Procedures to assess to what extent symbols acquire their "referents" functions allow identifying relevant variables in the acquisition of symbolic behavior. This study will address the effects of different training parameters in the transfer of meaning among equivalent stimuli in undergraduate students. Study 1 will verify whether amount of training (regular training or overtraining) and topography of response (using mouse or keyboard), in combination, would influence differentially in the degree of transfer of function among equivalent stimuli for four experimental groups and one control group. Study 2 will investigate the effects of different types of meaningful stimuli in the transfer of function (faces expressing emotions for one group and words semantically related for another group). In both studies, participants in the experimental group will be exposed to a training of conditional discrimination (AB, AC, CD e DE) among meaningful stimuli and abstract stimuli and to tests of the BE and DB relations. Those who established equivalent classes will evaluate, using a semantic differential device, the abstract stimuli from set D. Results from this assessment will be compared to the assessment of the faces/words carried out by the control groups that will not be exposed to the training of conditional discrimination. The comparison between the values attributed to the faces/words by the control group e to the abstract stimuli by the experimental group will allow identify, quantitatively, the effects of the different parameters manipulated in the transfer of meaning among equivalent.
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