Repeated Shifts of Simple Discrimination:
Learning in Infants
Keywords:
Symbolic repertoire, Simple discrimination, Conditional discrimination, InfantsAbstract
This study investigated the acquisition of repeated shifts of simple discriminations (RSSD) in three infants. Animated images were presented on a touch sensitive screen. The procedure started off with a two-choice simple discrimination training (SD) with shifts in the stimulus function until all stimuli had functioned once as S+ and once as S-. Afterwards, all the three stimuli were presented in the same trial completing a RSSD cycle. Two of the infants learned the RSSD with the two”“choice procedure and one infant learned the SD with two stimuli. The replacement of the stimulus sets throughout the training, characterized as a multiple exemplar training, seems to have contributed to the infants’ engagement in the task as well as to the acquisition of the discriminations.
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References
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Fonseca, A. R. (2007). Discriminação simples e pareamento ao modelo com objetos em Cebus apella. Trabalho de Conclusão de Curso, Universidade Federal do Pará, Belém.
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Rovee-Collie, C., & Barr, R. (2004). Infant learning and memory. Em G. Bremner & A. Fogel (Orgs.), Handbook of infant development (pp. 139-168). London: Blackwell Publishing.
Savage-Rumbaugh, E., Murphy, J., Sevcik, R., Brakke, K., Williams, S., & Rumbaugh, D. (1993). Language comprehension in ape and child. Monographs of the Society for Research in Child Development, 58, 1-256.
Sidman, M. (2000). Equivalence relations and reinforcement contingency. Journal of the Experimental Analysis of Behavior, 74, 127-146.
Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5-22.
Sidman, M., Wynne, C. K., Maguire, R. W., & Barnes, T. (1989). Functional classes and equivalence relations. Journal of the Experimental Analysis of Behavior, 52, 261-274.
Slater, A. (2004). Visual perception. Em G. Bremner & A. Fogel (Orgs.), Handbook of infant development (pp. 5-34). London: Blackwell Publishing.
Souza, C. B. A., Borges, R. P., Goulart, P. R. K., Barros, R. S., & Galvão, O. F., (2009). Testes de identidade generalizada com objetos em macaco-prego (Cebus apella). Psicologia: Teoria e Pesquisa, 25, 169-178.
Souza, C. B. A., & Pontes, S. S. (2007). Variações paramétricas em pré-requisitos da linguagem: Estudo longitudinal das interações criança-acompanhante. Interação em Psicologia, 11, 55-70.
Tomasello, M., & Call, J. (1997). Primate cognition. Nova Iorque: Oxford University Press.
Wilkinson, K. M., & Green, G. (1998). Implications of “fast mapping” for vocabulary expansion in individuals with mental retardation. Augmentative and Alternative Communication , 14 , 162-170.
Zentall, T. R., Galizio, M., & Critchfield, T. S. (2002). Categorization, concept learning, and behavior analysis: An introduction. Journal of the Experimental Analysis of Behavior, 78, 237-248.
Zygmont, D. M., Lazar, R. M., Dube, W. V., & McIlvane, W. J. (1992). Teaching arbitrary matching via sample stimulus-control shaping to young children and mentally retarded individuals: A methodological note. Journal of the Experimental Analysis of Behavior, 57, 109-117.
Barros, R. S., Galvão, O. F., & McIlvane, W. J. (2003). The search for relational learning capacity in Cebus apella: A programmed “educational” approach. Em Sal Soraci Jr. & Kimiyo Murata-Soraci (Eds.), Visual information processing (pp. 223-245). Westport: Praeger Publishers.
Bates, E., & Elman, J. L. (2000). The ontogeny and phylogeny of language: A neural network perspective. Em S. Parker, J. Langer & M. McKinney (Eds.), Biology, brains, and behavior: The evolution of human development (pp. 89-130). Santa Fe: School of American Research Press.
Berens, N. M., & Hayes, S. C. (2007). Arbitrarily applicable comparative relations: Experimental evidence for a relational operant. Journal of Applied Behavior Analysis, 40, 45-71.
Boelens, H., Broek M. V. D., & Klarenbosch, T. V. (2000). Symmetric matching to sample in 2-year-old children. The Psychological Record, 50, 293-304.
Bremner, G, & Fogel, A. (Orgs.) (2004). Blackwell handbook of infant development. London: Blackwell Publishing.
Carr, D., Wilkinson, K. M., Blackman, D., & McIlvane, W. J. (2000). Equivalence classes in individuals with minimal verbal repertoires. Journal of the Experimental Analysis of Behavior, 74, 101”“114.
Comesanha, O., & Souza. C. B. A. (2008). Pareamento ao modelo por identidade em bebês [CD-ROM] Em Resumos da XXXVIII Reunião Anual de Psicologia. Uberlândia: Universidade Federal de Uberlândia.
Dahás, L. (2007). Discriminação simples e pareamento ao modelo com estímulos bidimensionais em Cebus apella infante. Trabalho de Conclusão de Curso, Universidade Federal do Pará, Belém.
Deacon, T.W. (1997). The symbolic species: The co-evolution of language and the brain. New York: Norton.
Devany, J. M., Hayes, S. C., & Nelson, R. O. (1986). Equivalence class formation in language-able and language-disable children. Journal of the Experimental Analysis of Behavior, 46, 243-257.
Fonseca, A. R. (2007). Discriminação simples e pareamento ao modelo com objetos em Cebus apella. Trabalho de Conclusão de Curso, Universidade Federal do Pará, Belém.
Gil, M. S. C. A., & Oliveira, T. P. (2003). Um procedimento de treino de discriminação condicional com bebês. Em M. Z. S. Brandão, F. C. S. Conte, F. S. Brandão, Y. K. Ingberman, C. B. Moura, V. M. Silva & S. M. Oliane (Orgs.), Sobre comportamento e cognição. Clínica, pesquisa e aplicação ”“ Vol. 12 (pp. 469-477). Santo André: ESETec.
Gil, M. S. C. A., Oliveira, T. P., Sousa, N. M., & Faleiros, D. A. M. (2006). Variáveis no ensino de discriminação para bebês. Psicologia: Teoria e Pesquisa, 22, 143-152.
Goulart, P. R. K., Mendonça, M. B., Barros, R. S., Galvão, O. F., & McIlvane, W. J. (2005). A note on select ”“ and reject ”“ controlling relations in the simple discrimination of capuchin monkeys (Cebus Apella). Behavioural Process, 69, 295-302.
Hauser, M. D., Chomsky, N., & Fitch, W. T. (2002). The faculty of language: What is it, who has it, and how did it evolve? Science, 298, 1569-1579.
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-skinnerian account of human language and cognition. New York: Kluwer Academic/Plenum.
Horne, P. J., & Lowe, C. F. (1996). On the origens of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65, 185-241.
Lipkens, R., Hayes, S. C., & Hayes, L. J. (1993). Longitudinal study of the development of derived relations. Journal of Experimental Child Psychology, 56, 201-239.
Luciano, C., Becerra, I. G., & Valverde, M. R. (2007). The role of multiple-exemplar training and naming in establishing derived equivalence in an infant. Journal of the Experimental Analysis of Behavior, 87, 349-365.
McIlvane, W. J., & Dube, W. V. (2003). Stimulus control topography coherence theory: Foundations and extensions. The Behavior Analyst, 26, 195-213.
O’Donnell, J. O., & Saunders, K. J. (2003). Equivalence relations in individuals with language limitations and mental retardation. Journal of the Experimental Analysis of Behavior, 80, 131”“157.
Oliveira, T. P., & Gil, M. S. C. A. (2008). Condições experimentais facilitadoras para a aprendizagem de discriminação por bebês. Psicologia: Teoria e Pesquisa, 24, 5-18.
Rico, V. V. (2006). Persistência comportamental e topografía de controle de estímulos coerente em treino de discriminação simples e escolha condicional por identidade ao modelo com quatro escolhas em macaco-prego (Cebus apella). Dissertação de Mestrado, Universidade Federal do Pará, Belém.
Rovee-Collie, C., & Barr, R. (2004). Infant learning and memory. Em G. Bremner & A. Fogel (Orgs.), Handbook of infant development (pp. 139-168). London: Blackwell Publishing.
Savage-Rumbaugh, E., Murphy, J., Sevcik, R., Brakke, K., Williams, S., & Rumbaugh, D. (1993). Language comprehension in ape and child. Monographs of the Society for Research in Child Development, 58, 1-256.
Sidman, M. (2000). Equivalence relations and reinforcement contingency. Journal of the Experimental Analysis of Behavior, 74, 127-146.
Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5-22.
Sidman, M., Wynne, C. K., Maguire, R. W., & Barnes, T. (1989). Functional classes and equivalence relations. Journal of the Experimental Analysis of Behavior, 52, 261-274.
Slater, A. (2004). Visual perception. Em G. Bremner & A. Fogel (Orgs.), Handbook of infant development (pp. 5-34). London: Blackwell Publishing.
Souza, C. B. A., Borges, R. P., Goulart, P. R. K., Barros, R. S., & Galvão, O. F., (2009). Testes de identidade generalizada com objetos em macaco-prego (Cebus apella). Psicologia: Teoria e Pesquisa, 25, 169-178.
Souza, C. B. A., & Pontes, S. S. (2007). Variações paramétricas em pré-requisitos da linguagem: Estudo longitudinal das interações criança-acompanhante. Interação em Psicologia, 11, 55-70.
Tomasello, M., & Call, J. (1997). Primate cognition. Nova Iorque: Oxford University Press.
Wilkinson, K. M., & Green, G. (1998). Implications of “fast mapping” for vocabulary expansion in individuals with mental retardation. Augmentative and Alternative Communication , 14 , 162-170.
Zentall, T. R., Galizio, M., & Critchfield, T. S. (2002). Categorization, concept learning, and behavior analysis: An introduction. Journal of the Experimental Analysis of Behavior, 78, 237-248.
Zygmont, D. M., Lazar, R. M., Dube, W. V., & McIlvane, W. J. (1992). Teaching arbitrary matching via sample stimulus-control shaping to young children and mentally retarded individuals: A methodological note. Journal of the Experimental Analysis of Behavior, 57, 109-117.
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Published
2010-02-09
How to Cite
Neves Silva, F. T., & Aleves de Souza, C. B. (2010). Repeated Shifts of Simple Discrimination:: Learning in Infants. Psicologia: Teoria E Pesquisa, 25(4), 569. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17423
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Estudos Empíricos
