os estímulos pela mesma distância nodal. Quarenta estudantes universitários foram distribuídos em dois grupos – Grupo Overtraining e Grupo Regular. Ambos os grupos foram expostos a um procedimento de matching to sample em que relações condicionais entre conjuntos de figuras abstratas foram ensinadas. O número de tentativas foi a única diferença entre os grupos, sendo o Grupo Overtraining exposto ao dobro de tentativas de linha de base que o Grupo Regular.

    Nossos resultados mostraram que 95% dos participantes do Grupo Overtraining e 80% dos participantes do Grupo Regular foram bem-sucedidos nos testes de formação de classe.

    Análises dos erros dos participantes indicam que o overtraining gerou melhor desempenho nas fases de treino e, consequentemente, um melhor desempenho nos testes de formação de classe.

  • English

    Equivalence class experiments rarely evaluate the modulatory effects of the amount of baseline training trials on class formation tests. In addition, such a variable had never been evaluated in isolation, since the experimental procedures in previous studies interested in this issue also used familiar stimuli with and different nodal distances. Therefore, the present study aimed to evaluate the overtraining effect on equivalence class formation tests using a procedure to control the amount of the trials presented during the training phases, using abstract stimuli, and separating all of the stimuli by the same nodal distance. Forty college students were distributed in two groups named Overtraining Group and Regular Group. Both groups were exposed to a matching to sample procedure in which conditional relations among sets of abstract figures were taught. The baseline training corresponded to the teaching of relations AB, AC and AD, in addition to training with all relations. Number of trials was the only difference between groups, Overtraining Group being exposed to twice as many baseline training trials as the Regular Group. In order to control the amount of training trials to which participants were exposed, there was no learning criterion in each training and participants were exposed only once to each of the training phases. Our results showed that 95% of the Overtraining Group participants and 80% of the Regular Group participants were succeed on class formation tests. Analyzes of participants’ errors showed that the lowest correct response rate occurred in the first training phase (AB Training) for both groups. However, the greater number of trials of the AB training for the Overtraining Group seems to have been a relevant variable for better performance in the training phases with all relations. These data indicate that the greater amount of training trials generated better performance in the baseline training phases and, consequently, a better performance in the class formation tests.