Estabelecimento de relações emergentes nome-objeto por bebês de 18 a 22 meses

• Ribeiro-de-Souza, L. M. ^[1] ; Maria Stella Coutinho de Alcântara Gil ^[1]
  1. [1] Universidade Federal de São Carlos

     Universidade Federal de São Carlos

     Brasil

     
• Localización: Acta comportamentalia: revista latina de análisis del comportamiento, ISSN 0188-8145, Vol. 26, Nº. 2, 2018, págs. 199-215
• Idioma: portugués
• Títulos paralelos:
  • Toddlers between 18 and 22 months-old establish name-object emergent relations
• Enlaces
  • Texto completo
• Resumen
  • português

    A aprendizagem da relação condicional emergente no responder por exclusão nem sempre ocorre.

    Se o responder por exclusão é um fenômeno robusto, as evidências da aprendizagem não vêm sendo observadas quando diferentes tipos de sondas foram empregados e raramente as sondas de discriminação foram adotadas com esta finalidade. Este estudo verificou o estabelecimento de relações entre palavras e objetos em sondas de discriminação, que avaliaram a relação modelo-S+, após a emergência da relação condicional no responder por exclusão, para sete crianças, entre 18 e 22 meses. As relações condicionais de linha de base eram compostas por nomes e respectivos objetos. A emergência de relações condicionais foi verificada em sondas de exclusão e o estabelecimento das relações emergentes foi testado em sondas de discriminação, com follow-up. Seis em sete crianças responderam por exclusão. Uma participante respondeu aos estímulos previstos nas sondas de discriminação após uma tentativa de exclusão e nove tentativas subsequentes, similares à tentativa de exclusão, e no follow-up entre dois e seis dias. As respostas às sondas de discriminação sugeriram o estabelecimento das duas relações condicionais. Os resultados sugerem que as sondas de discriminação podem ser utilizadas para verificar a aquisição de novas relações nome- -objeto (medida de aprendizagem).

  • English

    Learning emergent conditional relations in responding by exclusion does not always occur. If learning by exclusion were a robust phenomenon, evidence of learning should be observed when different types of probes are used; however, rarely have discrimination probes been used with this purpose. This study had the objective of verifying for seven children, aged between 18 and 22 months, the establishment of relations between words and objects in discrimination probes – which evaluated the sample-S+ relation – after the emergence of a conditional relation in responding by exclusion, as well as exploring the possibility of creating the conditions for stability of these relations after re-exposure to trials similar to the exclusion and discrimination probes. Participants selected objects conditionally to spoken words in auditory-visual matching-to-sample tasks. The procedure included establishing a baseline, probes (control, exclusion, discrimination), teaching the name-object emergent relation, and a follow-up. In baseline, correct responses produced compliments and access to the object as consequences. Incorrect responses were followed by a removal of the stimuli, an inter-trial interval, and silence from the experimenter. There were no programmed consequences for responses in probe trials. Control probes verified whether responding was under control of the novelty property of the stimuli. Emergence of conditional relations was verified in exclusion probes and establishment of emergent relations was tested through discrimination probes. Teaching emergent name-object relations was programmed for participants who did not reach the criterion of establishment of emergent relations (correct in all discrimination probes). The teaching phase verified the necessary number of re-exposures to trials similar to exclusion trials, in CRF, to obtain the expected performance in discrimination probes. Follow-up of the establishment of emergent relations was verified between two and six days after the last discrimination probe. Six out of seven children responded by exclusion. One participant responded to the stimuli from the discrimination probes after one exclusion trial and nine subsequent trials, similar to exclusion trials, and in the follow up. Two participants conducted all stages of the experiment with no signs of established emergent relations in the follow-up. Another participant went through emergent name-object teaching and was not successful in responding to the discrimination probes; and two other participants did not did not go through emergent name-object teaching. These results suggest that discrimination probes can be used to verify the acquisition of new name-object relations (measure of learning). These results also suggest that exposure to reinforced exclusion trials can increase the probability of correct responding in later discrimination probes, indicating stability of the name-object emergent relation. Considering the peculiarities of the participants, alternative methods are needed to investigate the maintenance of the emergent relation by exclusion, and suggests the systematic replication of the procedure used in this study with a larger number of participants of the same age range.