Resumen de Treinos sucessivos sobre a independência funcional entre repertórios de falante e ouvinte em adultos

Felipe de Souza Soares Germano, Carlos Augusto de Medeiros

• português

  A literatura reporta que treinos sucessivos nas funções de falante e de ouvinte podem produzir dependência funcional entre esses operantes para os casos em que a independência é observada.

  Com base nisso, treinos sucessivos de ouvinte e falante foram realizados com diferentes conjuntos de palavras inventadas para verificar se o treino de ouvinte com novos conjuntos de palavras produziria a emergência da função de falante não treinada com as mesmas palavras.

  Para tanto, três experimentos com participantes adultos foram realizados, replicando a pesquisa de Medeiros, Germano e Gonçalves (2016). No primeiro, o comportamento de falante investigado foi o mando. Nos Experimentos 2 e 3, os comportamentos de falante consistiram em tatos. O Experimento 3 diferiu do Experimento 2 pela adição de instruções que visavam fortalecer o controle discriminativo de todos os elementos das palavras treinadas. Os resultados apontaram a independência funcional na aquisição de novas palavras e o treino sucessivo viabilizou a transferência da aprendizagem de ouvinte para falante. No Experimento 3, os desempenhos nos testes foram superiores aos observados nos demais experimentos, sugerindo o efeito das instruções sobre a extensão do controle de estímulos nos treinos. Foram discutidas possíveis falhas no controle de estímulos para evocação das respostas, e a emergência de respostas de falante foi relacionada a nomeação.

• English

  Contrary to what is expected from adults fully inserted in the verbal community, independent acquisition between the speaker and listener functions has been reported in the literature. In addition, it was identified that successive training in the functions of listener and speaker can produce functional dependence in the listener-speaker direction. This study aimed to verify if the listener behavior training with new words would imply in the emission of non-trained speaker behavior in adults with typical development. In addition, it was evaluated the effect of successive trainings, that is, whether training of both functions would result in the untrained emission of speaker behavior after listener training at the other phases of the study with new words and new stimuli. This study was a replication of Medeiros, Germano e Gonçalves (2016). Three experiments were performed in order to distinguish functional independence from stimulus control failures when testing speaker behavior during the first mands and tacts tests. The tasks in the three experiments were performed on the computer to ensure the regular stimuli and consequences presentations. In three experiments, the listener’s task was to click on a picture presented on the computer screen among an array of pictures after the presentation of its name orally by the experimenter. In the first experiment, the speaker behavior was a mand specifying a picture that complete a puzzle with the same word learned in listener training. In Experiments 2 and 3, participants had to tact the figures accordingly the names learned by listener training. Experiment 3 differed from Experiment 2 by adding an instruction before listener training with the function of increasing discriminative control by all elements of the invented words. The instruction was used as an additional stimulus to evoke point-to-point correspondence responses in speaker tests to the stimuli used in the listener training. The experiments were composed of five phases. The odd phases comprised listener training and speaker tests and the even-numbered phases, speaker training and listening tests.

  The trainings of both listener and speaker behaviors was considered successive training and each first speaker test in phases 3 e 5 was used to evaluate the successive training effect. In general, most of participants in the three experiments had functional independence in the first tests of the untrained speaker on phases despite the verbal operant tested and the instructions presence. These data replicate the results reported in the literature with children and with participants with atypical development, which suggests the generality of functional independence during the acquisition of new words in verbally competent individuals. The results also pointed to the effect of successive trainings, an improvement in performance in the speaker tests throughout the study phases. This effect was stronger at Experiment 3. Therefore, procedures that use successive trainings in the listener and speaker functions can be useful in planning teaching methodologies focusing on the production of functional dependence in the direction of the listener training and the emission of untrained speaker behavior. Issues about stimuli control appear to be relevant in functional dependence. The emergence of speaker responses was related to naming.