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Verbal productivity and speech accuracy in impaired hearing and cochlear implant: procedural variables and subsidies for a teaching curriculum


The potential of Equivalence Based Instruction (EBI) has been shown over the establishment of symbolic functions and semantic productivity with written words and pictures in children with cochlear implants. Extensions for speech accuracy were beholding in case of a vocal topography already was established for one of the class members. Recent studies have been replied similar results with sentences and pictures of scenes involved, even, syntactic productivity (defined by ordinality of stimuli into sentences and recombinative generalization of terms of the same ordinal function). This work will refine both methodological and procedural aspects of sentence teaching added to EBI effects over semantic and syntactic productivity. Also will include making software with navigability and functionality from the user point of view. Will be conducted three studies in which the participants will learn conditional discrimination between dictated sentences and scenes pictures and the same dictated sentences and written sentences. Class formation tests between written sentences and scenes pictures, sentences reading and scenes pictures naming will evaluate the semantic productivity. How sentences get syntactic regularity (subject- verb-article-object) the tests with new sentences, derived from recombination of components of the sentences taught, will evaluate the syntactic productivity. Study 1, will evaluate the effect of two different fading' routines (blocked and randomized) overlapped to conditional discrimination teaching between dictated word and picture on errorless during learning. Study 2 will evaluate the effect of two procedures of teaching on the establishment of printed sentence control (matching to sample e constructed response matching to sample). The Study 3 will elaborate a software (navigable and functional) and will test a minicuricle of teaching sentences which had steps of teaching according to difficulties (sentences with simple word, orthography difficulties and pseudosentences) and will verify the effect on semantic-syntactic productivity with the potential to become in a product adopted in a applied environment. (AU)

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(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
DAS NEVES, ANDERSON JONAS; MOREIRA ALMEIDA-VERDU, ANA CLAUDIA; DO NASCIMENTO SILVA, LEANDRA TABANEZ; MORTARI MORET, ADRIANE LIMA; DE SOUZA, DEISY DAS GRACAS. Auditory sentence comprehension in children with cochlear implants after simple visual discrimination training with specific auditory-visual consequences. LEARNING & BEHAVIOR, v. 49, n. 2, . (16/09109-3, 18/16694-5, 14/50909-8, 19/17480-1)

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