Effect of social isolation on learning of the fish Cichlasoma paranaense
Abstract
Institute for the Study of Behavior, Cognition and Teaching Relational Learning and Symbolic Functioning: Basic and Applied Research The Institute of Studies of Behavior, Cognition, and Teaching, proposed in the present project, is an expansion of the Nucleus of Studies of Behavior, Cognition, and Teaching that has organized, since 1996, the efforts of researchers at UFSCar, USP, UnB, UNESP, UFPA and the University of Massachusetts Medical School (UMMS). The group first secured financial support in the PRONEX competition In 1997, support that was renewed in the new edition of PRONEX in 2003 (MCT /CNPq/FAPESP). In the proposed project, the institute plans to further develop, integrate, and expand its existing network of laboratories. This multi-institutional, multi-regional network focuses on behavioral science and technology addressing symbolic functioning and functional deficits, particularly in children (e.g., dysfunctional communication skills, delayed language development due to congenital deafness, failure to achieve basic competencies in reading and mathematics, etc.), Functional deficits in symbolic functioning represent a substantial challenge for affected individuals, their families, and their larger communities. Such deficits may result from neurological disorders, impoverished environments, and/or their interactions. Whatever the etiology, however, the primary approaches to prevention and remediation of deficits in symbolic functioning is provision of behavior intervention, enhanced educational support, and other interventions to reduce their impact. Our network currently integrates basic and applied research in a coherent, highly productive multi-institutional program that focuses on a number of aspects of symbolic functioning in children. Substantial progress has been made in developing: 1) readily researchable laboratory models of symbolic functioning and its precursors to identify the conditions necessary and sufficient to establish symbolic competencies; 2) animal models that contribute to the analysis of symbolic behavior and its precursors and inform educational/therapeutic interventions for certain populations of children; 3) methodology for evaluation and remediation of symbolic communications deficits in children with congenital or acquired deafness; 4) methodology that may be usefully applied in early interventions to positively alter the developmental trajectories of infants and toddlers with or without neurodevelopment disabilities and 5) methodology for prevention and remediation of deficits in reading, writing, and mathematics in school aged children. The group also has conducted research investigating effective systems for delivering evidence-based behavioral technologies in school, clinics, and other service environments... (AU)
| Articles published in Revista Pesquisa FAPESP about the project |
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