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The reinforcing effects of the tact and textual verbal operants in relations between equivalent stimuli

Grant number: 10/14525-0
Support type:Scholarships in Brazil - Master
Effective date (Start): March 01, 2011
Effective date (End): February 29, 2012
Field of knowledge:Humanities - Psychology - Experimental Psychology
Principal researcher:Antonio Celso de Noronha Goyos
Grantee:Luiza de Moura Guimarães
Home Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil


Despite the importance of reading being unquestionable, deficits in this academic skill, especially in children, is a frequent complaint from parents and teachers. Many studies in the area of behavior analysis have shown that performance in expressive behaviors in equivalence tests is higher when participants match dictated words to pictures than when participants match dictated words with printed words. Therefore, the purpose of this study is to investigate whether the reinforcing effects of the tact and textual verbal operants are related to the expressive performance of individuals in the presence of pictures and written words. The study will be conducted with two groups of participants. The first group consists of ten undergraduate students and the second consists of ten children with normal development, without reading repertoire. The procedure for data collection will be divided into two phases. The first phase of the experiment will consist in a matching-to-sample procedure and the second in a concurrent-chain schedule procedure of choice. The results of this study may allow better understanding of symbolic behavior, as well as greater understanding of the relationship between equivalent stimuli. (AU)

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Scientific publications
(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)
LUIZA DE MOURA GUIMARÃES; GIOVANA ESCOBAL; CELSO GOYOS. O papel da função reforçadora das relações verbais de tato e textual, em contexto de equivalência de estímulos, em universitários. PSICOLOGIA-REFLEXAO E CRITICA, v. 27, n. 3, p. 522-530, . (10/14525-0, 10/11201-9)

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