| Full text | |
| Author(s): |
Marileide Antunes de Oliveira
;
Camila Politti Penariol
;
Celso Goyos
Total Authors: 3
|
| Document type: | Journal article |
| Source: | Acta comport.; v. 21, n. 1, p. 53-67, 2013. |
| Abstract | |
Stimulus equivalence research uses matching-to-sample (MTS) tasks to establish conditional stimulus relations and research based on MTS tasks also applies them to the teaching of verbal behavior, reading and other academic skills, with promising results. The application of these procedures by educators can bring important implications to the teaching of children on how to read and it has been investigated in its own right. Using these tasks to teach language and academic repertoires, such as reading is a current issue. This paper aimed to describe and evaluate a procedure to teach university students to implement computerized MTS tasks for reading. In Study 1, four participants were assessed on the extent to which whether, after being taught to: (1) create, and (2) apply MTS tasks comprising AB relation (dictated words-pictures); and 3) analyze student data report using three words, they would show generalization of the aforementioned repertoires to novel words. First, the participants were asked to teach a confederate role-playing a child to read three words - pato, gato and dedo. Next, the experimenter performed demonstrations of the response classes involved in (1), (2), and (3), and after the participants were asked to repeat the demonstration by themselves. During tests, novel words were used. In Study 2, a follow-up of Study 1 using the AC relation (dictated words-printed words) was carried out with four participants. All participants learned to implement computerized MTS tasks and showed generalization to novel stimuli. Results were discussed in terms of the effectiveness of the procedure for training teachers, and the contributions of the findings to the design of teachers training programs were highlighted as well. (AU) | |
| FAPESP's process: | 10/14661-0 - Construction, elaboration and development of a program for teaching conditional relations involved in the initial/rudimentary reading |
| Grantee: | Camila Politi Penariol |
| Support Opportunities: | Scholarships in Brazil - Master |