CV Lattes
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Universidade Federal de São Carlos (UFSCAR). Centro de Educação e Ciências Humanas (CECH) (Institutional affiliation for the last research proposal) Birthplace: Brazil
Graduated in Psychology at Graduated in Psychology at Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (1973), master's degree (1977) and PhD (1981) in Experimental Psychology at Universidade de São Paulo. Postdoctoral internship at the University of Maryland Baltimore County (1984-1985) and E.K. Shriver Center for Mental Retardation (1999). She is currently Full Professor at Universidade Federal de São Carlos (UFSCar), a member of the Graduate Program in Psychology and the Graduate Program in Special Education.Vice-President of the Brazilian Society of Psychology, member of the editorial board of Acta Comportamentalia, Journal of the Experimental Analysis of Behavior, International Journal of Educational Psychology, Psicologia: Reflexão e Critica. Fellow of the Association for Behavior Analysis International (ABAI). Coordinator of the National Institute of Science and Technology on Behavior, Cognition and Teaching - INCT-ECCE (MCTI / CNPq // CAPES / FAPs - Calls 15/2008 and 16/2014). Areas: Psychology/ Behavior Analysis and Special Education, with an interest in relational learning, symbolic behavior, acquisition of reading and writing, analysis and programming of instructional conditions, hearing comprehension by cochlear implant users. (Source: Lattes Curriculum)
| Articles published in Pesquisa FAPESP Magazine about the researcher: |
| Un dulce aprendizaje |
| Sweet learning |
| News published in Agência FAPESP Newsletter about the researcher |
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The goal of this proposal is to support a 10-month visit of Dr. Armando Machado (Universidade do Minho, Portugal), to some of the laboratories of the National Institute of Science and Technology on Behavior, Cognition, and Teaching (ECCE-INCT), funded by FAPESP (Grant #2008/57705-8) and CNPq (# 573972/2008-7). The main location of the visit will be UFSCar, the INCT headquarters, but the v…
(Only some records are available in English at this moment)
Studies that used the procedure of reversing conditional discriminations to modify equivalence classes presented divergences: while some observed the reorganization of classes, others obtained results inconsistent with the reversals. A limitation of the area is the exclusive use of measures of accuracy to attest the classes reorganization. The choice response speed is a measure that has b…
The combined behavior of two or more individuals is subject to selection by the consequences of the environment, likewise individual operant behavior. Previous studies have used an interdependence procedure to investigate the conditional response-reinforcement relationship and the effects of the reinforcement schedule type on coordinated behavior. The laboratory in which this study will b…
Scientific evidence suggests that the listener and speaker repertoires initially develop independently and get integrated as the child develops. Both repertoires and their integration are essential to the acquisition of language. When a child listens to a word that indicates an aspect of the environment and then says the same word in order to refer to it, this behaviour indicates that thi…
Equivalent classes are formed by all the positive elements that participate in the contingency. The main procedure used to study this phenomenon is matching-to-sample. Using this method, a lot of studies verified the effect of different variables of the task on the establishment and maintenance of equivalent stimulus classes. However, no study in the area has seeked to investigate the eff…
(Only some records are available in English at this moment)
The principle of reinforcement (changes in the probability of responses as function of reinforcing consequences) has been used to explain simple and complex behavioral phenomena. Within Behavior Analysis, this principle has historically been applied to individual behaviors, that is, to explain recurrence of behavior in the repertoire of an individual organism. While B. F. Skinner argued f…
| 1 / 1 | Ongoing research grants |
| 16 / 10 | Completed research grants |
| 2 / 2 | Ongoing scholarships in Brazil |
| 58 / 28 | Completed scholarships in Brazil |
| 1 / 1 | Completed scholarships abroad |
| 78 / 42 | All research grants and scholarships |
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