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INSTITUTO NACIONAL DE CIÊNCIA E TECNOLOGIA SOBRE COMPORTAMENTO, COGNIÇÃO E ENSINO1

(NATIONAL INSTITUTE OF SCIENCE AND TECHNOLOGY ON BEHAVIOR, COGNITION AND TEACHING)

Edital 15/2008 - MCT/CNPq/FNDCT/CAPES/FAPEMIG/FAPERJ/FAPESP Grants: CNPq: #573972/2008-7 - FAPESP: #2008/57705-8]

RESEARCH PROGRAM Relational Learning and Symbolic Functioning: Basic and Applied Research

ANNUAL ACTIVITY REPORT No. 4

2012/20132

Deisy das Graças de Souza (Coordinator) Olavo de Faria Galvão (Vice-Coordinator)

April 2013

1 Seat of the Institute: Federal University of São Carlos. Details of the original project, concerning the scientific program and the organizational structure, are presented in the Annual Report # 1 (www.ufscar.br/ecce). This report is cumulative, that is, presents the same topics focused on previous reports, updated with the current status of the work in progress. 2 May/2012 to April/ 2013.

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NATIONAL INSTITUTE OF SCIENCE AND TECHNOLOGY ON BEHAVIOR,

COGNITION, AND TEACHING (INSTITUTO NACIONAL DE CIÊNCIA E TECNOLOGIA SOBRE

COMPORTAMENTO, COGNIÇÃO E ENSINO - INCT-ECCE)

AFFILIATED INSTITUTIONS

UNCISAL

Federal State Foreign Seat of the Institute

 

UnB UFSCar UFPA

UFMG UMMS (EUA)

UNESP UNCISAL USP

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SCIENTIFIC TEAM3 Deisy das Graças de Souza (Federal University of São Carlos) - Coordinator

Olavo de Faria Galvão (Federal University of Pará) - Vice-Coordenador

FEDERAL UNIVERSITY OF SÃO CARLOS – UFSCAR (SEAT OF THE INSTITUTE)

Julio César C. de Rose – Site Coordinator (UFSCar) –PQ 1C Camila Domeniconi – PQ 2

Deisy das Graças de Souza PQ-1A João dos Santos Carmo

Maria Stella Coutinho de Alcântara Gil Patrícia Waltz Schellini

UNIVERSITY OF SÃO PAULO – USP

Institute of Psychology Gerson A. Y. Tomanari – Site Coordinator (USP) – PQ 1D

Maria Martha da Costa Hübner Marcelo Benvenuti

Miriam Garcia Mijares Paula Debert

Hospital for Rehabilitation of Craniofacial Anomalies (HRAC)

Maria Cecília Bevilacqua – PQ 1B

STATE UNIVERSITY OF SÃO PAULO - JÚLIO DE MESQUITA FILHO – UNESP Bauru

Ana Claudia Almeida Verdu – Site Coordinator (UNESP)

Marilia Célia Maria Giacheti – PQ 2

Cristiana Ferrari

UNIVERSITY OF BRASILIA – UNB Elenice Seixas Hanna – Site Coordinator (UnB) – PQ 2

Raquel Maria de Melo

FEDERAL UNIVERSITY OF PARÁ – UFPA Romariz da Silva Barros – PQ 2 Site Coordinator (UFPA) – PQ 2

Ana Leda de Faria Brino Carlos Barbosa Alves de Souza – PQ 2

Dionne Cavalcante Monteiro Luiz Carlos Silveira – PQ 1B

Manoel Ribeiro Filho Olavo de Faria Galvão – PQ 1B

3 The original team had 24 Brazilian members and 4 members from UMMAS. Three new members were affiliated in 2010 (Luiz Carlos Silveira, Miriam Mijares and Raquel M. Melo) and one (Jorge M. O. C. Neto) left due to a new job out of the university. Marcelo Benvenuti was affiliated in 2012. Five new members were approved to join the team beginning January, 2013: Andreia Schmidt (USP/RP); Debora S. Hollanda and Renato Bortoloti (UFSCar); Edson M. Huziwara (UFMG); and Paulo R. K. Goulart (UFPA). They do not count for purposes of this report; data concerning their activities in the Institute will be reported for the year 2013-2014.

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FEDERAL UNIVERSITY OF MINAS GERAIS – UFMG Thais Porlan de Oliveira – Site Coordinator (UFMG)

State of Alagoas University for Health Sciences – UNCISAL

Heloisa Helena Motta Bandini – Site Coordinator (UNCISAL) Carmen Silvia Motta Bandini

UNIVERSITY OF MASSACHUSETTS MEDICAL SCHOOL SHRIVER CENTER

FOR MENTAL RETARDATION (EUA) William J. McIlvane – Site Coordinator (UMMS)

Leo H. Buchanan Richard Serna

William V. Dube

The researchers come f rom d i f fe ren t backgrounds in

Psycho logy , Neurosc ience, Speech Patho logy , and Computer

Sc iences . Severa l o f the Braz i l ian members rece ive scho la rsh ips

f rom CNPq’s Program of Research Produc t iv i ty (PQ) , as ind ica ted

nex t to the i r names .

To a r t icu la te the research team, each a f f i l ia ted ins t t i tu t ion has

a s i te coord ina tor tha t works in c lose in terac t ion w i th the loca l

members and w i th the Execut ive Commit tee . The Ins t i tu te a lso

counts on an Adv isory Commit tee .

INCT-ECCE Executive Committee and Advisory Groups

National Advisory

Committee Executive Committee International Advisory

Committee Ana Luiza B. Smolka –

UNICAMP Deisy G. de Souza –

UFSCar Armando Machado (Univ. do

Minho, Portugal)

Dora Selma F. Ventura – USP

Elenice S. Hanna – UnB

Douglas Greer (Columbia University, EUA)

João Cláudio Todorov – UNB Gerson A. Y. Tomanari

– USP Kathryn Saunders (University

of Kansas, EUA)

José Aparecido da Silva – USP/RP

Julio C. de Rose – UFSCar

Krista Wilkinson (Penn. State University, EUA)

Maria Beatriz M. Linhares –

FMRP/USP Olavo F. Galvão –

UFPA Michael Dougher (University

of New Mexico, EUA)

Maria Teresa A. Silva – USP Murray Sidman (EUA)

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CONTENTS THE INSTITUTE (INCT-ECCE): CONTEXT AND GOALS

THE RESEARCH PROGRAM Relational Learning and Symbolic Functioning: Basic and Applied Research Overview of Scientific Topics Addressed by the Institute’s Programs Basic Science, Translational Science, Applied Science Program

SUMMARY OF MAIN SCIENTIFIC RESULTS Basic Research Translational Research Applied Research Publicatons

THE ACADEMIC PROGRAM: SHAPING SCIENTIFIC COMPETENCIES Teaching and Supervision in Research Training

SOME IMPACTS OF THE INSTITUTE’S RESEARCH

NEW FACILITY AND IMPROVEMENTS TO EXISTING FACILITIES

APPENDIX I References of Publications (2012-2013) Journal Articles Book Book Chapters Softwares

APPENDIX II Journal of published and in press papers

APPENDIX III Dissertations, Theses, and Scientific Initiation Projects

APPENDIX III Extended abstracts of selected papers

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THE INSTITUTE (INCT-ECCE): CONTEXT AND GOALS

The Na t iona l Ins t i tu te o f Sc ience and Techno logy on Behav io r ,

Cogn i t ion , and Teach ing focuses on behav iora l sc ience and

techno logy to address symbol ic func t ion ing and func t iona l de f ic i ts ,

par t icu la r ly in ch i ld ren (e .g . , dys func t iona l communica t ion sk i l l s ,

de layed language deve lopment a t t r ibu tab le to congen i ta l dea fness ,

fa i lu re to ach ieve bas ic competenc ies in read ing and mathemat ics ,

e tc . ) . Func t iona l de f ic i ts in symbol ic func t ion ing represent a

subs tan t ia l cha l lenge fo r a f fec ted ind iv idua ls , the i r fami l ies , and

the i r la rger communi t ies . The p r imary approaches to prevent and

remed ia te de f ic i ts in symbol ic func t ion ing inc lude behav iora l

in te rven t ion , enhanced educat iona l suppor t , and o ther in te rven t ions

to reduce the i r impact .

Our ne twork cur ren t ly in tegra tes bas ic , t rans la t iona l , and

app l ied research in a mul t i - ins t i tu t iona l p rogram tha t addresses

numerous aspec ts o f symbol ic func t ion ing in ch i ld ren . In con t inu i ty

w i th p rev ious work conducted by the same group, the p r imary

ob jec t ive is the sc ien t i f i c ana lys is o f symbol ic func t ion ing and the i r

de term inants .

O ther ob jec t ives o f the Ins t i tu te inc lude mentor ing to

acce lera te the p ro fess iona l deve lopment o f young sc ien t is ts w i th in

the p rogram and d issemina t ing the f ind ings o f the work to the

genera l pub l ic in a fo rm tha t w i l l be read i ly unders tandab le fo r

ind iv idua ls w i thout fo rma l t ra in ing in or exper ience w i th sc ience and

techno logy .

THE RESEARCH PROGRAM

Re lat ional Le arning and Symbol ic Funct ioning: Basic and Appl ie d Re se arch

St imulus Equiva lence is an exper imenta l mode l to s imula te

symbol ic func t ion ing in the labora tory . Th is mode l p rov ides

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procedures to es tab l ish symbol ic re la t ions and opera t iona l c r i te r ia

to asser t tha t re la t ions a re indeed symbol ic . A rb i t ra ry re la t ions

between s t imul i a re symbol ic i f they have the p roper t ies o f

re f lex iv i ty , symmetry , and t rans i t iv i ty .

I f equ iva lence is a mode l o f mean ing , then a ser ies o f

imp l ica t ions can be exper imenta l ly eva lua ted . For example , a

mean ing fu l s t imulus shou ld t rans fer i ts mean ing to abs t rac t s t imul i

tha t a re equ iva len t to i t . Th is is what is requ i red in learn ing tasks

tha t invo lve a rb i t ra ry re la t ions , such as those tha t a re typ ica l o f

language acqu is i t ion (e .g . , o ra l language, s ign language, p ic ture

exchange communica t ion sys tems [PECS] , e tc . ) o r read ing w i th

comprehens ion ( tex t on ly acqu i res mean ing when the s tudent learns

to re la te the symbols to the word ’s sounds tha t , in turn , a re symbols

o f o ther mean ing fu l s t imul i ) .

In the pursu i t o f behav iora l sc ience and techno logy goa ls tha t

address symbol ic func t ion and func t iona l de f ic i ts , th ree ma jor

components o f the p rogram are under deve lopment : Bas ic Sc ience,

T rans la t iona l Sc ience, and App l ied Sc ience ( fo r a more deta i led

descr ip t ion , see Annua l Repor t , Year 1 , 09-10 , a t

www. inc tecce .com.b r ) .

Ove rv ie w o f Sc ie nt i f ic Top ics Addre sse d by the Ins t i tu te 's

Programs

(1 ) The Basic Science component i s charged w i th the

deve lopment o f new knowledge and new methodo log ies re levan t to

the unders tand ing and poten t ia l p revent ion or amel io ra t ion o f

symbol ic func t ion def ic i ts . Targets o f the Bas ic Sc ience component

inc lude the fo l low ing :

(a ) Inves t iga t ions o f the necessary and suf f ic ien t cond i t ions

fo r the deve lopment o f symbol ic func t ion ing , i ts components , and i ts

p recursors ;

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(b ) Inves t iga t ions o f a t ten t iona l p rocesses (e .g . , observ ing

behav ior ) tha t a re necessary fo r the deve lopment o f symbol ic

func t ion ing ;

(c ) Fur ther deve lopment and re f inement o f an ima l mode ls tha t

may in form the ana lys is o f the determ inants o f symbol ic behav ior

and deve lopment o f remedia l p rocedures fo r ind iv idua ls w i th def ic i ts

in symbol ic func t ion ing .

(2 ) The Translat ional Science component i s charged w i th

e f fec t ing the va l ida t ion o f new pr inc ip les or new procedures der ived

f rom bas ic s tud ies in in i t ia l c l in ica l /educa t iona l t r ia ls under quas i -

con t ro l led cond i t ions .

(3 ) The Appl ied Science component i s charged w i th

deve lop ing feas ib le and cos t -e f fec t ive so lu t ions to w ide ly

d issemina te ev idence-based educat iona l and therapeut ic p rocedures

to typ ica l serv ice se t t ings (e .g . , schoo ls , hosp i ta ls , c l in ics ) .

S U M M A R Y O F M A I N R E S U L T S

This section summarizes the main results of the scientific investigation,

including methodological solutions and conceptual issues.

The most advanced contribution of the symbolic behavior approach is the

demonstration and control of the processes by which a person can respond to new

stimuli as if they were already known, a process long referred to as generativity. The

approach has allowed the investigation of the conditions under which a repertoire of

responding under the control of symbolic relations evolves to new situations not

previously experienced.

Considering the ongoing status of the research program, some specific

projects were completed, some are already well developed, and others are underway

and have generated preliminary results. Some projects for which we had to acquire

new equipment are currently being implemented. The results are cumulative. In this

sense, there are some overlappings with the results already presented in Annual

Reports #1, #2 and #3.

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We will comment on the status of each project by following the sequential

structure listed in Table 1, that includes transitions from basic (Projects #1-3) to

translational (Projects #4-6), and to applied (Project #7) research. When necessary,

references to published work will be indicated.

The references of publications (published papers, papers in press, papers

submitted, books, and book chapters) during the 2012-2013 period are presented in

Appendix I.

Appendix 2 presents a list of journals in which the papers appeared and their

distribution in the categories of QUALIS/CAPES.

Extended abstracts of some selected papers are presented in Appendix 3.

Finally, Appendix 4 presents the results the references of dissertations,

theses, post-doctoral research and undergraduate research (the results of the

program of human resources development in connection with the scientific program).

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Table 1 Scientific programs and research projects

SCIENTIFIC PROGRAMS

RESEARCH PROJECTS

BASIC SCIENCE

LABORATORY INVESTIGATIONS OF BASIC PREREQUISITES FOR SYMBOLIC FUNCTIONING

1: Complex Relational Learning Methodologies 1A: Categorical-Dimensional Interactions In Symbolic Categories 1B: Recombinative Generalization of Symbolic Repertoires

1C: 1C: Development of Automaticity and Fluency of Symbolic Repertoires4 2: Selective Attending and Observing in Symbolic Task

2A 2B: Procedural Control of Observing Behavior in Matching-to-Sample Tasks 2B 2A: P rocedural Control of Observing Behavior in Go/No-Go Tasks

3: Animal Models of Symbolic Behavior and its Prerequisites

3A: Relational Learning in Cebus apella 3B: Relational Learning in Dogs 3C: Relational Learning in Bees 3D: Relational Learning in Pigeons5 3E: Relational Learning n Rats7

T RA N SLA T IO N A L

SCIE N CE POPULATIONS WITH DEVELOPMENTAL AND/OR ACQUIRED

LIMITATIONS IN SYMBOLIC FUNCTIONING 4: Perception, Discrimination, and Equivalence

4A: Development of Symbolic Function in Infants 4B: Fast Mapping Strategies in Toddler-Age Children 4C: Relational Learning in Newly Hearing Children 4D: Promoting Symbolic Function in Preverbal Populations

5: Relational Learning in Basic Academics

5A: Basic and Remedial Instruction in Reading 5B: Basic and Remedial Instruction in Mathematics and Related Skills

6: Extensions to Neurobehavioral Science

6A: Laboratory-Derived Neuropsychological Methodology 6B: Translational Studies of Neurobehavioral Effects of Mercury Exposure

A P P L IE D SCIE N CE DISSEMINATION OF METHODS FOR DELIVERING EFFICIENT, COST-

EFFECTIVE, EVIDENCE-BASED BEHAVIORAL TECHNOLOGY 7: Behavioral Technology Delivery Systems

7A: Reading, Writing, and Mathematics in the Classroom 7B: Computer-assisted Instruction 7C: Augmentative Communication (CI, AAC, etc.) 7D: Motivational Analyses in Instructional Environments 7E: Virtual Reality Applications

4 Canceled (Jorge Mendes O. Castro, responsible for the project, left the Institute in 2010). 5 Projects 3D and 3E are additions to the original proposal; their objective is to allow for inter-species

comparisons.

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BASIC RESEARCH

1A: Categorical-Dimensional Interactions in Symbolic Categories The major goals of this subproject are to (a) increase the validity of stimulus

equivalence as a model of meaning using well-established measures of meaning

together with equivalence assessments and (b) investigate whether and to what

extent stimuli that comprise equivalence classes, determined by matching-to-sample

tests, can vary in their degree of relatedness. Work during the initial 2 years of the

INCT provided affirmative answers to the questions contained in both objectives.

Three different methods showed transfer of meaning from faces expressing emotions

to arbitrary stimuli equivalent to them: the Semantic Differential (Bortoloti & de Rose,

2009), Semantic Priming (Bortoloti & de Rose, 2011a), and the Implicit Relational

Assessment Protocol (IRAP; Bortoloti & de Rose, 2012). Further work has

investigated the parameters that can affect such degrees of relatedness. A semantic

differential showed that arbitrary stimuli experimentally established as equivalent to

faces expressing emotions, were then evaluated similarly to the faces, indicating that

they had acquired similar meanings. The semantic differential permitted a

quantitative assessment of the degree of relatedness between equivalent stimuli, and

showed that relatedness varied as a function of nodal distance and simultaneous or

delayed matching in training Bortoloti & de Rose, 2011b). The IRAP also provided

quantitative assessments of relatedness, showing that the degree of relatedness

increases when training is conducted with delayed matching-to-sample compared

with simultaneous matching-to-sample (Bortoloti & de Rose, 2012). Recent results

showed that another factor that increases relatedness is overtraining (Bortoloti, de

Rose, Rodrigues, & Cortez, Submitted). A recent development was the psychometric

validation of the semantic differential used to quantitatively assess the degree of

relatedness between stimuli (Almeida, Bortoloti, Ferreira, Schelini, & de Rose, in

press). The indication that equivalent stimuli may differ in their degree of relatedness

raises questions about the very concept of equivalence that has been addressed in

recent papers (Bortoloti & de Rose, 2011b; Bortoloti, de Rose, Rodrigues, & Cortez,

submitted). The most recent advance in this line of research was the establishment

of a new laboratory at UFSCar for the electrophysiological investigation of event-

related potentials (ERPs) that can detect symbolic relations. Preliminary work,

conducted at the E.K. Shriver Center, indicated that the N400 component (called the

“semantic” component) may quantitatively vary as a function of the parameters that

affect the degree of relatedness. The new laboratory advanced electrophysiological

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investigations of the functional overlap between semantic and equivalence relations.

(Bortoloti, Pimentel, & de Rose, Submitted). Non-equivalent pairs of stimuli elicited

larger N400 responses than equivalent pairs in electrodes placed over the central

and parietal scalp regions, providing additional support for the assumption that

stimulus equivalence is an appropriate model of semantic relations.

1B: Recombinative Generalization of Symbolic Repertoires

This topic focus the emergence of novel behavior through the process of

recombinative generalization, defined as “differential responding to novel

combinations of stimulus components that have been included previously in other

stimulus contexts” (Goldstein, 1983, p. 281).

Several studies have generated recombinative generalization in textual

reading and identified variables that favor or precludes the development of

recombinative reading (de Souza, de Rose, Faleiros, Bortoloti, Hanna, & McIvane,

2009; Hanna, Karino, Araujo, & de Souza, 2010; Hanna et al., 2011; Hübner, Gomes,

& McIlvane, 2009; Leite & Hübner, 2010). Some critical factors are the use of

overlapping stimuli components, the variation of elements to be recombined within

the larger units and among different compound stimuli, the size of the compound

stimuli from which the elementary control is abstracted, and the amount of training.

Other studies sought to identify similarities and differences in symbolic

processes involved in musical and textual reading. The results extended previous

results indicating that for both, textual and musical reading, overlapping stimuli

components used in training are a critical feature of the development of stimulus

control by the same components when embedded in novel stimuli (Hanna et al.,

2011; Perez & de Rose, 2010).

Also concerning musical reading, recent results confirmed that visual-visual

relations are easier to teach and to maintain than auditory-visual relations that

involve musical stimuli. Teaching a productive response (i.e., touching keyboard

notes) was more effective than teaching receptive responses in a matching-to-

sample procedure on equivalence class formation and stimulus control transfer to a

new response. Finally, teaching visual-visual matching relations between musical

notations and keyboard positions showed transfer to playing the keyboard without

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direct teaching. These results, together with previous findings, may suggest

parameters for a program to teach musical reading.

Other studies have focused recombinative generalization of words within

sentences. The abstraction of words and their position in sentences are critical for

both semantic and syntactic repertoires. Correa, Assis and Brino (2012) found that

the overlapping of words in dictated sentences engendred the composition of

sentences under conditional control. Another recent study demonstrated the

comprehension of novel sentences by prelingually deaf children using cochlear

implatns, based on the recombination of previously learned relations between spoken

sentences and videotaped scenarios (Golfeto & de Souza, submitted).

2A: Procedural Control of Observing Behavior in Matching-to-Sample Tasks Performance in discriminative and conceptual learning tasks critically

depends on how participants look at particular stimuli and the stimulus display.

Failures of children in these tasks, particularly children with intellectual disabilities,

often result from insufficient or incorrect observation of the stimuli. Even when

participants look at the stimuli, their behavior may be controlled by stimulus features,

or by relations between stimuli, that may be detrimental to the intended performance.

Participants may acquire a baseline that is a prerequisite for conceptual or symbolic

behavior, and yet they may perform the behavior under stimulus control that is

incompatible with the emergence of the intended conceptual and symbolic behavior.

In experiments of conceptual and symbolic behavior, verifying the stimulus relations

that control baseline performance and ensuring that the stimulus control of baseline

performance will not interfere with the intended emergent performance are important.

A study by de Rose, Hidalgo, & Vasconcellos (2013) used a procedure to ensure that

two-choice matching-to-sample baseline would be controlled by both sample-S+ and

sample-S- relations, in which children knew both that the selected stimulus was the

correct one for a particular sample and that the other stimulus was the incorrect one.

With this procedure, children showed the immediate formation of equivalence

classes. When only sample-S- relations were formed, however, classes were not

formed, suggesting that both controlling relations are necessary. Grisante, de Rose,

& McIlvane (submitted) adapted this procedure to establish both sample-S+ and

sample-S- relations in preschool children and participants with Down Syndrome and

found a high “yield” of equivalence relations.

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Tomanari and others have developed effective procedures, using

sophisticated eye-tracking devices, to monitor and manipulate controlling relations in

matching-to-sample procedures that allow corrections of undesired controlling

relations at the moment they arose. This will potentially increase the yield of

equivalence classes, with promising applications for teaching individuals with

intellectual disabilities (Dube, Dickson, Balsamo, O’Donnell, Tomanari, et al., 2010;

Endemann, Pessôa, Perez, & Tomanari, 2011; Perez & Tomanari, submitted [a], [b];

Pessôa, Huziwara, Perez, Endemann, & Tomanari, 2009).

2B: Procedural Control of Observing Behavior in Go/No-Go Tasks Earlier results (e.g., Debert, Matos, & McIlvane, 2007; Debert, Huziwara,

Faggiani, de Mathis, & McIlvane, 2009) showed that a go/no-go procedure is a

promising alternative to generating equivalence relations between elements of

compound stimuli. New results confirmed the potential of the go/no-go procedure,

showing that positive outcomes with human adults are independent of training

directionality (Grisante, Galesi, Sabino, Debert, Arntzen, & McIlvane, 2013). These

results suggest that differences in the “yield” of equivalence relations with human

adults may be related to the successive or simultaneous discriminations established

during baseline and testing. The results of studies with typically developing children

after simple successive discriminations also showed the formation of functional

classes (Canovas, Debert, & Pilgrim, submitted; Canovas, de Souza, & Barros, in

press) and the formation of symbolic relations after a go/no-go procedure with

compound stimuli (Debert et al., submitted). The group also demonstrated identity

matching with compound stimuli, in teaching musical notes (Salvatori, Silva, Almeida,

Modenesi, & Debert, 2012) and ideograms (Rebello, Yu, Bertoldo, Duckur, & Debert,

2010).

A recent doctoral dissertation (Modenesi, 2013) showed the emergence of

contextual control derived from a baseline of successive discriminations established

through the go/no go procedure with compound stimuli, thus extending the findings

on the conditions under which contextual control can evolve. In go/no-go procedures

with compound stimuli, the elements to be related are displayed together, side by

side. This may simplify the requisites of observing and scanning the stimulus display.

Therefore, the procedure may be helpful in teaching applications with young children

and learners with intellectual disabilities who may have difficulties observing and

scanning more complex displays, such as those involved in matching-to-sample

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procedures.

Go/no-go procedures have also shown promise in research with pigeons

(Campos, Debert, Barros, & McIlvane, 2011) and with capuchin monkeys (see 3A).

3A: Relational Learning in Cebus apella

Recent studies searching for the prerequisites for demonstration of

equivalence class formation in capuchin monkeys (Sapajus spp., formerly Cebus

spp.) went beyond mere analysis of arbitrary matching acquisition and performance,

leading to the identification of interesting processes that allowed development of

larger baselines. Such baselines were designed to encourage stimulus control

topographies that could facilitate relational learning and development of true symbolic

matching to sample performances.

Ø Brino et al. (2010) reported the first instances of exclusion in capuchin monkeys

that suggested that new arbitrary matching performances could be generated in

the context of an identity-matching baseline. These findings were replicated

systematically by Campos, Brino, and Galvão (2013).

Ø Brino et al. (2011) and Brino, Galvão, Barros, Goulart, and McIlvane (2012)

demonstrated processes associated with restricted stimulus control during

stimulus control shaping with capuchin monkeys, thereby clarifying sources of

previous failures of the shaping procedures and pointing to methods to enhance

shaping effectiveness.

The foregoing series of studies were part of an ongoing project aimed at developing

a fruitful animal model of complex behavior that might prove useful in understanding

development of symbolic processes in preverbal humans. Other examples from this

program include:

Ø Analyses of go/no-go procedures (see 2B) that seem to have resolved certain

difficulties in baseline training;

Ø Experimental simulations that reproduce critical features of natural settings (e.g.,

a clear indication of functional equivalences class formation was obtained using a

three-dimensional apparatus that simulated search for food, thus aligning

experimental procedures with monkeys’ natural foraging skills (Barros, Souza,

Costa, 2013);

Ø Careful arrangement of multiple trial types in a sequence of experimental tasks:

the property of symmetry in conditional relations could be inferred in capuchins by

comparing savings in the acquisition of relations that could emerge by symmetry

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and other relations that could not (cf. Velasco, Huziwara, Machado, & Tomanari,

2010).

Methodologies for teaching discriminative repertoires in capuchin monkeys

have also been successfully used in the assessment of color discrimination (Goulart,

Bonci, Galvão, Silveira, & Ventura, 2013; Makiama, Goulart, & Galvão, 2011). Such

studies are also important for the objectives of project 2A. Other recent noteworthy

research outcomes with the capuchin monkeys:

Ø Demonstration of generalized identity matching-to-sample after multiple exemplar

training in capuchin monkeys (Brino, Galvão, Picanço, Barros, Souza, Goulart, &

McIlvane, submitted);

Ø Development of reversal learning set in simple discrimination (Barros, Picanço,

Costa, & Souza, 2012);

Ø Simple discrimination and matching-to-sample with two-dimensional stimuli in

infants (Souza, Dahas, & Barros, in press) and with objects in infant and adult

capuchin monkeys (Souza, Fonseca, & Dahas, in press).

It is worth noting also that the experimental school facilities have been

available for studies of other processes (e.g., monkey vocalizations and tool use

[Lessa et al. 2011], behavioral development, social interaction and dominance), and

also for academic training purposes.

3B: Relational Learning in Dogs

The high sensitivity of dogs to human behavior (i.e., to survive, dogs must

comprehend human signals) is probably attributable to their co-evolution, raising the

question of whether this would facilitate the acquisition of arbitrary relations, a subject

not well explored in the field and that could shed light on the precursors of symbolic

behavior. Studies performed with dogs showed that these animals learned simple

discriminations, formed functional classes (Dahás, Brasiliense, Barros, Costa, &

Souza, 2010), and showed improved performances in discrimination reversals

combined with olfactory stimuli (Dahás, Brasiliense, & Souza, submitted; Dahás &

Souza, submitted). Other studies were successful in establishing auditory-visual

matching-to-sample as a baseline to investigate skills such as learning by exclusion

and joint attention (de Freitas, Reis, Mizael, Domeniconi, 2012). However, difficulties

have been found in developing effective procedures to establish visual-visual

matching-to-sample baselines with this specie (unpublished post-doctoral research

by E.M. Huziwara). This is an important challenge for new explorations on this

17

subject. Future studies in this line of research may take into account recent data

showing that cooperative or communicative situations between dogs and humans

can facilitate the learning of discriminative repertoires in domestic dogs (Souza,

Brasiliense, Assumpção, Yonezawa, & Dahás, in preparation).

3C: Relational Learning in Bees

New-world bees (Melipona quadrifasciata and Melipona rufiventris) learned

simple discriminations (Moreno, de Souza, & Reinhard, 2012) and identity matching-

to-sample (Moreno & de Souza, submitted) but not arbitrary matching-to-sample

(Moreno et al., 2012). Old-world bees (Apis), in contrast, showed above-chance

performance in arbitrary matching but no indication of symmetry. The difference in

performance may be related to foraging conditions in the environments of these

species that may require Apis to change their preference for flowers because the

amount of nectar they provide may vary during the year. Meliponas that learned a

simple discrimination were subjected to exclusion trials with new stimuli that

substituted for the S- on some trials and S+ in other trials. They exhibited indications

of control by selecting the S+ and rejecting the S- (doctoral dissertation of Moreno,

2012). Given the relevance of these stimulus control topographies (see 2A) for the

emergence of novel relations and the fact that Meliponas did not show restricted

stimulus control (Moreno et al., submitted), this species could provide a suitable

model of the precursors of symbolic behavior.

3D: Relational Learning in Pigeons

This sub-project was not in the initial proposal, but derived from other

research on animal models. Despite several failures reported in the literature with this

species, recent studies showed promising results in teaching conditional temporal-

visual and visual-visual conditional discriminations to pigeons, after wich the birds

showed the emergence of associative symmetry (Velasco, Tomanari, Machado, &

Huziwara, 2010) and transitive relations (Huziwara, Velasco, Tomanari, de Souza, &

Machado, 2012).

Animal models (e.g., in monkeys, dogs, bees, pigeons and recently, rats) are

a relevant component of the Institute’s research program, not only in terms of

conceptual and methodological developments but also because of the substantial

18

work designing effective procedures to teach these species. Developing methods of

investigating and teaching these species may uncover critical variables for basic

learning processes. These variables can then be incorporated into methods for

evaluating and teaching individuals with disabilities (e.g., alternative and

augmentative communication, assessment of non-verbal humans, etc.).

TRANSLATIONAL RESEARCH

4A: Development of Symbolic Function in Infants

Institute researchers have already made significant advances in methods to

work with this challenging population (e.g., Gil, Oliveira, & McIlvane, 2011). Recent

advances include methods that allow the investigation of simple discrimination

learning in infants as young as 10 months (Gil, Sousa, & de Souza, 2011; Sousa,

Garcia, & Gil, in press), as well as reversal learning (Sousa, & Gil, in press).

With adequate procedures, infants who are 12 months old and older acquired

simple and conditional discriminations, i.e., arbitrary matching (Gil et al., 2011). The

literature in the field typically shows this performance only in children aged 24

months or more. Two studies evaluating the acquisition of auditory-visual

discriminations showed that infants who are 15 months old or older responded

consistently by exclusion (Sousa, Souza, & Gil, in press) and exhibited mixed

stimulus control, i.e., select and reject control (Comesanha & Souza, in preparation);

these findings are relevant for the objectives of sub-project 4B. We also found, for the

first time, the clear emergence of untrained visual-visual relations and generalized

identity matching-to-sample (Comesanha, Gil, & Souza, in preparation). In addition,

intermixing auditory-visual matching trials (i.e., a receptive language task) with trials

that required echoic behavior (i.e., vocal imitation) led to the vocal naming of objects

in 19- to 29-month-old infants (Gil, & Lhör, in preparation), a promising procedure for

language development in at-risk infants.

4B: Fast Mapping Strategies in Toddler-Age Children

Several recent studies investigated matching-to-sample by exclusion and

emergent mapping with names, adjectives, and verbs in 24- to 36-month-old children.

A large pool of more than 80 children virtually always responded by exclusion, either

with names, adjectives, or verbs, thus extending fast mapping (usually investigated

19

with object-name relations) to other kinds of verbal relations. A single exclusion trial,

however, does not necessarily lead to learning the relations between words and

referents; other recent studies showed that the probability of learning markedly

increases with the number of exclusion trials (e.g., Grisante, Costa, Domeniconi, de

Rose, & de Souza, submitted). The systematic exploration of possible relations

between the amount of experience and learning outcomes of exclusion procedures,

within a wide range of children’s age, is the goal in pursuing this research line.

We have also replicated and extended previous findings on learning by

exclusion to children diagnosed with autism spectrum disorders (Langsdorff, Gomes,

& Domeniconi, submitted).

4C: Relational Learning in Newly Hearing Children

The development of useful technologies for auditory rehabilitation in children

who have received cochlear implant has been possible because of the collaboration

with the Center for Audiological Research at the Rehabilitation Hospital of

Craniofacial Anomalies (CPA/HRAC/USP) in Bauru. To benefit from the implant,

prelingually deaf children must learn the meaning of environmental sounds, including

speech sounds. Our studies have documented the learning process step-by-step

under rigorous experimental control. The methodologies that are being developed

can contribute to the generation of rehabilitation technologies for this population and

elucidation of the causes of failure or only partial success of some implants. A

preliminary study showed the formation of auditory-visual equivalence classes, hence

symbolic behavior, in 12 prelingually deaf children after cochlear implantation

(Almeida-Verdu et al., 2008). Recent research extended the sample to more than 30

prelingually deaf children, across a series of studies (Almeida-Verdu, Terra,

Bevilacqua, & de Souza, Submitted; Almeida-Verdu, Souza, de Souza, & Bevilacqua,

2009; Anastacio-Pessan, Almeida-Vedu, Bevilacqua, & de Souza, Submitted;

Battaglini, Almeida-Verdu, & Bevilacqua, 2013;).

Related to the Project 4B, learning by exclusion was used to increase

listening comprehension in hearing impaired children with cochlear implant

(Battaglini, Almeida-Verdu, & Bevilacqua, M. C. (2013), thus replicating and

extending the findings of Almeida-Verdu et al. (2008)

Other studies showed that orofacial cues inserted into matching-to-sample

training facilitated learning and increased accuracy in equivalence tests (Almeida-

20

Verdu, Souza, de Souza, & Bevilacqua, 2009). The vocalizations of such children are

often imperfect. Our studies showed improved speech intelligibility after auditory-

visual matching-to-sample (Almeida-Verdu, Matos, Battaglini, Bevilacqua, & de

Souza, 2012) and after shaping verbal topographies (Almeida-Verdu, Souza, de

Souza, & Bevilacqua, 2009; Golfeto, & de Souza, Submitted; Souza, Almeida-Verdu,

& Bevilacqua, in press). Moreover, picture naming increased when children learned

to read the corresponding printed words (Anastácio-Pessan, Almeida-Verdu,

Bevilacqua, & de Souza, submitted; F. M. Lucchesi, master dissertation, 2013).

Cochlear implant users also learned auditory-visual matching-to-sample with

dictated sentences as samples and video-clips as comparison stimuli, with the scene

expressed in the sentence as the correct choice (Golfeto & de Souza, submitted).

Additionally, the development of an operant procedure to measure auditory threshold

has been useful in the preliminary stages of implant fitting (da Silva et al., 2011a, b).

The laboratories at UFMG (M. A. S. de Morais, master thesis defended in

2013) and UFPA (F. S. Pereira, master thesis defended in 2013) have recently joined

this research program, and other studies with implant users are currently underway.

4D: Promoting Symbolic Function in Preverbal Populations

An important result in this line of research was the demonstration of auditory-

visual equivalence class formation with autistic children with only visual-visual

matching relation training (A.A. Varella, doctoral dissertation). Specific consequences

were used with compound visual-auditory stimuli. The auditory members of the

compounds became members of the classes, and children showed emergent

auditory-visual relations, overcoming a barrier to language development in many

autistic children, which is the formation of equivalence classes that comprise spoken

words and their referents.

Ongoing research in newly created Centers for Children with Autism

Spectrum Disorders at USP (CAIS - Centro de Apoio ao Autismo e Inclusão Social)

and UFPA (APRENDE - Atendimento e Pesquisa sobre Aprendizagem e

Desenvolvimento) have been investigating variables related to parent training (Borba

and Faggiani, doctoral dissertations), variables affecting success of behavior-analytic

protocols used in treatment (Barboza, master´s these), the elaboration and

implementation of behavior-analytic protocols for the development of prerequisite

repertoires (Muniz, master´s these), variables in the integration of listener and

speaker (naming) repertoires (Carneiro and Santos, master´s theses), the role of joint

21

attention in verbal development (Silva, doctoral dissertation), a comparison of two

procedures for teaching auditory-visual relations (Costa, master´s these),

observational learning (Brasiliense, master´s these), and equivalence class formation

via simple discrimination and identity matching-to-sample training with specific

reinforcement (Santos, master´s these).

Researches from UNCISAL identified a population of deaf persons with no

formal language, either vocal or sign language. This population is particularly

important for the study of the first instances of the acquisition of language and thus

the study of symbolic processes.

5: Relational Learning in Basic Academics

Projects in this translational program address a longstanding interest of this

group, namely the application of laboratory-derived methods to establish very early

instances of reading printed words and relating them to their visual referents (e.g.,

objects, pictures, etc.) and auditory counterparts in children at risk for or already

exhibiting protracted failure in school. The Institute has been working to further

develop and refine a model research curriculum and investigate extensions of the

methodology to the realm of basic mathematic skills. This translational research effort

is intended to serve as an ongoing and expanding conduit of new or refined

methodology for the Institute’s Applied Science Programs, in which laboratory-

derived and validated instructional technology is exported for use in regular and

special education classrooms and other rehabilitation settings.

5A: Basic and Remedial Instruction in Reading

Research continued on the instructional program to teach basic reading and spelling skills to

elementary school children who fail in initial reading acquisition. Several studies

expanded both the scope of the program and the populations it could benefit.

Adaptations of the program have been successfully implemented with illiterate adults

(Bandini, Bandini, & de Souza, submitted), individuals with intellectual disabilities

(Benitez & Domeniconi, submitted), deaf children with hearing aids and FM systems to

improve the sound input (Bandini, Bandini, & de Souza, in preparation), and children

with cochlear implants.

Another adaptation in underway, which will teach relations between signs and printed words,

instead of teaching relatons betwwen spoken words and printed words; the study will

allow comparisons of the acquisition of auditory-visual and visual-visual arbitrary

22

relations and its effects on the emergence of symbolic relations, with implications for a

better understanding of the underlying processes in the acquisition of sign language.

The program has also been adapted for implementation by the family members of children

with intellectual disabilities (Benitez & Domeniconi, submitted). Some investigations

addressed new programs to teach more advanced reading skills, including the reading

of sentences and short books (Felippe, Rocca, Postalli, & Domeniconi, 2011), and

sentence construction under conditional control (Correa, Assis, & Brino, 2012). A

particularly challenging population for reading and spelling acquisition comprises

individuals with Fetal Alcohol Spectrum Disorder (FASD) who may have severe

difficulties sequencing items, such as letters. A program to teach letter sequencing to

children with FASD showed promising results (Ferrari, Giacheti, & de Rose, submitted).

5B: Basic and Remedial Instruction in Mathematics and Related Skills

This subproject made significant progress. Important advances included the

following: development and application of tests for arithmetic repertoires in

elementary school children (Carmo, Fioraneli, Castro-Canguim, & Gualberto,

submitted) and pre-arithmetic repertoires in preschool children (Gualberto, Aloi, &

Carmo, 2009); the construction of a scale to measure mathematical anxiety, applied

to over 1100 elementary school children for its validation (Mendes, & Carmo,

Submitted); and the development and systematization of equivalence-based

procedures to teach mathematical operations of addition and subtraction to

elementary school children (Henklain & Carmo, in press). Equivalence-based

procedures were also successfully used to teach proportion (Santos, Cameschi, &

Hanna, 2012) and monetary skills to an elderly person with Alzheimer’s disease

(Cavaleti & Carmo, 2012). A proposal of a curriculum (Carmo, 2013) established a

route for the systematic investigation of the acquisition of the proposed skills and its

determinants (procedural variables, sequencing, types of activities); this will be the

focus of this research line in the near future.

6A: Laboratory-Derived Neuropsychological Methodology

Discrete-trial choice experiments on spatial location remembering, delayed

identity and arbitrary matching-to-sample, and feature matching-to-sample have been

conducted to assess cognitive behavior and executive function in Sapajus spp. (see

3A). Such procedures have been successful in teaching monkeys to remember

sequences of up to 9 stimulus locations with greater than 90% accuracy in 30 s

delayed identity matching. Category stimulus classes have been obtained with simple

23

discrimination procedures. These nonverbal methods are currently being applied with

children who live in metropolitan regions to assemble a battery of non-verbal tests to

assess cognitive impairment produced by mercury poisoning in children from

riverside communities.

6B: Translational Studies of Neurobehavioral Effects of Mercury Exposure

Expeditions to a community on the banks of the Tapajós River resulted in the

assessment of a pool of children contaminated with mercury. For verbal populations,

recent advances include a new procedure to assess deficits in speech perception in

children with language disorders (Ferrari, in press). Ongoing research is also

investigating an assessment battery for patients with aphasia (Nelson & Galvão,

2010; Nelson, et al. submitted). These studies are likely to provide useful methods for

adaptation to the mercury project.

APPLIED RESEARCH

Dissemination of Methods for Delivering Efficient, Cost-Effective, Evidence-

Based Behavioral Technology

One of the main goals of this Institute is the development of cost-effective

solutions to demands for the ample dissemination of evidence-based procedures to

teach symbolic repertoires. Procedures, instructions, and materials for professionals

(e.g., teachers, psychologists, speech-pathologists, and parents) are also very

important to assure the intended dissemination and should be considered along with

the development of teaching procedures for the target populations.

The specific research projects have focused on three major problems:

difficulties in the acquisition of academic behaviors (i.e., reading, writing, and

mathematics), difficulties related to deafness (users of cochlear implants or other

devices) that require habilitation/rehabilitation of auditory function, and difficulties in

the acquisition of basic relational repertoires in persons with more severe disabilities

(e.g., intellectual disabilities and autism).

7A: Reading, Writing, and Mathematics in the Classroom

The scientific knowledge about the teaching of reading and spelling has

informed the development of instructional programs to solve or alleviate difficulties in

reading and writing (see 5A). The format of the teaching programs was well suited for

24

computerized application. Initially, this application was conducted in Computerized

Classrooms for Beginning Readers (Unidades de Iniciação à Leitura) at UFSCar,

UnB, UFPA, and UNCISAL that operate in collaboration with public schools (the

classroom at UFSCar, for example, has been operative since 1998 and has received

more than 830 children since then). The instructional programs comprise a series of

teaching units or lessons (20 in Module 1 and 80 in Module 2) and are applied in an

extensive regimen (from three to five teaching sessions per week) across several

months. These classrooms and their instructional programs attracted the interest of

many schools that decided to implement the programs to all of the students with

difficulties in reading and writing. Table 2 presents a summary of this extension to

schools. The direct application of these teaching programs to solve everyday

educational problems confirmed previous results obtained in experimental situations,

provided additional support to the claim that the programs can contribute to a

decrease in school failure in concrete situations (e.g., de Souza et al., 2009; Reis, de

Souza, & de Rose, 2009), and impacted public policies regarding municipal

education. Since the second semester of 2010, the feasibility of the application of the

programs via the Internet has been under evaluation. The program, adapted for

implementation via the Internet, has been applied to more than 1,300 students.

Preliminary results are encouraging but also suggest the need for some adjustments

in the task flow and management of the criteria for transitions from one lesson to the

next (this is not a problem in the instructional program but in its management by the

software for implementation through the Internet). We are currently evaluating a new

version that took in consideration the data obtained during 2012.

An important recent development has been the integration of the reading

curriculum with a game that creates a context for the reading tasks (Siqueira, Barros,

Monteiro, de Souza, & Marques, 2012; Souza Junior, Monteiro, Pereira, Barros, &

Marques, 2012). This is the result of a productive interaction between psychologists

and computer scientists, in search for optimal conditions for the engeneering of

effective teaching technologies (incluiding technical and motivational features).

25

Table 2

Sites of computerized classrooms for beginning readers: time period, total number of

participants, average number of sessions/week, and cumulative number of teaching

sessions (an average of 7 months per year per student).

Site Time

Period

Participants Sessions/Week (Average)

Cumulative Sessions

UFSCar 1998-2012 872 3 73,248

Bauru 2011-2012 9 3 756

Boa Esperança do

Sul

2006-2011 2,256 3 189,504

Brasilia 2009-2012 93 3 7, 812

Buritizal 2012a- 62 2 992

Ibaté 2009-2010 339 3 28,476

Limeira 2006-2012 821 2 45,976

Maceió 2010-2012 26 2 1,456

Muzambinho 2006-2008 432 2 13,280b

TOTAL 4,668 348,220

a Beginning September/2012. b Before the INCT – data not included in the total.

Also underway is research on the evaluation of the effectiveness and

transportability of instructional technology to promote symbolic function and auditory

competency in users of cochlear implants. With the same strategy used for the

reading program, we are elaborating a systematic sequence of tasks to build a

curriculum for listening comprehension and the improvement of speech intelligibility.

26

Under some circumstances (e.g., for children who are beginning to read in

elementary school), the reading program could be used in association with other

teaching modules. The ultimate goal will be to implement a “virtual” laboratory for

auditory rehabilitation, through which teaching procedures will be readily accessed

through the Internet for application supervised by speech pathologists or parents.

The same platform shall be used for the development and implementation of

programs for teaching of pre-mathematics and basic mathematics. These programs

are currently being evaluated experimentally as part of the Translational Research

Program (see 5B).

7B: Computer-Assisted Instruction

The remote application of the programs requires supervision of the students

while they work on the computers. Thus, we have been preparing teachers and

proctors to go through this instructional technology, assisted by the computer. For

this purpose, we elaborated Application Manuals: one on the instructional programs

and another on how to use the software platform. The manuals, together with some

video clips and PowerPoint presentations, have been used in workshops to prepare

participants to use the programs. The manuals are available at

http://geic.dc.ufscar.br:8080/GEICsite/documentacao.jsp. The software can be used

to elaborate programs tailored to individual students’ specific needs. Future

developments in this project include the preparation of a videotaped tutorial. This

resource will improve the workshops and could be used remotely for teachers who

cannot attend the workshops.

Concluding remarks

During the past 4 years, the Institute has been integrating behavioral sciences

and other disciplines, especially audiology/speech pathology and computer sciences,

in the search for knowledge and solutions for human problems related to symbolic

functioning and functional deficits. Efforts to validate the model of symbolic

functioning that sustains and directs the development of teaching technologies based

on rigorous experimental investigations resulted in significant advances and evolved

into studies that use electrophysiological techniques, thus integrating the project in

the field of neurosciences. The studies on animal models of precursors of symbolic

functioning have produced interesting results. The Experimental School of Primates

27

continues to lead this research program with Cebus apella, but research has also

been extended to other species (e.g., dogs, bees, pigeons, and rats), in several

other laboratories (e.g., USP, UFSCar, UFMG). Basic, translational, and applied

research has contributed to the maximization of the effects of recovered auditory

sensitivity (cochlear implants and other devices). Improved sensitivity to

environmental sounds is the initial step, not the ending point: a person needs to

learn how to “listen”, to make sense of what is heard. Conditions that improve and

accelerate this process have been investigated, and a new software application was

developed especially for this purpose. This work requires intense interactions among

psychologists, speech pathologists, and computer science researchers. Basic,

translational, and applied research on the promotion of symbolic function in infants

and other preverbal populations are underway, with systematic improvements in

experimental preparations and positive results in reliably establishing several

relevant behavioral repertoires in these populations. A very important by-product of

the research has been the increase in the number of students involved, thus

increasing the pool of competent human resources in this field. Concerning academic

behaviors, while the basic and translational projects continue to investigate important

basic behavioral process, the applied effort has reached a large number of students,

involving schools, teachers, parents, and other community members. Most

laboratories at the Institute have largely assumed this effort, with the important

consequence of increasing the number of qualified persons to continue the Institute’s

programs.

Excellent examples of initiatives that make true the goals of this INCT are the

Centers for Children with Austims Spectrum Disorders, at USP and UFPA,

respectively CAIS (Centro de Apoio ao Autismo e Inclusão Social) and APRENDE

(Atendimento e Pesquisa sobre Aprendizagem e Desenvolvimento) in which

research, teaching of human resources, and services to children have been

completely integrated.

The main indicators of the progress in the Research Program are the

publications, analysed in the next section.

PUBLICATIONS

Details of the research methods and data obtained during the period covered

by this report are described in published and in press reports, including papers,

28

books, and book chapters, listed in Appendix I. Some unpublished data are

described in master’s theses and doctoral dissertations. A complete list of theses and

dissertations is also in Appendix III. The full texts of published papers are available at

http://www.inctecce.com.br, as well as extended abstracts of some selected papers

(see examples in APPENDIX 4).

Table 3 presents the number of publications during the period of this report

and, for comparison purposes, the publications in the first 3 years of the project.

During this fourth year, we had 54 articles published, 44 articles accepted for

publication, and 44 papers submitted.

Figures 1 and 2 present, respectively, the number of papers per year and the

cumulative number of publications across the 4 years. In Figure 1, the column

identified as baseline indicates the average of publications per year of this group,

during the period of five years before the beginning of the Institute. The database for

this calculation was the list of publications presented in project submitted to the edital

(p. 115). Compared with the baseline6 of publications for this group, the total number

of publications (journal articles only; 54 published + 44 in press) increased

systematically across the 4 years. This trend is clearly identified in Figure 2: in the

four years the Institute produced 245 itens (175 papers and 70 books and/or

chapters).

Given that the number of members increased in the period, the average of

articles/researchers7 gives a more precise account of the publication trends: across

the 4 years the average was, respectively, 2.4, 2.6, 3.1, and 3,6 (Figure 3).

Looking at the journals in which the papers were published, we found that

more than 70% of the 98 itens were classified in the range of A1 to B1, according to

QUALIS/CAPES, as shown in Figure 4 and Table 2. The Appendix 2 presents a list

of the journals along with the QUALIS categories and the impact fator (JCR and SJR)

for those indexed with ISI and SCOPUS, respectively. The papers were published in

42 journals, 26% indexed in the ISI and 52% indexed in the SCOPUS.

7 Statistics were based on a group of 27 researchers (three more than in the first year).

Publications of researchers from the foreign institution (UMASS) were included only when in

co-authorship with Brazilian members of the Institute. Publications of the 5 new members that

joined the INCT in 2013 will be considered in the next Annual Report.

29

Table 3

Publications during 2009-2012 (first 4 years)

a n=24 for the first year and 27 for the following years;

Years TOTAL AVERAGE a

(Papers/ researcher)

1 Published

2 In Press

3 Submitted

1+2

1 Published

2 In Press

1+2

JOURNALS

1 32 27 16 59 1.3 1.1 2.4

2 36 32 22 68 1.4 1.2 2.6

3 53 31 44 84 2.0 1.1 3.1

4 53 44 44 96 1.9 1.7 3.6

Total 174

BOOKS

1 5 2 0 7 0.2 0.1 0.3

2 5 1 0 6 0.2 0.04 0.2

3 0 1 1 1 0 0.04 0.04

4 4 0 1 4

Total 14

BOOK CHAPTERS

1 14 4 0 18 0.6 0.2 0.8

2 15 6 0 21 0.6 0.2 0.8

3 0 0 12 0 0 0 0

4 27 2 11 29 1.0 0.07 1.1

Total 56

PAPERS + BOOKS + BOOK CHAPTERS

1 51 33 16 84 2.1 1.4 3.5

2 56 39 22 95 2.1 1.4 3.5

3 53 31 57 84 2.0 1.1 3.1

4 84 48 55 131 3.1 1.8 4.9

Total 244

30

Figure 1. Number of papers published, in press, and submitted across the four years (2009-2013). Baseline is the average (articles/year) during the period that preceded the beginning of the Institute (2003-2007). Data for the last year do not included papers in the Special Edition of DI - Revista de Deficiência Intelectual (translation of concepts and technical directions).

Figure 2. Cummulative number of publications of INCT-ECCE (2009-2013): papers, books, and book chapters.

0  

10  

20  

30  

40  

50  

60  

                           1      2      3      4                                  1        2        3        4                                      1        2        3        4  

Num

ber!

Baseline Published In press Submitted !

0  

50  

100  

150  

200  

250  

1   2   3   4  

Cum

mul

ativ

e fre

quen

cy

Years

Total Papers Books + Book chapters

31

Figure 3. INCT-ECCE: Papers/researcher across 4 years (2009-2013).

0  

0,5  

1  

1,5  

2  

2,5  

3  

3,5  

4  

1   2   3   4  

Aver

age

Years

32

Table 4 Distribution of papers according to QUALIS classification

Qualis Number Porcentage Cummulative

Percentage

A1 20 20.4 20.4 A2 19 19.4 39.8 B1 31 31.6 71.4 B2 16 16.3 87.7 B3 1 1.0 88.7 B4 7 7.1 95.8 B5 3 3.1 98.9 C 1 1.0 99.9

Total 98 99.9

Figure 4. Distribution of papers according to the classification of the journals (QUALIS / CAPES).

A1  21%  

A2  19%  

B1  32%  

B2  16%  

B3  1%   B4  

7%  

B5  3%  

C  1%  

33

T H E A C A D E M I C P R O G R A M : S H A P I N G S C I E N T I F I C

C O M P E T E N C I E S

T e a c h i n g a n d s u p e r v i s i o n i n r e s e a r c h t r a i n i n g

The objectives of the Institute related to the professional development of

young scientists within the program have been explored through teaching at the

undergraduate and graduate levels, supervising research projects of undergraduate,

graduate, and postdoctoral participants, and establishing ongoing, well-defined

mentor-mentee relationships between senior and mid-career faculty who participate

in the program.

At the undergraduate level, disciplines on topics such as learning, behavior

analysis, cognition, human development, motivation, research methods, and tactics

of scientific research provide the conceptual and methodological foundations for the

investigation of basic behavioral processes that are requisites for the students’

involvement in research projects; teaching activities in these disciplines have been

an important source of student recruitment. The disciplines usually combine a strong

emphasis on both teaching and research (basic and applied). Providing opportunities

of participation in research activities to all students enrolled in the disciplines (not

only to a few students) has been a systematic practice of this group.

At the graduate level, six of the seven nationally affiliated institutions maintain

graduate programs in which the members supervise research and teach disciplines

directly relevant to the focus of the Institute. There are six programs in Psychology,

one in Special Education, two in Speech Therapy, and one in Computer Science.

Table 5 lists the programs, relevant concentration areas and research lines

(concerning the work developed by the affiliated members), level of the courses, and

evaluation of each course by CAPES/Brasil (Coordination for the Improvement of

Higher Education Personnel). The INCT-ECCE has given strong support to the

investigative efforts in these programs and played a role in the creation of the

Speech Therapy Course at UNESP/Marilia. The Institute’s members at UNCISAL

teach at the undergraduate level.

34

Table 5 Graduate Programs/Courses, Concentration Area, Course Level, and Evaluation by

CAPES Institution Program/Course Concentration Area (Research

Lines)

Level CA

PES

1.UFCar a. Psychology Behavior and Cognition (Behavioral analysis of cognition)

M D 5/5

b. Special Education Teaching Individuals with Special Needs

(Learning and cognition)

M D 6/6

2.a. USP/SP Psychology Experimental Psychology (The analysis of operant

behavior)

M D 7/7

b. USP/Bauru Speech Therapy Speech Therapy (Speech processes and disorders Hearing processes and disorders

Voice and oral function Processes and disorders)

M D 4/4

3.UFPA a. Theory and Research on Behavior

Experimental Psychology (Basic psychological processes

Development of behavioral technology)

M D 4/4

b. Neurosciences and Cellular Biology

Neurosciences (Human vision psychophysics and

electrophysiology Neurophysiology and

neuroanatomy of primate visual system)

M D 4/4

c. Computer Science

Computer systems M 3

4.UnB Behavioral Sciences Behavioral analysis Cognition and neurosciences (Basic behavioral processes

Experimental analysis of behavior)

M D 4/4

5.UFMG Psychology Human development (Early language development)

M D 4/4

6.UNESP/Bauru Psychology Development and learning (Learning and teaching Behavior and health)

M 3

UNESP/Marilia Speech Therapy Human Communication Disorders (Bio-psycho-social bases of

human communication; Prevention, assessment, and

therapy)

M 3

35

Table 6 summarizes the number of students at different levels who participated in

research projects during 2012-2013: 71 completed their work during this period, and

150 are participating in ongoing projects (221 total). During the period covered by this

report, the faculty supervised the projects of 61 undergraduate students (25

completed and 36 underway), 76 master’s theses (28 completed and 48 ongoing), 64

doctoral dissertations (8 approved and 56 ongoing), and 10 post-doctoral fellows (5

completed and 5 underway). Fourteen students had scholarships for technical

training. The current number of graduate students (140; 36 finished during the period,

and 104 are in progress) exceeded the proposed goals (a flow of 80 students per

year). Figure 5 presents the cumulative number of doctoral dissertations and

master’s theses defended across the four years. The dashed lines indicate the

estimates in the proposal: 10 dissertations (green lines) and 15 theses (blue lines)

per year. The data show an increasing trend; while the number of dissertacoes is

close to the estimates, the number of theses is well above of what was planed. The

number of master’s theses already completed is larger than the estimated by the end

of this project.

Figure 5. Cummulative number of master theses (blue lines) and doctoral dissertations (green lines) supervised by members of INCT-ECCE across four years (209-2013). The dashed lines represent the estimates for 5 years (10 dissertations and 15 theses per year - 2009-2013).

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5

Cum

mul

ativ

e nu

mbe

r

Years

36

Table 5

Distribution of students who participated in the INCT-ECCE research projects during

2012-2013

LEVEL UNIVERSITY TOTAL

UFSCar USP UFPA UNB UNESP UFMG UNCISAL

COMPLETED PROJECTS Undergraduate 9 5 4 3 3 1 0 25

Master’s 12 3 6 3 3 1 0 28 Doctoral 3 4 1 0 0 0 0 8

Postdoctoral 3 1 1 0 0 0 0 5 Technical Training

2 0 0 1 0 1 1 5

SUBTOTAL 29 13 12 7 6 3 1 71

ONGOING PROJECTS Undergraduate 2 7 9 3 7 1 7 36

Master’s 11 9 11 8 7 2 0 48 Doctoral 26 15 11 4 0 0 0 56

Post-Doctoral 4 1 1 0 0 0 0 5 Technical Training

1 1 0 0 1 0 2 5

SUBTOTAL 44 33 32 15 15 3 9 150 TOTAL 73 46 43 22 21 6 10 221

Table 6 shows the distribution of scholarships from funding agencies that

supported the students’ scientific development; 170 of the 221 (76.9%) students

listed in Table 5 had scholarships under the supervision of members of the INCT-

ECCE. The average was higher for projects completed during the year (85.9%;

range, 71.4-100%) than for projects in progress (72.7%; range, 62.5-100.0%).

Information is not available for scholarships granted to graduate students recruited

for the first academic semester of 2013.

37

Table 6

Distribution of scholarships for participation in INCT-ECCE research projects during

2012-2013

LEVEL (n) FUNDING AGENCY TOTAL

CNPq CAPES FAPESP

(SP)

FAPESPA

(PA)

FAPEAL

(AL)

Other

COMPLETED PROJECTS

Undergraduate (25) 17 0 7 0 0 0 24 (96.0%)

Master’s (28) 2 12 6 0 0 0 20 (71.4%)

Doctoral (8) 2 0 5 0 0 0 7 (87.5%)

Postdoctoral (5) 3 0 1 1 0 0 5 (100.0%)

Technical Support (5) 5 0 0 0 0 0 5 (100.0%)

Subtotal (71) 29 12 19 1 0 0 61 (85.9%)

ONGOING PROJECTS

IC (36) 24 0 1 0 2 1 28 (77.8%)

MS (48) 6 20 4 0 0 0 30 (62.5%)

D (56) 10 17 13 1 0 0 41 (73.2%)

PD (5) 2 0 3 0 0 0 6 (100%)

AT (5) 5 0 0 0 0 0 5 (100%)

Subtotal (150) 47 37 21 1 2 1 109

(72.7%)

TOTAL (221) 76 49 40 1 2 1 170

(76.9%)

38

The participation of students is essential for the development of the scientific

program of the INCT and accomplishment of its goals concerning the formation of

human resources. Several undergraduate students were accepted to graduate

programs. Master’s students were accepted to doctoral programs. Similar to the

previous period, doctors and postdoctors researchers became faculty teachers (Lidia

M. Postalli at UFSCar; Viviane V. Rico at UFMG; Paulo Delage at UEPA).

The Institute’s efforts to develop human resources for research has been

compatible with the goals set for this program in terms of not only the number of

students in training but also the experience provided by the scientific environment

created by the Institute’s activities. An important aspect of this work is the opportunity

for students at different levels to work together during laboratory routines, in

meetings for discussions of ongoing work (i.e., reflections on directions for research

and significance of data), and during scientific meetings. These practices produce a

circulation of shared knowledge within the broad range of the research issues under

investigation, procedures, techniques, and problem-solving strategies, among others,

that are fundamental to the preparation of researchers with an open and critical

perspective of their research area. At least a portion of these students will maintain

symbolic functioning as the focus of their studies or professional careers, thus

attaining the Institute’s goal to develop future leadership in the area.

A list of doctoral dissertations, master’s theses, and undergraduate projects

supervised by members of the Institute during this past year (May 2012 to April 2013)

are presented in Appendix III. The abstracts of dissertations and theses are available

at http://www.inctecce.com.br.

39

SOME IMPACTS OF THE INSTITUTE’S RESEARCH

The main impact of the work recently conducted as part of the INCT-ECCE

program will become visible only after a few years. Some current impact is related to

research conducted before the formation of the INCT and continued or expanded in

the present research program. One aspect of the evaluation of this work is peer-

reviewed publication in scientific journals and the impact that results from those

publications. Another important aspect is technological development in terms of

instructional/educational technology relevant to the promotion of symbolic behavior

and remediation of symbolic deficits. Finally, the work has the potential to inform

public policies in the areas of education (especially concerning the promotion of

symbolic behavior in young children and the teaching of reading and mathematics in

the earlier years of elementary school) and health (especially concerning the

rehabilitation of persons with auditory disorders).

The number of publications increased substantially in this fourth year, as

shown in Figure 1. The majority of papers were published in well-qualified journals

according to CAPES standards: 71.4% were distributed in the first three higher levels

of the QUALIS instrument (A1, A2, and B1); 26% of the journals in which the papers

were published (or are in press) are indexed by the ISI qnd 52% are indexed by

SCOPUS.

The group has contributed to the development of instructional materials and

programs for a broad range of repertoires relevant to symbolic functioning and is now

developing ways to deliver these technologies outside the laboratory (e.g., the

software platform for delivering programs at distance to teach reading and writing

and assist teachers and parents in teaching those repertoires; see Results section,

item 7A). The reading program has been adapted for different populations (e.g.,

individuals with intellectual disabilities and illiterate adults), and other adaptations are

underway (e.g., for deaf children using LIBRAS, the program will teach relations

among signals, pictures, and printed words; for users of cochlear implant, we will

take advantage of printed words as the basis to teach picture-name relations and

shape speech topographies). As mentioned before, the original work on reading

acquisition published in the Journal of Applied Behavior Analysis has been widely

cited in national and international journals, dissertations, and theses across the

40

country and is considered a prototypical development for Equivalence Based

Instruction (EBI; e.g., the textbook by Cooper, Heron, & Heward, 2007). In Brazil,

other research groups have used the teaching methodology (e.g., at Federal

University of Santa Catarina and the State University of Londrina) to investigate the

effects of other relevant variables. The broad diffusion of the procedures for

promoting successful learning and reducing school failure among school teachers will

be an important impact of the Institute, but much work still needs to be done before

we reach this goal. During this year, we taught many workshops on reading,

mathematics, and other general teaching issues. An ongoing doctoral dissertation

(A.M. Lorena) is conducting a remote teaching program for teachers.

Recent developments made by doctoral students have the potential to

influence the teaching of auditory-visual relations, including teaching reading, in

children with autism spectrum disorder, in which some of these children present

difficulties learning these kinds of relations.

New projects

1. FM Systems for hearing acessibility

The interaction among laboratories of the INCT-ECCE and disciplines

focused on the symbolic development of persons with auditory deficits and their

inclusion in the educational system has resulted in an important effort to evaluate the

technology of frequency modulation (FM) systems and the impact of their use in

resource classrooms on the academic repertoire of the targeted population.

Coordinated by teams at UFSCar and USP (Bauru) in collaboration with the Brazilian

Association of Audiology, the project was approved in 2011, with support from FNDE

(TC 15.850) and implemented in 2012. The research was conducted with 202

students and 99 teachers from 106 schools that attained the elegibility criteria. The

project was an important by-product of the INCTand the results that it generated

were important for the definition of public policies concerning the availability of FM

Systems for hearing impaired students through the Public Health System (SUS).

2. Intervention in schools with low performance in Prova Brasil

41

Members of the INCT proposed to the Edital 049/2012/CAPES/INEP – Programa

Observatório da Educação a project for intervention in schools in which students are doing

poorly in reading and writing. The project will evaluate whether the teaching program already

developed as a technology of teaching will have any effect in improving the students

performance in Reading. The effecs will be measured with the same instrument that identified

the poor performances at the beginning (Prova Brasil, an instrument applied to all students

elementary schools across the country). The use of this external instrument will allow the

assessment of the external validity of the teaching programs developed by INCT-ECCE.

42

NEW FACILITY AND IMPROVEMENTS TO EXISTING FACILITIES

Financial resources for the INCT-ECCE allowed the establishment of a new

laboratory for the electrophysiological investigation of event-related potentials

(ERPs). Implemented as a sector of the Laboratory for Studies of Human Behavior

(LECH-UFSCar), this new facility will add to the quality and scope of research on

symbolic functioning. Event-related potentials can detect symbolic relations.

Preliminary work performed at the E.K. Shriver Center before the new laboratory was

operational indicated that the N400 component, called the “semantic” component,

may vary quantitatively as a function of parameters that affect the degree of

relatedness. The correlation between ERP and behavioral data strengthens the

notion that

For the continuity of the INCT, we propose to extend the use of ERP

measurements to the investigation of symbolic learning in persons with cochlear

implants (Laboratories in Bauru at USP and UNESP) and genetic disorders

(Laboratory in UNESP, Marilia).

During this year, we also acquired new equipment for laboratories at USP,

UFSCar, UNB, and UFPA. New computers, cameras, and touch-screens were

acquired for the laboratories at UFSCar, improving the conditions for experimental

investigations with human participants. Some resources were used in the

construction of equipment for work with dogs (unavailable commercially). The

laboratories at UNB (including the computerized reading classroom) were upgraded

with desktop and notebook computers, printers, software, and other accessories.

Concerning space for research, at UFSCar the new facilities for the

laboratories will be available next July; this will represent an expressive improvement

in the physical environment for research and for interactions among the participants

in the labs.

43

APPENDIX I

REFERENCES OF PUBLICATIONS (2012-2013) SOFTWARES

44

JOURNAL ARTICLES Published (53)

Abreu, P. R., & Hübner, M. M. C. (2012). O comportamento verbal para B. F.

Skinner e para S. C. Hayes: uma síntese com base na mediação social

arbitrária do reforçamento [Verbal behavior for B. F. Skinner and S. C. Hayes: A

synthesis based on the arbitrary social mediation of reinforcement]. Acta

Comportamentalia. 20, 367-381.

Aggio, N., Domeniconi, C. (2012). Formação e manutenção de classes de estímulos

equivalentes: um estudo com participantes da terceira idade [Formation and

maintenance of equivalence classes: a study with elderly participants]. Acta

Comportamentalia, 20, 29-43.

Almeida-Verdu, A. C., Matos, F. O., Battaglini, M. P., Bevilacqua, M. C., & de Souza,

D. G. (2012). Desempenho de seleção e nomeação de figuras em crianças

com deficiência auditiva com implante coclear [Performance of selection and

naming in children with hearing loss and cochlear implants]. Temas em

Psicologia, 20, 189-202.

Almeida-Verdu, A. C. M., Castro, J. F. Z, de Rose, J. C. & Bandini, H. H. M. (2012).

Recognition of altered segments in Brazilian sign language. Psychology &

Neuroscience, 5, 239-245.

Alvarenga, K. F., Amorim, R. B., Agostinho-Pesse, R. S., Costa, O. A., Nascimento,

L. T., & Bevilacqua, M. C. (2012). Speech perception and cortical auditory

evoked potentials in cochlear implant users with auditory neuropathy spectrum

disorders. International Journal of Pediatric Otorhinolaryngology, 76, 1332-

1338.

Bandini, C. S. M., Sella, A. C., Postalli, L. M. M., Bandini, H. H. M., & Silva, E. T. P.

(2012). Effects of selection tasks on naming emergence in children. Psicologia:

Reflexão e Crítica, 25, 568-577.

Barros, R. S., Picanço, C. R. F., Costa, T. D., & Souza, C. B. A. (2012). Learning-set

de reversões de discriminações simples em macaco-prego. Interação em

Psicologia, 16, 1-12.

Barros, R. S., Souza, C. B. A, & Costa, T. D. (2013). Functional class formation in

the context of a foraging task in capuchin monkeys. Journal of the Experimental

Analysis of Behavior. Article first published online: 18 APR 2013.

DOI: 10.1002/jeab.27.

Battaglini, M. P., Almeida-Verdu, A. C. M., & Bevilacqua, M. C. (2013).

Aprendizagem via exclusão e formação de classes de equivalência em

crianças com deficiencia auditiva e implante coclear [Learning by exclusion and

45

class formation on children with impaired hearing and cochlear implant]. Acta

Comportamentalia, 21, 20-35.

Benitez, P., & Domeniconi, C. (2012). Verbalizações de familiares durante

aprendizagem de leitura e escrita por deficientes intelectuais [Verbalizations of

family members while students with intellectual disabilities are learning to read

and write]. Estudos de Psicologia, 29, p. 553- 562.

Blanco, M. B., Carmo, J. S., Coelho Neto, J., & Costa, V. P. N. (2012). Uma

introdução ao estudo do desenvolvimento das habilidades numéricas

[Introduction to the sudy of the development of Math skills]. Perspectivas da

Educação Matemática, 5, 91-108.

Brino, A. L. F., Galvão, O. F., Barros, R. S., Goulart, P. R. K., & Mcilvane, W. J.

(2012). Restricted stimulus control in stimulus control shaping with a capuchin

monkey. Psychology & Neuroscience, 5, 83-89.

Carmo, J. S., & Simionato, A. M. (2012). Reversão de ansiedade em relação à

matemática: alguns dados da literatura [Reversal of Math anxiety: a review].

Psicologia em Estudo, 17, 317-327.

Castro, A. C. V., Machado, A., & Tomanari, G. Y. (2013). Temporal generalization

gradients and the context effect in a double bisection task with an extended test

range. Behavioural Processes, 95, 18-30.

[http://dx.doi.org/10.1016/j.beproc.2013.01.007]

Cavaletti, R. L., & Carmo, J. S. (2012). Ensino de habilidades no uso de dinheiro a

idoso com perda de memória por meio de relações condicionais e equivalência

[Teaching monetary skills to an elderly individual with memory loss via

conditional relations and equivalence]. Interação em Psicologia, 16, 185-197.

Cole, C. G., Rossi, N. F., Souza, D. H., Moura, L. M., Scarpato, B. S., Rossite, R. A.

S., Giacheti, C. M., Moretti-Ferreira, D., & Jackowski, A. P. (2013). Análise do

comportamento e do desempenho em atividades básicas e instrumentais de

vida em adolescentes e jovens adultos com síndrome de Williams-Beuren

[Analyzing the behavior and performance of youth and adults with Williams-

Beuren Syndrome in basic and instrumental daily life activities]. Temas sobre

Desenvolvimento, 19, 42-46.

Correa, D. R., Assis, G. J. A., & Brino, A. L. F. (2012). Efeitos de sobreposição de

palavras sobre a composição de sentenças sob controle condicional [Effects of

overlapping words on the composition of sentences under conditional control].

Acta Comportamentalia, 20, 299-315.

de Rose, J. C. (2012). Experimental analysis and theory in the science of behavior.

European Journal of Behavior Analysis, 13, 181-182.

46

de Rose, J. C., Hidalgo, M., & Vasconcellos, M. (2013). Controlling relations in

baseline conditional discriminations as determinants of stimulus equivalence.

The Psychological Record, 63, 85-98.

de Souza, D. G. (2012). Experimental Analysis of Behavior and Beyond. European

Journal of Behavior Analysis, 13, 185-187.

Debert, P. (2012). Remark on the Chapter The Flight From Experimental Analysis

(Catania, 1981). European Journal of Behavior Analysis, 13, 183-184.

Del Prette, Z. A. P., Domeniconi, C., Amaro, L., Benitez, P., Laurenti, A., & Del

Prette, A. (2012). Tolerância e respeito às diferenças: efeitos de uma atividade

educativa na escolar [Tolerance and respect for differences: effects of an

educational activity in the school]. Psicologia: Teoria e Prática, 14, 168-182.

Ferroni, G. M., & Gil, M. S. C. A. (2012). A importância da mediação do adulto na

brincadeira de uma criança cega [The relevance of the adult mediation in the

playing activities of a blind child]. Revista Ibero-Americana de Estudos em

Educação, 7, 60-71.

França-Freitas, M. L. P., & Gil, M. S. C. A. (2012). O desenvolvimento de crianças

cegas e de crianças videntes videntes [Development of blind children and

sighted children]. Revista Brasileira de Educação Especial, 18, 507-526.

França-Fretias, M. L. P., & Gil, M. S. C. A. (2012). Interação social de crianças cegas

e de crianças videntes na educação infantil [Social interaction of blind children

and sighted children in kindergarten]. Psicologia Escolar e Educacional, 16,

317-327.

Goulart, P. R. K., Bonci, D. M. O., Galvão, O. F., Silveira, L. C. L., & Ventura, D. F.

(2013). Color discrimination in the tufted capuchin monkey, Sapajus spp. PLoS

ONE 8(4): e62255. doi:10.1371/journal.pone.0062255.

Granço, F. S., Fernandes, N. F., Morettin, M., Costa Filho, O. A., & Bevilacqua, M.C.

(2013). The relationship between the speech perception and the degree of

satisfaction among adult users of cochlear implants. International Archives of

Otorhinolaryngology (Online), 17, 202-207. Doi: 10.7162/S1809-

9777201300020001.

Grisante, P. C., Galesi, F. L., Sabino, N. M., Debert, P., Arntzen, E., & McIlvane, W.

J. (2013). Go/no-go procedure with compound stimuli: effects of training

structure on the emergence of equivalence classes. The Psychological Record,

63, 63-72.

Huziwara, E. M., Velasco, S. M., Tomanari, G. Y., de Souza, D. G., & Machado, A.

(2012). Emergent relations in pigeons following training with temporal samples.

Learning & Behavior, 41(2), 192-204.

47

Jacob, R. T. S., Bevilacqua, M. C., Molina, S. V., Queiroz, M., Hoshii, L. A. L,

Pereira, J. R., & Moret, A. L. M. 012). Sistema de frequência modulada em

crianças com deficiência auditiva: avaliação de resultados [Frequency

modulation systems in hearing impaired children: outcome evaluation]. Revista

da Sociedade Brasileira de Fonoaudiologia, 17, 417-421.

Lamônica, D. A. C., Silva, G. K., Furlan, R, Vieira, G. H., Moretti-Ferreira, D., &

Giacheti, C. M. (2012). Características clínicas, comportamentais, cognitivas e

comunicativas na síndrome Smith-Magenis [Clinical, cognitive, behavioral, and

communicative features of Smith-Magenis syndrome]. Revista CEFAC, 14,

1226-1233.

Leite, F. L., & Souza, C. B. A. (2012). Metacontingencies, cultural selection and

social/verbal environment. Revista Latinoamericana de Psicologia, 44, 35-42.

Marques, N., Leite, F., & Benvenuti, M. F. (2012). Conceptual and experimental

directions for analysing superstition in the behavior analysis of culture. Revista

Latinoamericana de Psicología, 44, 55-63.

Melo, T. M., Bevilacqua, M.C., & Costa, O.A. (2012). Speech perception in cochlear

implant users with the Hi Res 120 strategy: a systematic review. Brazilian

Journal of Otorhinolaryngology, 78, 129-133.

Montassier, A.B.S.M., Yamada, M. O., Bevilacqua, M. C., & Crenitte, P. A. P. (2012).

Avaliação das habilidades escolares de crianças com implante coclear

[Assessing skills of school children with cochlear implant]. Revista CEFAC, 14,

826-835.

Moreno, A. M., de Souza, D. G, & Reinhard, J. (2012). A Comparative Study of

Relational Learning Capacity in Honeybees (Apis mellifera) and Stingless Bees

(Melipona rufiventris). PLoS ONE, 7(12), e51467.

doi:10.1371/journal.pone.0051467.

Pereira, V. A., & Almeida-Verdu, A. C. M. (2012). Avaliação do ler e do escrever de

surdos pela Língua Brasileira de Sinais – LIBRAS [Assessment of reading and

writing skills of deaf children via Brazilian Sign Language – LIBRAS] Psicologia:

Teoria e Prática, 14, 15-27.

Postalli, L. M. M., Schmidt, A., Nakachima, R. Y., & de Souza, D. G. (2013). Controle

instrucional e classes de estímulos equivalentes que incluem verbos e ações

[Instructional control and equivalence classes including verbs and actions].

Psicologia: Reflexão e Crítica, 26 (1), 136-150.

Rios, K. S. A., Williams, L. C. A., Schelini, P. W., Bazon, M. R., & Pinon, E. A.

48

(2013). Inventário de Potencial de Abuso Infantil - CAP: evidências de validade

e precisão [Child Abuse Potential Inventory – CAP: Construct validity and

reliability]. Avaliação Psicológica, 12, 51-60.

Salvatori, A., Silva, C. S., Almeida, I. E., Modenesi, R. D., & Debert, P. (2012).

Matching de identidade com estimulos compostos e o ensino de notas musicais

[Identity matching with compound stimuli in teaching musical notes]. Acta

Comportamentalia, 20, 287-298.

Santos, L. F., & GIL, M. S. C. A. (2012). Do gesto ao sinal na Educação Infantil: o

aprendizado de Libras por crianças surdas [From gesture to sign in

kindergarten: learning LIBRAS by deaf children]. Revista Virtual de Estudos da

Linguagem, 10, 58-73.

Santos, S. L. R, & Almeida-Verdu, A. C. M. (2012). Leitura em uma criança surda

após equivalência de estímulos [Reading in a deaf child after stimuli

equivalence]. Psicologia em Revista, 18, 209-226.

Sella, A. C., & Bandini, C. S. M. (2012). Aquisição, manutenção e generalização de

sequências verbais: alguns contrapontos entre a análise do comportamento e

abordagens cognitivistas [Acquisition, maintenance, and generalization of

verbal sequences: Some counterpoints between Behavior Analysis and

cognitive approaches ]. Acta Comportamentalia, 20, 157-176.

Siqueira, E. S., Barros, E. S., Monteiro, D. C., de Souza, D. G., & Marques, L. B.

(2012). ALE RPG: jogo digital para aprendizado de crianças em leitura e escrita

[ALE RPG: digital game for learning of children in reading and writing].

RENOTE: Revista Novas Tecnologias na Educação, 1, 1-10.

Souza Junior, G. N., Monteiro, D. C., Pereira, A. B. C., Barros, E. S., & Marques, L.

B. (2012). Máquina de aprendizagem como ferramenta de auxílio na análise

comportamental no ensino da leitura [Machine learning as a tool to assist in the

behavioral analysis of teaching Reading skills] RENOTE: Revista Novas

Tecnologias na Educação, 1, 1-11.

Souza, L. B. R., Bevilacqua, M.C., Brasolotto, A. G., & Coelho, A. C. C. (2012).

Cochlear implanted children present vocal parameters within normal standards.

International Journal of Pediatric Otorhinolaryngology, 78, 1180-1183.

Tanamati, L. F., Bevilacqua, M.C., & Costa, O.A. (2012). Implante coclear em

crianças pós-linguais: Resultados funcionais após 10 anos da cirurgia

[Cochlear implant in postlingual children: Functional results after 10 years of

surgery]. Revista Brasileira de Otorrinolaringologia, 78, 103-110.

Teixeira, C. E. C., de Carvalho-Filho, N. M., & Silveira, L. C. L. (2012). Neogenomic

events challenge current models of heritability, neuronal plasticity dynamics,

49

and machine learning. Behavioral and Brain Sciences, 35, 379-380.

Vichi, C., Nascimento, G., & Souza, C. B. A. (2012). Aprendizagem ostensiva,

comportamento de ouvinte e transferência de função por pareamento de

estímulos [Ostensive learning, listener behavior, and function transfer via

stimulus pairing]. Revista Brasileira de Terapia Comportamental e Cognitiva,

14, 16-30.

Vieira, S., Bevilacqua, Maria Cecília, Ferreira, N. M. L. A., & Dupas, (G. 2013).

Descoberta da deficiência auditiva pela família: vendo o futuro idealizado

desmoronar [Discovery of hearing impairment by the family: seeing an idealized

future collapse]. Acta Paulista de Enfermagem, 25, 82-88.

Villela, T. C. R., & Gil, M. S. C. A. (2012). Estratégias de comunicação e interação

social de uma criança com deficiência visual e múltipla - um relato de caso

[Strategies for communication and social interaction of a child with visual and

multiple impairment - a case report]. Revista Ibero-Americana de Estudos em

Educação, 7, 1-12.

Yamada, M. O., & Bevilacqua, M.C. (2012). Dimensão afetiva da pessoa com surdez

adquirida antes e após o implante coclear [Affective dimension of the person

with acquired deafness before and after cochlear implantation]. Estudos de

Psicologia, 29, 63-69.

Zambon, M. P., de Rose, T. M. S., & de Souza, D. G. (2012). Autoeficácia e

experiência de professores no uso de tecnologias de informática [Self-efficacy

and teachers experience in the use of computer technology]. Revista Brasileira

de Informática na Educação, 20, 44-53.

Zampieri, M., & Schelini, P.W. (2013). Monitoramento metacognitivo de crianças de

acordo com o nível de desempenho em medidas de capacidades intelectuais

[Children’ metacognitive monitoring according to the level of performance on

measures of intellectual skills]. Psico (PUCRS. Online), 44, 12-15.

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Almeida-Verdu, A. C. M., & Oliveira, F. M. (In press, 2013). Precisão em ditado após

fortalecimento de leitura e cópia em um escolar de risco [Dictation accuracy

after strenghtening of reading and copying responses in a student at risk ].

Estudos de Psicologia.

Almeida, J. H., Bortoloti, R., Ferreira, P. R. S., Schelini, P. W., & de Rose, J. C. (In

press, 2014). Análise de validade e precisão de instrumento de diferencial

semântico [Validity and precision analysis of a semantic differential instrument].

50

Psicologia: Reflexão e Crítica.

Alvarenga, K. F., Araujo, E. S., Melo, T. M. de, Martinez, M. A. N. S., & Bevilacqua, M. C. (In

press). Questionário para acompanhamento do desenvolvimento de audição e

linguagem em crianças [A questionnaire to follow-up the development of hearing and

language in children]. Jornal da Sociedade Brasileira de Fonoaudiologia.

Alvarenga, K. F., Blasca, W. Q., Moret, A. L. M., Ferrari, D. V., Jacob, R. T. S., Melo, T. M.,

Costa Filho, O. A., & Bevilacqua, M. C. (In press). Indicadores de qualidade no

diagnóstico audiológico e no processo de indicação e adaptação do aparelho de

amplificação sonora individual: revisão sistemática. [Quality indicators in audiological

diagnosis and in the process of recommending and adapting the individual sound

amplification device]. Revista CEFAC.

Andrade, P. E., Prado, P. S. T., & Carmo, J. S. (In press, 2013). Representações

numéricas e pensamento matemático culturalmente construído: uma análise

crítica da literatura e dos modelos de cognição numérica atuais [Culturally

construed numerical representations and mathematical thinking: a critical

analysis of the current literature and models of numerical cognition]. Temas em

Psicologia.

Antoniazzi, L.C.K., Aggio, N., & Domeniconi, C. (In press). Formação de classes de

estímulos equivalentes em idosos com idade avançada. [Formation of classes of

stimulus equivalence in the elderly]. Revista Brasileira de Análise do Comportamento.

Bandini, H. H. M., de Souza, D. G., & Santos, F. H. (In press, 2013). Níveis de

consciência fonológica, memória operacional e conhecimento lexical em

escolares [Levels of phonological awareness, operational memory and lexical

knowledge in school children]. Paidéia.

Beazim, M.C.M., Silva, R.G., & Giacheti, C.M. (In press). Compreensão oral em adultos com

afasia, disartria e apraxia de fala [Auditory comprehension in adults with aphasia,

dysarthria and apraxia of speech]. Arquivos de Ciências da Saúde.

Brino, A. L. F., & Goulart, P. R. K. (In press). A emergência gradual da equivalência de

estímulos [Delayed emergence of stimulus equivalence]. Revista Brasileira de Análise

do Comportamento.

Campos, R. S., Brino, A. L. F., & Galvão, O. F. (In press, 2013). Expansão de

repertório de relações arbitrárias em Sapajus s. p. via exclusão [Expansion of

the repertoire of arbitrary relations in Sapajus sp. via exclusion]. Temas em

Psicologia.

51

Canovas, D. S., de Souza, D. G., & Barros, R. S. (In press, 2013). Simple successive

discrimination and functional class formation in preschool children. The

Psychological Record.

Carvalho Neto, M. B., Costa, J. R., Barros, R. S., Farias, D. C., & Rico, V. V. (In

press, 2012). Discriminação com três tipos de contingência em S-delta

[Discrimination with three types of S-delta contingencies]. Interação em

Psicologia.

Cassab, T. V., Lamônica, D. A. P., Zorzetto, N. L., & Giacheti, C. M. (In press). Perfil de

habilidades do desenvolvimento em crianças com holoprosencefalia e

holoprosencefalia-like [Profile of developmental abilities in children with

holoprosencefalia e holoprosencefalia-like]. Revista CEFAC .

Cortez, M. C. D., de Rose, J. C., & Montagnoli, T. A. S. (In press, 2013). Treino e

manutenção de correspondência em autorrelatos de crianças com e sem

história de fracasso escolar [Correspondence training and maintenance of self-

reports of children with and without history of school failure]. Acta

Comportamentalia.

Coser, D. S., Cortegoso, A. L., & Gil, M. S. C. A. (In press, 2012). Como promover

comportamentos de estudo em crianças? Resultados de um programa de

ensino para pais e responsáveis How to promote studying behavior in children?

Results of a teaching program for parents and caregivers]. Revista Brasileira de

Terapia Comportamental e Cognitiva.

Costa, A. R. A., Domeniconi, C., Schmidt, A., & de Souza, D. G. (In press, 2013).

Emparelhamento com o modelo simultâneo e atrasado: implicações para a

demonstração de equivalência por crianças [Simultaneous and delayed

matching-to-sample: implications for the emergence of equivalence relations in

children].Temas em Psicologia.

Cruvinel, A., & Hübner, M. M. C. (In press, 2013). Analysis of the acquisition of

verbal operants in a child from 17 months to 2 years of age. The Psychological

Record.

Danieli, F., & Bevilacqua, M. C. (In press, 2013). Reconhecimento de fala em

crianças usuárias de implante coclear utilizando dois diferentes processadores

de fala [Speech recognition in coclear implanted children using two different

speech processors]. Revista da Sociedade Brasileira de Fonoaudiologia.

de Freitas, M. C., Reis, T. S., Mizael, T. M., & Domeniconi, C. (2012). Aprendizagem

52

de cães por exclusão em tarefas de discriminação condicional [Learning by

exclusion in dogs using conditional discrimination tasks]. Interação em

Psicologia, v.16, n. 2.

Dias, T. P., Gil, M. S. C. A., & Del Prette, Z. A. P. (In press, 2013). Avaliação

multimodal da competência social em pré-escolares com diferentes repertórios

sociais [Multimodal assessment of social competence in preschoolers with

different social repertoires]. Paidéia.

Domeniconi, C., de Rose, J. C., & Perez, W. (In press, 2013). Effects of

correspondence training on self-reports of errors during a reading task. The

Psychological Record.

Ferreira, P. R. S., Domeniconi, C., & de Rose, J. C. (In press). Explicitando o mecanismo

comportamental de extensões do tacto segundo a concepção skinneriana de

propriedade de estímulo. [Describing the behavioral mechanism of tact extensions

according to Skinner’s concept of stimulus properties]. Acta Comportamentalia.

Ganthous, G., Rossi, N. F., & Giacheti, C. M. (In press, 2013). Aspectos da fluência

na narrativa oral de indivíduos com Transtorno do Espectro Alcoólico Fetal

[Aspects of oral narrative fluency in individuals with Fetal Alchool Syndrome

(FAS)]. Revista da Sociedade Brasileira de Fonoaudiologia.

Garcia, L. T., & de Souza, D. G. (In press, 2013). Análise do livro The resilience of

language: Implicações para o estudo do comportamento verbal [Analysis of the

book The resilience of language: implications for the study of verbal behavior].

Revista Brasileira de Análise do Comportamento.

Gualberto, P. M. A., Aloi, P. E. P., & Carmo, J. S. (2009). Avaliação de habilidades

pré-aritméticas por meio de uma bateria de testes. [A battery of tests to assess

pre-arithmetic skills]. Revista Brasileira de Análise do Comportamento, 5(2), 21-

35. [* Published in 2012]

Morettin, M., Santos, M. J. D., Stefanini, M. R., Bevilacqua, M.C., Cardoso, M. R. A.,

& Antonio, F. L. (In press, 2013). Avaliação da qualidade de vida em crianças

com implante coclear: revisão sistemática [Evaluating the quality of life of

coclear implanted children: A systematic review]. Brazilian Journal of

Otorhinolaryngology (Impresso).

Passarelli, A. C. P. M., Oliveira, T. P., Golfeto, R. M., Cardinali, R., Rezende, J. V., &

Fenner, M. C. (In press, 2014). Discriminação auditivo visual com pistas

orofaciais em crianças deficientes auditivas. Acta Comportamentalia.

53

Pascualon-Araujo, J. F., & Schelini, P. W. (In press, 2013). Escala de Avaliação da

Metacognição Infantil: evidências de validade baseadas no conteúdo e análise

semântica [Metacognition assessment scale in children: evidence of validity

based on the content and semantic analysis]. Avaliação Psicológica.

Perez, W. F., Tomanari, G. Y. (In press, 2013). Indução de controles por seleção e

por rejeição em tarefas de emparelhamento com o modelo: uma revisão

metodológica [Induced selection and exclusion control in matching-to-sample

tasks: a methodological review]. Acta Comportamentalia.

Perez, W. F., Tomanari, G. Y. (In press, 2013). Inferindo a ocorrência dos controles

por seleção e por rejeição em tarefas de emparelhamento com o modelo: uma

revisão metodológica Inferring the occurrence of selection and rejection controls

in matching-to-sample tasks: a methodological review]. Acta Comportamentalia.

Queiroz, L. L., Barros, R. S., Brino, A. L. F., Truppa, V. (In press, 2013). Análise do

controle de estímulos resultante da manipulação do número de escolhas em

treino discriminativo com macacos-prego (Sapajus sp.) [Analysis of the stimulus

control resulting from the manipulation of the number of choices in

discriminative training with Capuchin monkeys (Sapajus sp.)]. Revista Brasileira

de Análise do Comportamento.

Rabelo, L. Z., Bortoloti, R., & Souza, D. H. (In press, 2013). Dolls are for girls and not

for boys: Evaluating the appropriateness of the IRAP for school-aged children.

The Psychological Record.

Sella, A. C., Ribeiro, D. M., Bandini, C. S. M., Bandini, H. H. M., & Bonfim, F. M. S.

(In press, 2013). Efeitos de um programa de ensino de discriminação de

categorias implícitas de história em crianças [Effects of a program to teach

discrimination of implicit categories of stories in children Psicologia: Reflexão e

Crítica.

Silva, A. T. B., Almeida-Verdu, A. C. M., Carrara, K., Melcchiori, L. E., Leite, L. P., &

Calais, S. L. (In press, 2013). Ampliando comportamentos pró-éticos dos

alunos: relato de pesquisa e intervenção com educadores do ensino

fundamental Expanding pro-ethical behavior in students: reports of research

and intervention with primary school teachers]. Temas em Psicologia

Sousa, N. M., Garcia, L. T., & Gil, M. S. C. A. (In press, 2013). Differential

reinforcement in simple discrimination learning by infants. The Psychological

54

Record.

Sousa, N. M., Souza, C. B. A., & Gil, M. S. C. A. (In press, 2013). Aprendizagem

rápida de comportamento de ouvinte por um bebê [Fast learning of listening

behavior by an infant]. Interação em Psicologia.

Sousa, N. M., & Gil, M. S. C. A. (In press, 2013). Aprendizagem de discriminação

simples e reversão por bebês entre 15 e 23 meses [Simple discrimination and

reversal learning by infants between 15 and 23 months]. Psicologia: Teoria e

Pesquisa.

Souza, F. C., Almeida-Verdu, A. C. M., & Bevilacqua, M. C. (In press, 2013). Ecóico

e nomeação de figuras em crianças com deficiência auditiva pré-lingual com

implante coclear [Echoic behavior and figure naming in prelingual hearing

impaired children with coclear implant]. Acta Comportamentalia.

Souza, C. B. A., Dahas, L. J. S., & Barros, R. S. (In press, 2013). Discriminação

simples e pareamento ao modelo com estímulos bidimensionais em macacos-

prego infants [Simple discrimination and matching-to-sample with bidimensional

stimuli in infant Capuchin monkeys]. Revista Brasileira de Análise do

Comportamento.

Souza, C. B. A., Fonseca, A. R., & Dahas, L. J. S. (In press, 2013). Discriminação

simples e pareamento ao modelo com objetos em macacos-prego infantes e

adultos [Simple discrimination and matching-to-sample with objects in infant

and adult Capuchin monkeys]. Revista Brasileira de Análise do

Comportamento.

Varella, A. A. B., & de Souza, D. G. (In press, 2013). O uso do procedimento blocado

no ensino de discriminações condicionais de identidade para pessoas com

autismo: efeitos do emprego de três estímulos modelo [Using a blocked

procedure in teaching identity matching to persons with autism: effects of using

three sample stimuli]. Revista Brasileira de Análise do Comportamento.

Vieira, S., Dupas, G., & Bevilacqua, M. C. (In press, 2013). Implante Coclear: a

complexidade envolvida no processo de tomada de decisão pela familia

[Coclear implant: the complexity involved in the family decision-making

process]. Revista Latino-Americana de Enfermagem.

Wechsler, S. M., Nunes, M. F. O., Schelini, P. W., Ferreira, A. A., & Pereira, D. A. P. (In

press). Criatividade e inteligência: Analisando semelhanças e discrepâncias no

55

desenvolvimento. [Creativity and intelligence: Analyzing similarities and discrepancies

in development]. Estudos de Psicologia (UFRN).

Zampieri, M., Schelini, P. W. (In press, 2013). Monitoramento metacognitivo: análise

a partir do desempenho de crianças em medidas de capacidades intelectuais [Metacognitive monitoring; Analysis based on children’ performance on

measures of intellectual skills]. Psicologia: Teoria e Pesquisa.

PAPERS SUBMITTED TO SCIENTIFIC JOURNALS (44)

Allán, S., & Souza, C. B. A. (Submitted). Intencionalidade e linguagem: Algumas

considerações sobre Tomasello e Skinner [ Intentionality and Language: some

considerations on Tomasello and Skinner ]. Manuscrito.

Allán, S., & Souza, C. B. A. (Submitted). Intencionalidade e linguagem: Algumas

considerações sobre Tomasello, Searle e Dennett [ Intentionality and

Language: some considerations on Tomasello, Searle and Dennet ].

Manuscrito.

Almeida, C. G. M., Almeida-Verdu, A. C. M., & Cavalcante, M. R. (Submitted). Efeito de

contingências descritas em histórias sobre o comportamento de crianças. [Effect of

contingencies described in stories on children behavior]. Temas em Psicologia.

Almeida-Verdu, A. C. M., & Bevilacqua, M. C. (Submitted). Aquisição de relações

condicionais auditivo-visuais, formação de classes e vocalização em deficientes

auditivos pré-linguais com implante coclear: investigações e análises. [Acquisition of

auditory-visual relations, class formation and vocalization in pre-lingually hearing

impaired individuals with cochlear implant: Investigations and analyses]. Avances en la

Psicologia Latinoamerica.

Almeida-Verdu, A. C. M., Terra, B. M., de Souza, D. G., & Bevilacqua, M. C.

(Submitted). Picture naming (tact) and textual behavior derived from auditory-

visual training in children with cochlear implants. The Analysis of Verbal

Behavior.

Anastacio-Pessan, F. L., Almeida-Verdu, A. C. M., Bevilacqua, M. C., & de Souza, D.

G. (Submitted, 2013). Relações de equivalência em crianças com deficiência

auditiva e implante coclear: de leitura a nomeação [Equivalence relations in

impaired children and with cochlear implant: from reading to naming].

Psicologia: Reflexão e Crítica.

56

Bandini, C. S. M., Bandini, H. H. M., Sella, A. C., & de Souza, D. G. (Submitted). Emergência

de leitura e escrita em adultos analfabetos após tarefas de matching-to-sample [

Reading and writing emergency in illiterate adults after matching-to-sample tasks ].

Paidéia.

Benitez, P. A., & Domeniconi, C. (Submitted). Uso de um software de leitura e escrita por

familiares de indivíduos com deficiência intelectual. [Use of a software for teaching

reading and writing by family members of individuals with intellectual disabilities].

Psicologia: Teoria e Pesquisa.

Bortoloti, R., de Rose, J. C, & Pimentel N. (Submitted). Electrophysiological

investigation of the functional overlap between semantic and equivalence

relations. The Psychological Record.

Bortoloti, R., de Rose, J. C, Rodrigues, N. C., & Cortez M. (Submitted). Overtraining

increases relatedness of equivalent stimuli. The Psychological Record.

Canovas, D. S., Debert, P., & Pilgrim, C. (Submitted). Functional and equivalence classes

established using simple discrimination training procedures. Journal of the Experimental

Analysis of Behavior.

Carmo, J. S., Fioraneli, R. C., Castro-Canguim, J. F., & Gualberto, P. M. A. (Submitted).

Avaliação de habilidades matemáticas básicas em estudantes do Ensino Fundamental.

[Assessment of basic mathematics skills in elementary school children]. Temas em

Psicologia.

Carmo, J. S., Prado, P. S. T., Lorena, A. B., & Lopes, N. L. (Submitted). Concepções de

contagem e de conceito de número na perspectiva de professores do ensino

fundamental e pós-graduandos em educação. [Conceptions of counting and number for

primary school teachers and graduate students in education]. Zetetiké (Unicamp).

da Hora, C., Debert, P., LaFrance, D., & Miguel, C. (Submitted). Inadvertent establishment of

location control in matching-to-sample tasks in individuals with autism. Journal of

Applied Behavior Analysis.

Dahás, L. J. S., Brasiliense, I. C. S., & Souza, C. B. A. (Submitted). Reversões

repetidas de discriminações simples combinadas com estímulos olfativos em

cães domésticos I [ Repeated simple discrimination reversals combined with

olfactory stimuli in domestic dogs I ]. Interação em Psicologia.

Dahás, L. J. S., & Souza, C. B. A. (Submitted). Reversões repetidas de

discriminações simples combinadas com estímulos olfativos em

cães domésticos II [ Repeated simple discrimination reversals combined with

57

olfactory stimuli in domestic dogs II ]. Interação em Psicologia.

Ferrari, C., de Rose, J. C., & Giacheti, C. M. (Submitted). Teaching spelling skills via

matching-to-sample: Two case studies with Fetal Alcohol Spectrum Disorder.

Psychology & Neuroscience.

Ferreira, P. M., Yamada, M. O., Moret, A. L. M., & Bevilacqua, M. C. (Submitted). Critérios de

referência quanto ao estilo cognitivo das crianças candidatas ao implante coclear.

[Reference criteria concerning cognitive style of children candidate to cochlear

implantation]. Revista da Sociedade Brasileira de Fonoaudiologia.

Fioraneli, R. C., & Carmo, J. S. (Submitted). Efeitos do treino de contagem sobre a aquisição

de comportamento conceitual numérico. [Effects of counting training on the acquisition

of numeric conceptual behavior]. Psicologia: Teoria e Pesquisa.

Garcia, V. A., Falcão, A. P., Almeida-Verdu, A. C. M. (Submitted). O treino de

operantes de cópia, leitura e intraverbal durante o comportamento de estudar e

relações com o desempenho academico [Copy, reading and intraverbal

operant training during the studying behavior and relations with academic

performance ]. Educação em Revista.

Golfeto, R. M., & de Souza, D. G. (Submitted). Sentence recognition by prelingually deaf

children users of cochlear implants. Journal of Applied Behavior Analysis.

Grisante, P. C., Costa, A. R. A., Domeniconi, C., de Rose, J. C., & de Souza, D. G.

(Submited). Nomeação de estímulos novos a partir da seleção por exclusão:

quantidade de treino e relações de controle [Naming novel stimuli after selection by

exclusion: amount of training and controlling relations]. Paideia.

Grisante, P. C., de Rose, J. C., & McIlvane, W. J. (Submitted). Controlling relations

in stimulus equivalence classes of preschool children and individuals with Down

Syndrome. The Psychological Record.

Haber, G. M., Galvão, O. F., Baptista, M. Q. G., & Souza, C. B. A. (Submitted). Verbal

behavior and music score reading: An operant analysis. Revista Brasileira de Análise

do Comportamento.

Henklain, M. H. O., & Carmo, J. S. (Submitted). Algumas contribuições da Análise do

Comportamento ao estudo do sentido de número em bebês. [Some contributions of

behavior analysis to the study of meaning of number in infants]. Psicologia: Reflexão e

Crítica.

58

Henklain, M. H. O., & Carmo, J. S. (Submitted). Contribuições da análise do comportamento

à educação: um convite ao diálogo. [Contributions of behavioral analysis to education:

An invitation to dialogue]. Cadernos de Educação (UFPel).

Henklain, M. H. O., & Carmo, J. S (in press, 2013). Equivalência de estímulos e aumento de

acertos na solução de problemas de adição e subtração. Paidéia.

Henklain, M. H. O., & Carmo, J. S. (Submitted). Problemas aditivos: dificuldades relacionadas

à forma de apresentação e posição da incógnita. [Additive problems: Difficulties related

to the presentation display and the position set of the unknown quantity]. Psicologia:

Teoria e Pesquisa.

Henklain, M. H. O., & Carmo, J. S. (2011). Produção analítico-comportamental sobre ensino-

aprendizagem de habilidades matemáticas: dados representativos de eventos

científicos brasileiros. [Behavior analytic production on teaching and learning

mathematical skills: Representative data of scientific Brazilian events]. Perspectivas em

Análise do Comportamento, 2, 179-191. [*Published in 2012].

Langsdorff, l C., Gomes, C. G. S., & Domeniconi, C. (Submitted). Learning by

exclusion in children diagnosed with autism spectrum disorders. The

Psychological Record.

McIlvane, W. J., Brino, A. L. F., Galvão, O. F. , Picanço, C. R. F., Barros, R.S.,

Souza, C. B. A., & Goulart, P. R. K. (Submitted). Generalized identity matching

to sample after multiple-exemplar training in capuchin monkeys. The

Psychological Record.

Mendes, A. C., & Carmo, J. S. (2011). Estudantes com grau extremo de ansiedade à

matemática: identificação de casos e implicações educacionais. [Students with extreme

degree of mathematics anxiety: Identification of cases and educational implications].

Psicologia da Educação, 33, 119-133. [*Published in 2012].

Moreira, M. B., & Hanna, E. S. (Submitted). Emergência de relações arbitrárias após treino

de discriminações simples simultâneas com estímulos compostos. [Emergence of

arbitrary relations after simultaneous simple discrimination training with compound

stimulus]. Acta Comportamentalia.

Nagahama, M., & Souza, C. B. A. (Submitted). Escola Experimental de Primatas:

Análise da coerência entre pressupostos e práticas empíricas [ Experimental

59

school for primates: coherence analysis among assumptions and empirical

practices ]. Revista Brasileira de Terapia Comportamental e Cognitiva.

Neves, A. J., & Almeida-Verdu, A. C. M. (Submitted). Efeitos de ensino envolvendo

equivalência entre palavra ditada, palavra escrita e objeto sobre a

inteligibilidade da fala em adolescente com hipoplasia cerebellar [ Teaching

effects involving equivalence among dictated word, written word and object on

speech intelligibility in adolescents with cerebellar hypoplasia ]. Revista CEFAC.

Nogueira da Cruz, I. R., Picanço, C. R. F., & Barros, R. S. (Submitted). Utilização da máscara

na verificação de relações de controle de estímulos em macacos-prego. [Using a mask

to verify stimulus control relations in capuchin monkeys]. Revista Brasileira de Análise

do Comportamento.

Nunes, A. L., Pontes, L. B., Assis, G., & Souza, C. B. A. (Submitted). Aprendizagem

e emergencia de sequências numéricas em pré-escolares [ Learning and

emergence of numerical sequences in preschoolers ]. Psicologia: Teoria e

Pesquisa.

Pires, L., Flores, E. P., & Souza, C. B. A. (Submitted). Leitura dialógica de um

romance infanto-juvenil: Efeitos sobre a compreensão textual [Dialogic reading

of a juvenile novel: effects on textual comprehension]. Paidéia.

Rebello, M., Yu, L. S., Bertoldo, M., Duckur, R., Vernucio, R., & Debert. P. (Submitted).

Ensino de ideogramas a partir do procedimento matching de identidade com estímulos

compostos [Teaching ideograms through identity matching-to-sample with compound

stimuli]. Revista Brasileira de Análise do Comportamento.

Reis, T. S., Postalli, L. M. M., & de Souza, D. G. (Submitted). Teaching spelling as a

route for reading and writing. Psychology & Neuroscience.

Rocha, J. F., Almeida-Verdu, A. C. M., & Silva, A. T .B. (Submitted). Social skills training in

persons with social phobia. Perspectivas em Análise do Comportamento.

Souza, C. B. A. & Flores, E. P. Transferencia y complejidad de tareas: “La carreta

delante de los bueyes”. Universitas Psychologica.

Souza, C. B. A., & Flores, E. P. (Submitted). Transfer and task complexity: "The cart before

the horse”. Interamerican Journal of Psychology.

Souza, C. B. A., Costa, G. O., Machado, F., & Barros, R. B. (Submitted).

Discriminação simples com estímulos auditivos em macacos-pregos pregos [

Simple discrimination with auditory stimuli in capuchin monkey ].Revista

60

Brasileira de Análise do Comportamento.

Verneque, L., & Hanna, E. S. (Submitted). Efeito do tempo de exposição ao estímulo na

seleção de diferentes topografias de controle de estímulos. [Effects of exposure time to

the stimulus on the selection of different stimulus control topographies]. Revista

Brasileira de Análise do Comportamento.

BOOKS

PUBLISHED

Carmo, J. S., & Ribeiro, M. J. F. X. (2012). Contribuições da análise do

comportamento à prática educacional. (1a. ed.). 304 p.

Carmo, J. S., & Gualberto, P. M. A. (2012). Psicologia da criança e da educação:

uma introdução. (1a. ed.). 137 p.

Hübner, M. M. C., & Moreira, M. B (2012). Temas clássicos da psicologia sob a ótica

da análise do comportamento. (1a. ed.). Rio de Janeiro: Guanabara Koogan

210 p.

IN PRESS

None

SUBMITTED

de Rose, J. C., Gil, M. S. C. A., & D. G. de Souza (Orgs.). Aprendizagem relacional e

comportamento simbólico: implicações para o ensino. [Relational learning and symbolic

behavior: Implications for teaching]. Under evaluation by Editora UNESP.

BOOK CHAPTERS

PUBLISHED (27)

Almeida-Verdu, A. C. M. (2012). Procedimentos para o desenvolvimento do

comportamento de ouvir em crianças com deficiência auditiva e implantadas.

Em L.E. Melchiori, O. M. P. R. Rodrigues, & A. C. Bortolozzi. (Orgs.), Cuidados

com a criança e com a família: reflexões teórico-práticas. (pp. 1-60). 1ed.

Curitiba: Juruá.

61

Arantes, A. K., Mello, E. L., & Domeniconi, C. (2012). Memória. Em: M. M. C.

Hübner & M. B. Moreira. (Orgs.). Temas clássicos da psicologia sob a ótica da

análise do comportamento (pp. 56-73). 1ed. Rio de Janeiro: Guanabara

Koogan.

Bandini, C. S. M, Delage, P. E. G. A., & de Rose, J. C. C. (2012). O pensamento. Em M. M.

C. Hübner & M. B. Moreira. (Orgs.). Fundamentos de psicologia: temas clássicos de

psicologia sob a ótica da análise do comportamento (pp. 116- 128). 1a. ed. Rio de

Janeiro: Guanabara Koogan.

Barbosa, A. J. G., Schelini, P. W., & Almeida, L. C. (2012). Medidas de dotação e

talento: Produção científica em Psicologia (2006-2011). Em: E. Boruchovitch, A.

A. A. Santos, & E. Nascimento. (Orgs.). Avaliação psicológica nos contextos

educativo e psicossocial (pp. 33-52). 1a. ed., V.1. São Paulo: Casa do

Psicólogo.

Bevilacqua, M. C., Silva, M. P., & Silva, L. T. N. (2012). PTF para o uso da

tecnologia na (re)habilitação de crianças usuárias de implante coclear. Em:

PROFONO. (Org.). Planos Terapeuticos Fonoaudiológicos (PTFs) (pp. 421-

430). 1a. ed., V.1. Barueri/SP: Profono.

Bevilacqua, M. C., & Alves, A. M. V. S. (2012). PTF para o desenvolvimento das

habilidades auditivas em crianças de até três anos de idade usuárias de

implante coclear. Em: PROFONO. (Org.). Planos Terapeuticos

Fonoaudiológicos (PTFs) (pp. 403-420). 1a. ed., V.1. Barueri/SP: Profono.

Bevilacqua, M. C., Morettin, M., & Cardoso, M. R. A. (2012). PTF para aspectos

biopsicossociais em crianças de até três anos de idade usuárias de implante

coclear. Em: PROFONO. (Org.). Planos Terapeuticos Fonoaudiológicos (PTFs)

(pp. 387-402). 1a. ed., V.1. Barueri/SP: Profono.

Bevilacqua, M. C., Souza, L. B. R., & Coelho, A. C. (2012). PTF para (Re)habilitação

de voz e fala de crianças usuárias de implante coclear - faixa etaria até 5 anos.

Em: PROFONO. (Org.). Planos Terapeuticos Fonoaudiológicos (PTFs) (pp.

431-438). 1a. ed., V.1. Barueri/SP: Profono.

Bevilacqua, M.C., Moret, A. L. M., & Angelo, T. C. S. (2012). PTF para a facilitação

da construção da linguagem da criança implantada até três anos de idade. Em:

PROFONO. (Org.). Em: PROFONO. (Org.). Planos Terapeuticos

Fonoaudiológicos (PTFs) (pp. 375-386). 1a. ed., V.1. Barueri/SP: Profono.

Carmo, J. S. (2012). Psicologia escolar e análise do comportamento: efeitos de um

62

programa de controle e combate ao estresse laboral em educadoras de creche.

Em: V. B. Haydu & S. R. de Souza. (Orgs.). Psicologia comportamental

aplicada : avaliação e intervenção nas áreas da saúde, da clínica, da educação

e do esporte (pp. 229-257). 1a. ed., V.2. Londrina. : EDUEL.

de Rose, J. C., de Castro, M. S. L. B., & Lazarin, T. C. (2012). Consciência e

autoconhecimento. Em: M. M. C. Hübner & M. B. Moreira. (Orgs.). Temas

clássicos da psicologia sob a ótica da análise do comportamento (pp.188-207).

1a. ed. Rio de Janeiro: Guanabara Koogan.

Fioraneli, R. C., & Carmo, J. S. (2012). Contagem e conceito de número: uma

pesquisa bibliográfica. Em: C. V. B. B. Pessoa. C. E. Costa, & M. F. Benvenuti.

(Orgs.). Comportamento em Foco (pp. 203- 209). 1a. ed. São Paulo: ABPMC.

Freitas, M. L. P. F., & Gil, M. S. C. A. (2012). Uma criança cega e seus colegas na

Educação Infantil: a brincadeira na trajetória da imobilidade à dança. Em: R. C.

S. Souza. (Org.). Educação inclusiva e deficiência visual (pp. 81-116). Aracaju:

Editora Criação.

Giacheti, C. M., & Rossi, N. F. (2012). Plano Terapêutico Fonoaudiológico (PTF)

para narrativa oral de história em pré-escolares com alterações de linguagem -

quatro a seis anos. Em: PROFONO. (Org.). Planos Terapeuticos

Fonoaudiológicos (PTFs) (pp. 175-184). 1a. ed. Barueri/SP: Profono.

Giacheti, C. M., & Rossi, N. F. (2012). Plano Terapêutico Fonoaudiológico (PTF)

para alterações da pragmática em crianças com a síndrome de williams - seis a

doze anos. Em: PROFONO. (Org.). Planos Terapeuticos Fonoaudiológicos

(PTFs) (pp. 191-200). 1a. ed. Barueri/SP: Profono.

Gil, M. S. C. A., Oliveira, T. P., & Sousa, N. M. (2012). Desenvolvimento humano.

Em: M. M. C. Hübner & M. B. Moreira. (Orgs.). Temas clássicos da psicologia

sob a ótica da análise do comportamento (pp. 129-143). 1a. ed. Rio de Janeiro:

Guanabara Koogan.

Goulart, P. R. K., Delage, P. E. G. A., Rico, V. V., Brino, A. L. F. (2012).

Aprendizagem. Em: M. M. C. Hübner & M. B. Moreira. (Orgs.). Temas clássicos

da psicologia sob a ótica da análise do comportamento (pp. 20-41). 1a. ed. Rio

de Janeiro: Guanabara Koogan.

Grisante, P. C., Xavier, R. N., Fernandes, F. A. D., & Debert, P. (2012). Controle de

estímulos no conto Os Moralistas de Luis Fernando Veríssimo. Em: C. V. B. B.

Pessôa, C. E. Costa, M. F. Benvenuti. (Orgs.). Comportamento em foco (pp.

63

255-266). 1ed. São Paulo: ABPMC.

Hübner, M. M. C. (2012). Linguagem. Em: M. M. C. Hübner & M. B. Moreira. (Orgs.).

Temas clássicos da psicologia sob a ótica da análise do comportamento (pp.

100-115). 1ed. Rio de Janeiro: Guanabara Koogan

Hübner, M. M. C., Borloti, E., & Almeida, P. E. M. (2012). Linguagem. Em: M. M. C.

Hübner & M. B. Moreira. (Orgs.). Temas clássicos da psicologia sob a ótica da

análise do comportamento (pp. 122-152). 1ed. Rio de Janeiro: Guanabara

Koogan.

Melo, C. M., Garcia, L. T., de Rose, J. C., & Faleiros, P. B. (2012). Cultura e

liberdade. Em: M. M. C. Hübner & M. B. Moreira. (Orgs.). Temas clássicos da

psicologia sob a ótica da análise do comportamento (pp. 167-187). 1ed. Rio de

Janeiro: Guanabara Koogan.

Moreira, M. B., & Hanna, E. S. (2012). Bases filosóficas e noção de ciência em

Análise do Comportamento. Em: M. M. C. Hübner & M. B. Moreira. (Orgs.).

Temas clássicos da psicologia sob a ótica da análise do comportamento (pp. 1-

19). 1ed. Rio de Janeiro: Guanabara Koogan.

Rico, V. V., Golfeto, R. M., & Hamasaki, E. I. M. (2012). Percepção e atenção. Em:

M. M. C. Hübner & M. B. Moreira. (Orgs.). Temas clássicos da psicologia sob a

ótica da análise do comportamento (pp. 88-99). 1ed. Rio de Janeiro:

Guanabara Koogan.

Rico, V. V., Goulart, P. R. K., Hamasaki, E. I. M., & Tomanari, G. Y. (2012).

Percepção e atenção Em: M. M. C. Hübner & M. B. Moreira. (Orgs.). Temas

clássicos da psicologia sob a ótica da análise do comportamento (pp. 42-55).

1ed. Rio de Janeiro: Guanabara Koogan.

Smith, A. W., Bevilacqua, M.C., Bu, X., Agarwal, A. K., & Chadha, S. K. (2012).

National and Regional Programmes. Em: V. Newton, P. Alberti, & A.Smith.

(Eds.). Prevention of Hearing Loss (pp. 349-382). 1ed. New York: Nova

Science.

Verneque, L., Moreira, M. B., & Hanna, E. S. (2012). Motivação. Em: M. M. C.

Hübner & M. B. Moreira. (Orgs.). Temas clássicos da psicologia sob a ótica da

análise do comportamento (pp. 74-87). 1ed. Rio de Janeiro: Guanabara

Koogan.

Zampieri, M., Schelini, P. W., & Pascualon, J. F. (2012). Metacognição e

monitoramento metacognitivo: das defiinições originais ao momento atual. Em:

64

E. Boruchovitch, A. A. A. Santos, & E. Nascimento. (Orgs.). Avaliação

psicológica nos contextos educativo e psicossocial (pp. 79-104). 1ed.São

Paulo: Casa do Psicólogo.

IN PRESS or under evaluation by editorial boards (13)

Almeida Verdu, A.C.M., da Silva, W.R., Golfeto, R.M., Bevilacqua, M.C., & de Souza, D.G.

(Under evaluation). Investigação da função simbólica adquirida por estímulos elétricos

em crianças com implante coclear [Investigation of the acquired symbolic function of

electrical stimuli in children using cochlear implant]. Em de J.C. de Rose, M.S.C.A Gil, &

D.G. de Souza (Orgs.). Aprendizagem relacional e comportamento simbólico:

implicações para o ensino. São Paulo: Editora UNESP.

Benvenuti, M.F., & Tomanari, G.A.T. (Under evaluation). Atenção, observação e a produção

do comportamento simbólico e do responder relacional [Attention, observation, and the

production of symbolic behavior and relational responding]. Em de J.C. de Rose,

M.S.C.A Gil, & D.G. de Souza (Orgs.). Aprendizagem relacional e comportamento

simbólico: implicações para o ensino. São Paulo: Editora UNESP.

Bortoloti, R., & de Rose, J.C. (Under evaluation). Relações de equivalência como modelo de

relações semânticas [Equivalence relations as a model of semantic realtions]. Em de

J.C. de Rose, M.S.C.A Gil, & D.G. de Souza (Orgs.). Aprendizagem relacional e

comportamento simbólico: implicações para o ensino. São Paulo: Editora UNESP.

Callonere, A., Rolim, S.F., & Hübner, M.M.C. (In press). Relações familiares e escolares em

práticas inclusivas [Family and school relationships in inclusive practices].

Comportamento em foco. ABPMC.

Costa, A.R., Domeniconi, C., & de Souza, D.G. (Under evaluation). Controle de estímulos,

mapeamento simbólico emergente e aquisição de vocabulário [Stimulus control,

emergent symbolic mapping and vocabulary acquisition]. Em de J.C. de Rose, M.S.C.A

Gil, & D.G. de Souza (Orgs.). Aprendizagem relacional e comportamento simbólico:

implicações para o ensino. São Paulo: Editora UNESP.

de Souza, D.G., Hanna, E.S., Albuquerque, A.R., & Hübner, M.M.C. (Under evaluation).

Processos recombinativos: algumas variáveis críticas para o desenvolvimento de

leitura [Recombinative processes: Some critical variables in reading development]. Em

de J.C. de Rose, M.S.C.A Gil, & D.G. de Souza (Orgs.). Aprendizagem relacional e

comportamento simbólico: implicações para o ensino. São Paulo: Editora UNESP.

65

Debert, P. (Under evaluation). Procedimentos go/no-go com estímulos compostos no estudo

da aprendizagem relacional [Go/no-go procedures with compound stimuli in the study of

relational learning . Em de J.C. de Rose, M.S.C.A Gil, & D.G. de Souza (Orgs.).

Aprendizagem relacional e comportamento simbólico: implicações para o ensino. São

Paulo: Editora UNESP.

Ferrari, C. (In press). Avaliação de habilidades de percepção de sons de fala: questões

metodológicas [Assessment of speech sound perception skills: Methodological issues].

Em C.M. Giacheti & S.R. Gimenez-Paschoal (Orgs.). Perspectivas interdisciplinares em

Fonoaudiologia: da avaliação à intervenção. São Paulo: Editora UNESP.

Galvão, O.F., & Barros, R.S. (Under evaluation). Sobre o desenvolvimento de um modelo

animal do comportamento simbólico [On the development of an animal model of

symbolic behavior]. Em de J.C. de Rose, M.S.C.A Gil, & D.G. de Souza (Orgs.).

Aprendizagem relacional e comportamento simbólico: implicações para o ensino. São

Paulo: Editora UNESP.

Gil, M.S.C.A. (Under evaluation). Pergunte aos bebês: definição de classes de respostas e

de estímulos no estudo de precursores do comportamento simbólico em bebês [Ask the

babies: Definition of response and stimulus classes in the study of precursors of

symbolic behavior in babies]. Em de J.C. de Rose, M.S.C.A Gil, & D.G. de Souza

(Orgs.). Aprendizagem relacional e comportamento simbólico: implicações para o

ensino. São Paulo: Editora UNESP.

Hübner, M.M.C., Souza, A.C., & Souza, S. (Under evaluation]. Uma revisão da contribuição

brasileira no desenvolvimento de procedimentos de ensino para a leitura recombinativa

[A review of the Brazilian contribution to the development of procedures to teach

recombinative reading]. Em de J.C. de Rose, M.S.C.A Gil, & D.G. de Souza (Orgs.).

Aprendizagem relacional e comportamento simbólico: implicações para o ensino. São

Paulo: Editora UNESP.

Melo, R.M., & Hanna, E.S. (Under evaluation). Comportamento conceitual: treino

discriminativo simples simultâneo e formação de classes de estímulos relacionais

[Conceptual behavior: Simple simultaneous discrimination training and the formation of

relational stimulus classes]. Em de J.C. de Rose, M.S.C.A Gil, & D.G. de Souza (Orgs.).

Aprendizagem relacional e comportamento simbólico: implicações para o ensino. São

Paulo: Editora UNESP.

Schmidt, A., Postalli, L.M.M., & de Souza, D.G. (Under evaluation). Formação de classes de

estímulos equivalentes como um dos processos na origem da compreensão de

instruções [Stimulus class formation as one of the processes in the origin of instruction

comprehension]. Em de J.C. de Rose, M.S.C.A Gil, & D.G. de Souza (Orgs.).

66

Aprendizagem relacional e comportamento simbólico: implicações para o ensino. São

Paulo: Editora UNESP.

PAPERS FOR PROFESSIONALS IN THE FIELD OF INTELLECTUAL DEFICITS

The papers listed here were published in a special edition of DI –

Revista de Deficiência Intelectual (ISNN 2238-4618), published by the APAE

Institute of São Paulo.

The articles deal with topics covered in the seminar "Behavior,

cognition and teaching: basic research and potential applications for teaching

people with intellectual disabilities”, organized by the APAE Institute of São

Paulo, in partnership with the National Institute of Science and Technology on

Behavior, Cognition and Teaching (INCT-ECCE), June 1-2, 2012.

Both the seminar and the special volume of this journal represent the

efforts of this Institute in translating the scientific findings of its research

program to professionals and to the public in general.

Aggio, N. M., & Varella, A. A. B. (2012). A memória e a retenção da

aprendizagem por pessoas com déficits intelectuais [Memory and

retention of learning in individuals with intellectual disabilities]. DI -

Revista de Deficiência Intelectual, 3(2), 20-23.

Almeida-Verdu, A. C. M., Hubner, M. M. C., Faggiani, R. B., Canovas, D. S.,

& Lemos, M. S. (2012). Aquisição de linguagem e habilidades pré-

requisitos em pessoas com transtorno do espectro autista [Language

acquisition and pre-requisite skills in individuals with Autism Spectrum

Disorder]. DI - Revista de Deficiência Intelectual, 3(2), 36-42.

Benvenuti, M. F. L., Oliveira, T. P., & Lyle, L. G. (2012). Afeto e

desenvolvimento social no processo de ensino e aprendizagem [Affect

and social development in the process of teaching and learning]. DI -

Revista de Deficiência Intelectual, 3(2), 24-30.

67

Carmo, J. S. (2012). Aprendizagem de conceitos matemáticos em pessoas

com deficiência intelectual [Learning of Math concepts in individuals

with intellectual disabilities]. DI - Revista de Deficiência Intelectual,

3(2), 43-48.

de Rose, J. C., & Rabelo, L. Z. (2012). Teoria das molduras relacionais e

possíveis aplicações à educação. [Relational Frames Theory and

possible applications to education]. DI - Revista de Deficiência

Intelectual, 3(2), 10-15.

de Souza, D. G., Cortez, M. D., Aggio, N. M., & de Rose, J. C. (2012).

Aprendizagem relacional e comportamento simbólico no processo de

conhecimento do mundo [Relational learning and symbolic behavior in

the process of understanding the world]. DI - Revista de Deficiência

Intelectual, 3(2), 3-8.

Domeniconi, C., Zaine, I., & Benitez, P. (2012). Princípios e métodos para o

ensino de comportamentos novos a pessoas com deficiência

intelectual [Principles and methods for the teaching of novel behaviors

in individuals with intellectual disabilities]. DI - Revista de Deficiência

Intelectual, 3(2), 32-35.

Gil, M.S.C. A., & e Souza, D. H. (2012). O desenvolvimento psicológico e a

cognição. [Psychological development and cognition]. DI - Revista de

Deficiência Intelectual, 3(2), 16-19.

INSTRUCTIONAL MANUAL FOR TEACHERS OF HEARING IMPAIRED STUDENTS

Bevilacqua, M. C., & de Souza, D. G. (2012). A criança com deficiência auditiva na

escola: Sistema de FM [The hearing impaired child in the school: FM System].

São Carlos: Editora Cubo. (1a. ed.). 36 p.

This manual was used in a course for special education teachers,on how to use FM

Systems to increase the student accessibility to oral instructions in the

classroom.

68

OTHER RELEVANT JOURNAL ARTICLES, NOT DIRECTLY RELATED TO THE INSTITUTE’S RESAERCH PROGRAM

(These items did not count for data in tables and graphics)

PUBLISHED

Barboni, M. T. S., Gomes, B. D., Souza, G. S., Rodrigues, A. R., Ventura, D. F., &

Silveira, L. C. L. (2013). Chromatic spatial contrast sensitivity estimated by

visual cortical evoked potential and psychophysics. Brazilian Journal of Medical

and Biological Research, 46, 154-163.

Barros, T., & Benvenuti, M. F. (2012). Reforçamento automático: estratégias de

análise e intervenção. Acta Comportamentalia, 20, 177-184.

Costa, T. L., Barboni, M. T. S., Moura, A. L. A., Bonci, D. M. O., Gualtieri, M.,

Silveira, L. C. L., & Ventura, D. F. (2012). Long-Term occupational exposure to

organic solvents affects color vision, contrast sensitivity and visual fields. Plos

One, 7, e42961.

da Rocha, E. G., Freire, M. A. M., Bahia, C. P., Pereira Júnior, A., Sosthenes, M. C.

K., Silveira, L. C. L., Elston, G. N., & Picanço Diniz, C. W. (2012). Dendritic

structure varies as a function of eccentricity in V1: a quantitative study of

NADPH diaphorase neurons in the diurnal South American rodent agouti,

Dasyprocta prymnolopha. (2012). Neuroscience, 216, 94-102.

Galesi, F. L., Silva, M. T. A., & Garcia-Mijares, M. (2012). Análise Comportamental

do modelo animal de recaída do uso de drogas. Acta Comportamentalia, 20,

269-285.

Gomes, B. D., Souza, G. S., Viana, G. M., de Souza, I. C. N., Feio, P. S. Q.,

Schwartz, I. V. D., Marinho, D. R., Da Silva Filho, M., Giugliani, R., Silveira, L.

C. L., & Santana da Silva, L. C. (2012). Visual dysfunction of type I and VI

mucopolysaccharidosis patients evaluated with visual evoked cortical potential.

Case Reports in Ophthalmology, 3, 104-112.

Goncalves, E. G., & Carmo, J. S. (2012). Diagnóstico da doença de Alzheimer na

população brasileira: um levantamento bibliográfico. Revista Psicologia e

Saúde, 4, 170-176.

Lacerda, E. M. C. B., Lima, M. G., Rodrigues, A. R., Teixeira, C. E. C., de Lima, L. J.

B., Ventura, D. F., & Silveira, L. C. L. (2012). Psychophysical evaluation of

achromatic and chromatic vision of workers chronically exposed to organic

69

solvents. Journal of Environmental and Public Health, 1-7.

Marino, V. C. C., Gimeniz-Paschoal, . R., Paura, A. C., Guida, H. L., & Giacheti, C.

M. (2012). Inserção de graduados em fonoaudiologia de uma universidade

pública em programas de pós-graduação. Revista CEFAC, 14, 46-56.

Pezzato, F. A., Novais, D. B., Garcia-Mijares, M., & Hoshino, K. (2012). Efeito do lítio

sobre a hiperatividade locomotora induzida pela lesão eletrolítica da região do

núcleo mediano da rafe em ratos. Estudos de Psicologia, 17, 121-128.

Pimentel, N. S., Bandini, C. S. M., & Melo, C. M. (2012). Compreendendo o

abandono do eu iniciador em B. F. Skinner a partir das críticas de G. Ryle ao

mentalismo tradicional: questões teóricas e consequências práticas. Acta

Comportamentalia, 20, 217-233.

Pinheiro, M. C. N., Farripas, S. S. M., Oikawa, T., da Costa, C. A., Amoras, W. W.,

Vieira, J. L. F., Silveira, A. J. A., Lima, A. C. M., Souza, G. S., & Silveira, L. C.

L. (2012). Temporal evolution of exposure to mercury in riverside communities

in the Tapajós Basin, from 1994 to 2010. Bulletin of Environmental

Contamination and Toxicology, 89, 119-124.

Ribeiro, T.A, Montagnoli, T. A. S., Huziwara, E. M., & de Souza, D. G. (2012).

Discriminated conditioned suppression in rats. Psychology & Neuroscience, 5,

97-104.

Sabino, N. M., Almeida, A. B. A., Amaral, V. L. A. R., Shiobara, A., & Tomanari, G. Y.

(2012). Estudo exploratório sobre os efeitos do fechamento de suturas

cranianas na aprendizagem discriminativa em ratos. Acta Comportamentalia,

20, 143-155.

Souza, G. S., Hamer, R. D., Costa, T. L., Araújo, C. S., da Silva, V. G. R., Gomes, B.

D., Ventura, D. F., & Silveira, L. C. L. (2012). Contrast processing mechanisms

in human visual cortex assessed by visual evoked potentials. (2012). Journal of

Medicine and Medical Sciences, 13, 831-837.

Souza, G. S., Lacerda, E. M. C. B., Silveira, V. A., Araújo, C. S., & Silveira, L. C. L.

(2013). A visão através dos contrastes. (2013). Estudos Avançados, 27, 45-59.

Souza, G. S., Shackelford, H. B., Moura, A. L. A., Gomes, B. D., Ventura, D. F.,

Fitzgerald, M. E. C., & Silveira, L.C.L. (2012). Comparison of the reliability of

multifocal visual evoked cortical potentials generated by pattern reversal and

pattern pulse stimulation. Brazilian Journal of Medical and Biological Research,

45, 955-961.

70

Velasco, S. M., Benvenuti, M. F., & Tomanari, G. Y. (2012). Metacontingencies,

experimentation and nonhumans: searching for conceptual and methodological

advances. Revista Latinoamericana de Psicología, 44, 25-34.

IN PRESS

Bevilacqua, M. C., Costa, O. A., Castiquini, E. A. T., Zambonato, T. C. F., Morettin,

M., Moret, A. L. M., & Amantini, R. C. B. (In press, 2013). Adaptação do

Aparelho de Amplificação Sonora no SUS comparado com um modelo de

adaptação compacto. Brazilian Journal of Otorhinolaryngology.

Bevilacqua, M.C., Ferraz, M. B., & Amantini, R. C. B. (In press, 2013). Custos do

tratamento da perda auditiva no Sistema Único de Saúde. Revista da

Sociedade Brasileira de Fonoaudiologia.

Bevilacqua, M.C., Melo, T. M., Morettin, M., Reis, A. C. M. B., & Martinez, M. A. N. S.

(In press, 2013). Falhas técnicas dos aparelhos de amplificação sonora

individual dispensados pelo sistema único de saúde. Revista CEFAC .

de Carvalho, A. C., Schwarz, M., Souza, G. S., Gomes, B. D., Rosa, A. A. M.,

Ventura, A. M. R. S., de Souza, J. M., Silveira, L. C. L., & Kremers, J. (In press,

2013). Multifocal electroretinographic evaluation in malaria patients that had

high daily dose of chloroquine intake for a short period. Journal of Ophthalmic

Vision Research.

Garcia, L. T., Almeida, N. V. F., & Gil, M. S. C. A. (In press, 2013). Conflitos e

agressões entre bebês e diferentes atributos de brinquedos: um estudo

experimental. Interação em Psicologia.

Morettin, M., Santos, M. J. D., Stefanini, M. R., Bevilacqua, M.C., Cardoso, M. R. A.,

& Antonio, F. L. (In press, 2013). Avaliação da qualidade de vida em crianças

com implante coclear: revisão sistemática. Brazilian Journal of

Otorhinolaryngology.

Sales, A. M. N., Cola, P. C., Santos, R. R. D., Motonaga, S. M., Giacheti, C. M., &

Silva, R. G. (In press, 2013). Análise quantitativa da deglutição orofaríngea em

indivíduo gastrostomizado com lipofuscinose ceróide neuronal: relato de caso.

Revista CEFAC.

Schelini, P. W., Almeida, L. S., & Primi, R. (In press, 2013). Aumento da Inteligência

ao Longo do Tempo: Efeito Flynn e Suas Possíveis Causas. Psico-USF.

71

Souza, G. S., Gomes, B. D., Lacerda, E. M. C. B., Saito, C. A., da Silva Filho, M., &

Silveira, L. C. L. (In press, 2013). The contrast sensitivity of pattern transient

VEP components: contribution from M and P pathways. (In press, 2013).

Psychology & Neuroscience.

Softwares

1. Capobianco, D., Orlando, A. F., Teixeira, C. A. C., de Rose, J.C., & de Souza, D.

G. (2013). GEIC-LECH 0.7 – Gerenciador de ensino individualizado por

computador (GEIC) [Manager for computerized, individualized teaching].

Software multi-plataforma para elaboração de programas de ensino e

procedimentos de pesquisa, aplicação online e gerenciamento de alunos, de equipes

e de dados [Multi-platform software for developing programs for teaching and

research procedures, online application and management of students, teams and

data.

This software was initially developed in 2008 and has been systematically

improved across the years; in the period covered by this report, it evolved to versions

0.5 to 0.7.

2. Debert, P. (2012). Compound 1.0. Programming procedures to teach simple and

successive discriminations.

3. Tomanari, G.A.Y. (2011). Match 1.2. Programming matching-to-sample

procedures to teach conditional discriminations.

72

APPENDIX II

JOURNALS OF PUBLISHED AND IN PRESS PAPERS

73

Journal Number of

papers

QUALIS Impact factor

ISI - JCR

Impact factor

SCOPUS – SJR

Behavioral and Brain Sciences

1 A1 21.952 3.04

Behavioural Processes 1 A1 1.652 0.67

Journal of the Experimental Analysis of Behavior.

1 A1 1.385 0,37

Learning & Behavior 1 A1 2.0 0,88

Paidéia 1 A1 - 0

Psicologia: Reflexão e Crítica

5 A1 0.087 0, 24

Psicologia: Teoria e Pesquisa

2 A1 - 0,23

The Psychological Record 7 A1 0.96 0,33

Estudos de Psicologia 3 A2 - 0,27

Interação em Psicologia 4 A2 - -

Jornal da Sociedade Brasileira de Fonoaudiologia

1 A2 - 0,139

Plos One 2 A2 4.092 1,76

Psico 1 A2 - -

Psicologia em Estudo 1 A2 - 0,17

Psicologia: Teoria e Prática

2 A2 - 0,126

Psychology & Neuroscience

2 A2 - 0,16

Revista Latinoamericana de Psicologia

2 A2 0,642 0,284

74

Journal Number of

papers

QUALIS Impact factor

ISI - JCR

Impact factor

SCOPUS – SJR

Acta Comportamentalia 11 B1 - 0,11

Acta Paulista de Enfermagem

1 B1 - 0,34

Avaliação Psicológica 2 B1 - -

International Archives of Otorhinolaryngology

1 B1 - -

International Journal of Pediatric Otorhinolaryngology

2 B1 1.167 0,724

Psicologia em Revista 1 B1 - -

Psicologia Escolar e Educacional

1 B1 - -

Revista Brasileira de Educação Especial

1 B1 - 0,2

Revista Brasileira de Terapia Comportamental e Cognitiva

2 B1 - -

Revista CEFAC 4 B1 - -

Revista da Sociedade Brasileira de Fonoaudiologia

3 B1 - -

Revista Latino-Americana de Enfermagem

1 B1 0.856 0,49

The Analysis of Verbal Behavior

1 B1 - -

Revista Brasileira de Análise do Comportamento

8 B2 - -

Revista Brasileira de Otorrinolaringologia/

Brazilian Journal of Otorhinolaryngology

3 B2 - 0,31

Temas em Psicologia 5 B2 - -

75

Journal Number of

papers

QUALIS Impact factor

ISI - JCR

Impact factor

SCOPUS – SJR

Temas sobre Desenvolvimento

1 B3 - -

European Journal of Behavior Analysis

3 B4 - -

RENOTE: Novas Tecnologias na Educação

2 B4 - -

Revista Brasileira de Informática na Educação

1 B4 - -

Revista Virtual de Estudos da Linguagem

1 B4 - 0

Perspectivas da Educação Matemática

1 B5 - -

Revista Ibero-Americana de Estudos em Educação

2 B5 - -

Arquivos de Ciências da Saúde

1 C - -

76

APPENDIX III

DISSERTATIONS, THESES, AND SCIENTIFIC

INITIATION PROJECTS

77

THE ACADEMIC PROGRAM: HUMAN RESOURCES DEVELOPMENT (May, 2012 - April, 2013)

This section presents the students supervised by members of the Institute and

the research projects in which they participated. The list begins with the completed /

finished works in the period (Post-doctoral projects, Doctoral dissertations, Master

theses, Undergraduate students, Technical support scholarships). A second list

presents the list of supervisions in progress.

CONCLUDED SUPERVISIONS

Post-doctoral research / Pós-doutorado (5) [Scholarships: FAPESP: 01; CAPES/FAPESPA: 01; CNPq/INCT: 03]

Edson M. Huziwara (DG de Souza). Efeitos de um treino de múltiplos exemplares

para a demonstração de comportamentos simbólicos em cães (Canis familiaris)

[Effects of multiple-exemplars training on the establishment of symbolic behaviors in

dogs (Canis familiaris)]. UFSCar. FAPESP. Jun/2010-Mai/2012.

Mariele Cortez Diniz (JC de Rose). Transferência de significado em relações de

equivalência, oposição e comparação [Transfer of meaning in equivalence,

opposition, and comparison relations. UFSCar. CNPq/INCT. Mai/2012- Mar/2013.

Paulo Elias Audebert Gotardelo Delage (OF Galvão). Desenvolvimento de modelos

animais para estudo experimental do comportamento pré-simbólico e funções

executivas em Cebus apella e traslado para pesquisa em ambiente não verbal com

humanos [Development of animal models for the experimental study of pre-symbolic

behavior and executive functioning in Cebus apela and for translation to human

research in non verbal environments]. UFPA. CAPES/FAPESPA. Abr/2013.

Priscila Crespilho Grisante (GAY Tomanari). Efeitos de diferentes histórias de treino

no desenvolvimento dos controles por seleção e por rejeição e na emergência de

relações condicionais em humanos [Effects of different training histories on the

development of selection and rejection controls and on the emergence of conditional

relations in humans ]. USP. CNPq/INCT. Mar/2012-abr/2013.

Viviane Verdu Rico (JC de Rose). Avaliação e aperfeiçoamento de programas

computadorizados de ensino de habilidades de leitura e escrita [Evaluation and

78

improvement of computerized programs for the teaching of reading and writing].

UFSCar. CNPq/PNPD. Dez/2010- Nov/2012.

Doctoral Dissertations (8) [Scholarships: FAPESP: 05; CNPq: 02] Ana Karina Leme Arantes (JC de Rose). Topografias de controle de estímulos e

equivalência de estímulos [Stimulus control topography and stimulus

equivalence]. Tese (Doutorado em Psicologia). UFSCar. FAPESP. Jul/2012.

Liane Dahas Jorge de Souza (CBA de Souza). Investigando a formação de classes

funcionais em cães e ratos [Investigating the formation of functional classes in

dogs and rats]. Tese (Doutorado em Teoria e Pesquisa do Comportamento).

UFPA. CNPq. Abr/2013.

Maria Clara de Freitas (JC de Rose). Construção de um programa de ensino de

habilidades de pré-requisito de leitura e escrita para pessoas com deficiência

mental [Designing a teaching program of reading and writing prerequisite skills

for individuals with intellectual disabilities]. Tese (Doutorado em Psicologia).

UFSCar. FAPESP. Set/2012.

Marina Morettin (MC Bevilacqua). Avaliação das habilidades auditivas de linguagem

de crianças usuárias de implante coclear sob uma nova perspectiva

[Assessment of language auditory skills in children with cochlear implant in a

new approach]. Tese (Doutorado em Saúde Pública). USP. CNPq. Set/2012.

Rafael Diego Modenesi (P Debert). Controle contextual com o procedimento go/no-

go com estímulos compostos [Contextual control using the go/no procedure

with compound stimuli). Tese (Doutorado em Psicologia Experimental). USP.

FAPESP. Abr/2013.

Tatiana Mendes de Melo (MC Bevilacqua). Percepção de fala com e sem ruído

competitivo em crianças usuárias de implante coclear: estudo comparativo de

duas estratégias de processamento de sinal do sistema hi-resolution [Speech

perception with and without competitive noise in children with cochlear implant:

a comparative study of two strategies of hi-resolution signal processing ]. Tese

(Doutorado em Fisiopatologia Experimental). USP. Out/2012.

Thaize de Souza Reis (DG de Souza). Estabelecimento de escrita sob controle de

ditado como base para a generalização recombinativa na leitura e na escrita

[Establishing writing under control of dictation as a basis for recombinative

79

generalization in reading and writing]. Tese (Doutorado em Psicologia).

UFSCar. FAPESP. Abr/2013.

William Ferreira Perez (GAY Tomanari). Topografia de controle de estímulos e

movimentos dos olhos [Stimulus control topography and eye movement].Tese

(Doutorado em Psicologia [Psicologia Experimental]). USP. FAPESP.

Dez/2012.

Master Thesis (28) [Scholarship: FAPESP: 06; CNPq: 02; CAPES: 12] Adalberto Bosco Castro Pereira (DC Monteiro). Inteligência artificial aplicada em

jogos computacionais para crianças com atraso de aprendizagem [Artificial

intelligence applied to computerized games for children with learning delays].

Dissertação (Mestrado em Ciência da Computação). UFPA. Dez/2012.

Adonias Pires (DC Monteiro). Um algoritmo temporizado de clusterização e

roteamento, com eficiência energética para redes de sensores sem fio [A

temporal algorithm of clusterization and routing with energy efficiency for

wireless sensor networks]. Dissertação (Mestrado em Ciência da Computação).

UFPA. CAPES. Dez/2012.

Alessandra Canosa (MSCA GIL). Formação de classes de equivalência de estímulos

auditivo-táteis e táteis-táteis em crianças com deficiência visual [Formation of

auditory-tactile and tactile-tactile equivalence classes in children with visual

impairment]. Dissertação (Mestrado em Educação Especial). UFSCar. CAPES.

Mar/2013.

Alex Bacadini França (PW Schelini). Escala metacognitiva para idosos: Elaboração

de itens e análise dos parâmetros psicométricos [Metacognitive scale for the

elderly: Elaboration of items and analysis of psychometric parameters].

Dissertação (Mestrado em Psicologia). UFSCar. FAPESP. Mar/2013.

Amanda Oliveira Santos (CM Giacheti). Análise da fluência em tarefa de narrativa

oral em indivíduos com síndrome de l22q11.2. [Fluency analysis in an oral

narrative task in individuals with l22q11.2. Syndrome]. Dissertação (Mestrado

em Fonoaudiologia). UNESP/Marília. FAPESP. Dez/2012

Ana Maria Aparecida de Albuquerque Fernandes (ES Hanna). Adaptação de um

programa de ensino baseado no paradigma de equivalência para crianças com

atraso no desenvolvimento. [Adaptation of a teching program based on the

equivalence paradigm for children with developmental delays]. Dissertação

80

(Mestrado em Ciências do Comportamento). Universidade de Brasília. UnB.

CAPES. Mar/2013.

André Lepesqueur Cardoso (RM Melo). Efeito da quantidade de treino na

reorganização das classes de equivalência em crianças [Effects of amount of

training on the reorganization of equivalence classes in children]. Dissertação

(Mestrado em Ciências do Comportamento). UnB. CAPES. Fev/2013.

Brunna Stella Carvalho (DG. de Souza). Individualização do ensino de leitura e

escrita a um adolescente com o espectro de autismo [Individualized teaching of

reading and writing to an adolescent with Autism Spectrum Disorder].

Dissertação Mestrado em Educação Especial). UFSCar. CAPES (REUNI).

Fev/2013.

Diana Catalina Serrano Ramos (GAY Tomanari). Expressões faciais como estímulos

discriminativos [Facial expressions as discriminative stimuli]. Dissertação

(Mestrado em Psicologia [Psicologia Experimental]). USP. Fev/2013.

Elton Sarmanho Siqueira (DC Monteiro). ALE RPG jogo digital para aprendizado de

crianças em leitura e escrita [ALE RPG computerized game for children

learning reading and writing]. Dissertação (Mestrado em Ciência da

Computação). UFPA. CAPES. abr/20128.

Fabiane da Silva Pereira (OF Galvão). Discriminação auditivo-visual em adultos com

deficiência auditiva pós-lingual e implante coclear [Auditory-visual

discrimination in adults with post-lingual auditory impairment and cochlear

implant]. Dissertação (Mestrado em Psicologia [Teoria e Pesquisa do

Comportamento]). UFPA. CNPq. Mar/2013.

Fernando Del Manno Lucchesi (ACM Almeida-Verdu). Verificação dos efeitos da

exposição a um programa de ensino de leitura de palavras sobre a

inteligibilidade da fala em crianças com deficiência auditiva e implante coclear

[Assessment of the effects of exposure to a teaching program of word reading

on speech intelligibility in children with hearing impairment and cochlear

implant]. Dissertação (Mestrado em Psicologia do Desenvolvimento e

Aprendizagem). UNESP/Bauru. FAPESP. Fev/2013.

Gilberto Nerino de Souza Júnior (DC Monteiro). Modelagem de metodologias

educacionais orientadas para crianças com atraso de aprendizagem [Modeling

8 Reported as ongoing work in the 2011-2012 Annual Report.

81

educational methodologies for children with learning delays]. Dissertação

(Mestrado em Ciência da Computação). UFPA. CAPES. Fev/2013.

Jaqueline Pimentel Tenório (DG de Souza). Avaliação do efeito de jogos que

requerem comportamento textual no ensino de leitura a crianças com

dificuldades de aprendizagem [Assessment of games requiring textual behavior

in the teaching of reading to children with learning difficulties]. Dissertação

(Mestrado em Educação Especial). UFSCar. CNPq. Fev/2013.

Juliana Campos de Jesus (TP de Oliveira). Generalização de mandos aprendidos

através do PECS em crianças autistas [Generalization of mands learned

through PECS in autistic children]. UFMG. CNPq. Fev/ 2013.

Juliana Sarantopoulos Faccioli (PW Schelini). Análise do pensamento contrafatual

na depressão [Analysis of counterfactual thought in depression]. Dissertação

(Mestrado em Psicologia). UFSCar. CAPES. Mar/2013.

Luiza Costa Langsdorff (C Domeniconi). Aprendizagem por exclusão em crianças

com transtorno do espectro autista [Learning by exclusion in children in the

autism spectrum]. Dissertação (Mestrado em Psicologia). UFSCar. Mar/2013.

Marcela Almeida Sousa de Morais (TP de Oliveira). Avaliação de repertório auditivo

e vocal em crianças usuárias de implante coclear [Assessment of auditory and

vocal repertoires of children with cochlear implant]. Dissertação (Mestrado em

Psicologia). UFMG. Mar/2013

Marcelo Henrique Oliveira Henklain (JS Carmo). Equivalência de estímulos e ensino

de resolução de problemas de adição e subtração a estudantes com

dificuldades em matemática [Stimulus equivalence and teaching of addition and

subtraction problem solving in students with Math difficulties]. Dissertação

(Mestrado em Psicologia). UFSCar. CAPES. Dez/2012.

Maria Jaqueline Dias dos Santos (MC Bevilacqua). Reabilitação auditiva por meio do

implante coclear em crianças com paralisia cerebral [Auditory rehabilitation

following cochlear implant in children with cerebral palsy]. Dissertação

(Mestrado em Fonoaudiologia). USP-Bauru. FAPESP. Mar/20121.

Michelle Queiroz Zattoni (MC Bevilacqua). Benefício do sistema de freqüência

modulada em crianças usuárias de aparelhos de amplificação sonora individual

e implantes cocleares [Benefits of the FM system for children using individual

sound amplification devices and cochlear implant]. Dissertação (Mestrado em

Fisiopatologia Experimental). USP. Nov/2012.

82

Natália Maria Sertori (MSCA GIL). Discriminações condicionais em bebês de risco: o

responder por exclusão [Conditional discriminations in infants at risk:

responding by exclusion]. Dissertação (Mestrado em Educação Especial).

UFSCar. CAPES. Mar/2013.

Paulo Henrique Módena Coutinho (Olavo F. Galvão). Bem-estar em cativeiro:

enriquecimento ambiental com tarefas cognitivas em macacos-prego (Cebus

spp.) [Well-being in captivity: Environmental enrichment in cognitive tasks for

capuchin monkeys (Cebus spp)]. Dissertação (Mestrado em Psicologia [Teoria

e Pesquisa do Comportamento]. UFPA. CNPq. Mar/20121.

Rebeca Morais de Paula (ES Hanna). Avaliação da utilização de fragmentos

melódicos com e sem significado sobre a formação de classes, o desempenho

recombinativo e o tocar teclado [Assessing the use of melodic fragments with

and without meaning on class formation, recombinative performance and

playing the keyboard]. Dissertação (Mestrado em Ciências do Comportamento).

Universidade de Brasília. UnB. CAPES. Mar/2013.

Sabrina Roberta Oliveira (DG de Souza). Avaliação da produção de fala de usuários

de implante coclear após o ensino de componentes de relações verbais

[Assessment of speech production in users of cochlear implant following the

teaching of components of verbal relations]. Dissertação (Mestrado em

Educação Especial). UFSCar. CAPES. Fev/2013.

Sandra de Lima Ribeiro dos Santos (ACM Almeida-Verdu/MC Bevilacqua).

Caracterização de desempenho de leitura e escrita em crianças com

deficiência auditiva [Characterization of reading and writing repertoires in

children with hearing impairment]. Dissertação (Mestrado em Psicologia do

Desenvolvimento e Aprendizagem). UNESP-Bauru. Mai/2012

Tathianna Amorim Souza Montagnolli (DG de Souza). Um procedimento para

investigar aprendizagem discriminativa e formação de classes funcionais em

cães [A procedure to investigate discrimination learning and formation of

functional classes in dogs]. Dissertação (Mestrado em Psicologia). UFSCar.

FAPESP. Jul/2012.

Thais Arantes Ribeiro (DG de Souza). Responder por exclusão na aprendizagem de

relações simbólicas envolvendo adjetivos [Exclusion responding in the

acquisition of symbolic relations involving adjectives]. Dissertação (Mestrado

em Psicologia). UFSCar. FAPESP. Fev/2013.

83

Thereza Cristina Rodrigues Vilella (MSCA Gil). Contação de estórias para

aprendizagem conceitual de crianças pequenas cegas [Story telling for

conceptual learning in blind young children]. Dissertação (Mestrado em

Educação Especial). UFSCar. Fev/2012 (not included in the previous report).

Undergraduate research/Iniciação científica (25) [Scholarships: FAPESP: 07; CNPq: 17] Aline Morales Simionato (JS Carmo). Procedimentos de reversão de ansiedade à

matemática: um estudo com base na análise da literatura acadêmica

[Procedures for reversion of math anxiety: a literature review]. UFSCar. CNPq.

2012.

Álvaro Júnior Melo e Silva (RS Barros). Avaliação da formação de classes por

comparação entre curvas de aquisição de relações condicionais em macacos-

prego [Assessment of class formation by comparison of conditional relations

acquisition curves in capuchin-monkeys]. UFPA. CNPq/PIBIC. 2012.

Camila Straforin de Oliveira (JS Carmo). A pessoa com autismo na família:

depoimentos de pais e irmãos adolescentes [The Autistic person in the family:

Parents and teenage siblings’ testimonies. UFSCar. 2012.

Cassiano Gaiani de Santis (C Domeniconi). Discriminação de quantidades por cães

em situação estruturada: controlando área, razão e distância numérica

[Quantity discrimination by dogs in a structured situation: controlling area, ratio

and numerical distance]. UFSCar. FAPESP. 2012.

Clara Lira Prado Borges (ES Hanna). Efeito do tipo de treino discriminativo sobre a

aprendizagem de leitura musical: ampliação da amostra [ Effects of type of

discriminative training on the learning of music reading: expanding the sample].

UnB. CNPq/INCT. 2012.

Daniel Assaz (MG Mijares). Insight em pombos (Columba livia): o efeito da

quantidade de treino sobre a topografia de resolução do problema [Insight in

pigeons (Columba livia): the effect of amount of training on the topography of

problem solving]. USP. 2012.

Débora Longo Miyashita (MC Bevilacqua). Construção de um material de apoio para

fonoaudiólogos da rede de saúde auditiva: o uso do website saúde auditiva

Brasil [Developing support material for speech-language pathologists in the

84

hearing health network: Using the website Hearing Health Brasil]. USP.

FAPESP. 2012.

Fabiana Cristina Melo (CM Giacheti). Perfil comportamental e a correlação com

vocabulário receptivo e expressivo de indivíduos com paralisia cerebral

[Behavioral profile and its correlation with receptive and productive vocabulary

in individuals with cerebral palsy]. UNESP. FAPESP. 2012.

Kauer Kitzinger d'Avila (GAY Tomanari). Efeito da variação de estímulos novos e

irrelevantes sobre a resposta de observação e controle da resposta operante

[Effects of novel and irrelevant stimuli variation on the observing response and

operant response control]. USP. CNPq. 2012.

Laís Fernandes Pires (CBA de Souza). Leitura dialógica: efeitos sobre o

comportamento verbal de pré-escolares e crianças em processo de

alfabetização [Dialogic reading: Effects on verbal behavior of pre-schoolers and

children who are learning to read]. UFPA. CNPq. 2012.

Lara Rosa Cobucci (MSCA Gil). Abordagem comportamental dos precursores do

comportamento simbólico em bebês - a nomeação na equivalência de

estímulos. [A behavioral approach to the precursors of symbolic behavior in

infants].UFSCar. CNPq. 2012.

Letícia Barbieri (C Domeniconi). Avaliação de atividades em sala de aula regular em

conjunto com a aplicação de um software de leitura e escrita para alunos

autistas [Task evaluation in a regular classroom followed by the use of a

reading and writing software for students with autism]. UFSCar. FAPESP. 2012.

Ligia Mosolino (GAY Tomanari). Parâmetros da discriminação visual simultânea

avaliados pelos movimentos dos olhos [ Parameters of simultaneous visual

discrimination using eye movement]. USP. CNPq. 2012.

Luisa Souza Trindade (ES Hanna). Efeito do tipo de treino sobre a leitura musical -

ampliação da amostra [Effects of type of training on music reading: extending

the sample]. UnB. CNPq/INCT. 2012.

Mariana Amado Cordeiro (ES Hanna). Tamanho da unidade musical treinada e sua

influência na aprendizagem de leitura musical - ampliação da amostra [Size of

the trained musical unit and its influence on learning of music reading:

expanding the sample]. Início: 2011. UnB. CNPq/INCT.

Mariana Pereira Zenaro (CM Giacheti). Análise da coerência na narrativa oral de

histórias em crianças com transtorno de déficit de atenção e hiperatividade

85

[Analysis of coherence in oral narratives in children with attention deficit

hyperactivity disorder. UNESP/Marilia. FAPESP. 2012.

Marilia de Paula Giorgetti (CM Giacheti). Inventário comportamental e competências

sociais de indivíduos com gagueira [Behavioral inventory and social skills of

individuals with stuttering]. UNESP/Marilia. FAPESP. 2012.

Nathára Vieira Gonzaga (DG de Souza). Ensino de escrita (ditado) afeta a aquisição

de leitura? [Does teaching writing (dictation) affect reading acquisition?]. Início:

UFSCar. CNPq/PIBIC. 2012.

Robson Cardinali Castro (TP Oliveira). Aprendizagem relacional em crianças com

audição recente [Relational learning in children with recent hearing]. UFMG.

CNPq/INCT. 2012.

Rodolfo da Silva Campos (ALF Brino). Aprendizagem de relações arbitrárias por

exclusão e testes de simetria e transitividade em macacos-prego (Cebus apella)

[Learning of arbitrary relations by exclusion, and symmetry and transitivity tests in

capuchin monkeys (Cebus apella)]. UFPA. CNPq/INCT. 2012.

Suelen Bertin Marcuci (JS Carmo). Reversão de ansiedade à matemática em

estudantes do ensino fundamental [Math anxiety reversion in elementary school

students]. UFSCar. CNPq. 2012.

Tamires Gallano (DG de Souza). Ensino de vocabulário a crianças pequenas por

meio de procedimento de exclusão [Teaching vocabulary to young children

using an exclusion procedure]. UFSCar. CNPq/PIBIC. 2012.

Tamyres Roberta Colares Leal (ALF Brino). Efeitos de manipulação de atraso e

Intervalo entre tentativas em procedimento de pareamento ao modelo por

identidade e arbitrário em Sapajus cf. apella. [Effects of manipulation of delay

and intertrial interval on identity and arbitrary matching-to-sample procedures in

Sapajus cf. paella]. UFPA. CNPq. 2012.

Vanessa Ayres Pereira (DG de Souza). Avaliação dos efeitos de consequências

convencionais ou desenhos animados na aprendizagem discriminativa em

ambiente virtual com pré-escolares [Assessment of the effects of conventional

consequences or cartoons on discriminative learning using a virtual

environment in preschool aged children]. UFSCar. FAPESP. 2012.

Vinícius Kenji Souza Yonezawa (RS Barros). Testes de simetria via procedimento

go/no-go em contexto de relações arbitrárias em macacos-prego [Tests of

86

symmetry using the go/no-go procedure in the context of arbitrary relations in

capuchin monkeys]. UFPA. CNPq/PIBIC 2012.

2. SUPERVISIONS IN PROGRESS / ORIENTAÇÕES EM ANDAMENTO Post-doctoral research/ Pós-doutorado (05) [Scholarships: FAPESP: 03; CNPq: 01; CAPES: 01]

Antonio Mauricio Moreno (DG de Souza). Relações entre aprendizagem operante e

síntese de proteínas cerebrais em abelhas (melipona quadrifasciata) [Operant

learning and brain protein synthesis in bees (melipona quadrifasciata). Início:

out/2012. UFSCar. FAPESP.

Mariele Cortez Diniz (JC de Rose). Avaliação de diferentes parâmetros de treino na

transferência de significado entre estímulos equivalentes [Assessment of

training parameters in transfer of meaning among equivalent stimuli]. Inicio:

abr/2013. UFSCar. FAPESP.

Naiene (JC de Rose). Correlatos eletrofisiológicos da atividade relacional simbólica

[Electrophysiological correlates of the symbolic relational activity]. Inicio: 2012.

UFSCar. CNPq/PNPD.

Raquel Melo Golfeto (DG de Souza). Tecnologia comportamental para a reabilitação

auditiva de indivíduos com surdez prelingual [Behavioral technology for auditory

rehabilitation of prelingually deaf individuals]. Início: 2011. UFSCar.

CNPq/PNPD.

Saulo Missiaggia Velasco (GAY Tomanari). Equivalência de estímulos em infra-

humanos (Columba livia): em busca de um modelo animal para o estudo do

comportamento simbólico [Stimulus equivalence in non-humans (Columba

lívia): In search of an animal model to study symbolic behavior]. Início: 2009.

USP. FAPESP.

Doctoral Dissertations/ Teses de Doutorado (56) [Scholarships: FAPESP: 13; CNPq: 10; CAPES:17; FAPESPA: 01]

Adriana Oliveira (ES Hanna). Formação de classes a partir de treino de

discriminação simples com apresentação de distratores [Class formation

87

following simple discrimination training with the presence of distractors].Inicio:

2012. Tese (Doutorado em Ciências do Comportamento). UnB.

Alcides Renato da Silva Pamplona Junior (M Ribeiro Filho). ITV - Instruções técnicas

virtuais. [VTI- Virtual technical instructions].Início: 2011. Tese (Doutorado em

Engenharia Elétrica). UFPA.

Alex Bacadini França (PW Schelini). Escala de Metacognição Sênior: evidências de

validade, precisão e normatização para a população idosa [Senior

metacognition scale: evidence of validity, accuracy and standardization for the

elderly population]. Início: 2013. Tese (Doutorado em Psicologia) - Universidade

Federal de São Carlos. UFSCar.

Alvaro Arturo Clavijo Alvarez (GAY Tomanari). Processos de discriminação visual

[Processes of visual discrimination]. Início: 2009. Tese (Doutorado em

Psicologia [Psicologia Experimental]). USP. CAPES.

André Augusto Borges Varella (DG de Souza). Formação de classes de equivalência

em pessoas com autismo: requisitos comportamentais para a emergência de

desempenhos novos [Formation of equivalence classes in individuals with

autism: behavioral requisites for the emergence of novel behavior]. Início: 2009.

Tese (Doutorado em Psicologia). UFSCar. FAPESP.

Andrea Callonere (MMC Hübner). Efeitos de um programa de orientações de pais

sobre a interação pais e filhos: uma replicação sistemática de Weber [Effects of

a parent training program on parent-child interactions: A systematic replication

of Weber]. Inicio: 2012. Tese (Doutorado em Psicologia Experimental). USP.

CAPES.

Andréa do Socorro Campos de Araújo Sousa (LC Silveira). Estudo morfológico,

histoquímico e ultraestrutural de tecido cerebral, renal e hepático de Cebus

apella (Linnaeus, 1758) submetidos à intoxicação experimental pelo metil

mercúrio [Morphological, histochemical, and ultra-structural study of cerebral,

renal, and hepatic tissues in Cebus apella (Linnaeus, 1758) exposed to

experimental poisoning by metilmercury]. Início: 2008. Tese (Doutorado em

Neurociências e Biologia Celular). UFPA.

Angela Bernardo de Lorena. ( JC de Rose; JS Carmo – co-orientador). Programação

de ensino e educação à distância (EaD): contribuições da análise do

comportamento para a formação inicial e continuada de professores de

88

matemática [Teaching programming and distance education: Contributions of

behavior analysis to the education of Math teachers]. Início: 2011. Tese

(Doutorado em Psicologia). UFSCar. CAPES.

Ariene Coelho Souza (MMC Hübner). O processo de controle por unidades mínimas

e o desempenho em leitura recombinativa [The process of control by minimal

units and performance in recombinative reading]. Início: 2009. Tese (Doutorado

em Psicologia [Psicologia Experimental]). USP. CAPES.

Carlos Henrique da Costa Tucci (JS Carmo). Efeitos da formação de classes de

equivalência sobre a solução de problemas de multiplicação e divisão [Effects

of equivalence class formation on multiplication and division problem solving].

Início: 2013. Tese (Doutorado em Psicologia). UFSCar.

Christiana Gonçalves Meira Almeida (MSCA Gil). Formação de classes de

equivalência de estímulos em bebês [Stimulus equivalence class formation in

infants]. Início: 2010. Tese (Doutorado em Psicologia). UFSCar. CAPES.

Daniela de Souza Canovas (P Debert). Avaliação de classes de estímulos

funcionalmente equivalentes e classes de estímulos equivalentes por meio de

procedimento de discriminações simples sucessivas go/no-go em crianças pré-

escolares [Assessment of functional equivalent classes and stimulus

equivalence classes using the go/no-go procedure in preschool children]. Início:

2010. Tese (Doutorado em Psicologia [Psicologia Experimental]). USP.

FAPESP.

Dhayana Inthamoussu Veiga (DG de Souza). Estudos exploratórios sobre variáveis

motivadoras envolvidas em um programa de ensino de leitura informatizado

[Exploratory studies on motivating variables involved in a computerized reading

program]. Início: 2010. Tese (Doutorado em Psicologia). UFSCar. CNPq.

Djenane Brasil da Conceição (JC de Rose). Ensino de leitura na análise do

comportamento e na linguística estrutural: convergências e divergências.

[Teaching of reading in Behavior Analysis and Structural Linguistics: similarities

and differences]. Início: 2011. Tese (Doutorado em Psicologia). UFSCar.

Fernanda Augustini Pezzato (MG Mijares). Envolvimento das vias serotonérgicas na

etiologia de sintomas autistas: avaliação em ratos com lesão eletrolítica do

núcleo mediano da rafe [Involvement of serotonergic pathways in the etiology of

autistic symptoms: Assessment in rats with electrolytic lesions in the raphe’s

89

median nucleus]. Início: 2010. Tese (Doutorado em Psicologia [Psicologia

Experimental]). USP. CAPES.

Flávia Teresa Silva (CBA de Souza). Discriminações auditivo-visuais em bebês:

papel da atenção conjunta e da aprendizagem por exclusão [Auditory-visual

discriminations in infants: The role of joint attention and learning by exclusion].

Início: 2012. Tese (Doutorado em Teoria e Pesquisa do Comportamento).

UFPA. FAPESPA.

Eliza Maria da Costa Brito Lacerda (LCL Silveira). Avaliação psicofísica visual e

neuropsicológica de sujeitos expostos de forma crônica ocupacional a

solventes orgânicos [Psychophysical and neuropsychological assessment of

individuals chronically exposed to organic solvents]. Início: 2011. Tese

(Doutorado em Teoria e Pesquisa do Comportamento). UFPA. CAPES.

Giovana Mendes Ferroni (MSCA GIL). Ensino de conceitos para crianças com

deficiência visual [Teaching concepts to individuals with visual impairment].

Início: 2012. Tese (Doutoradao em Educação Especial). UFSCar.

CAPES/REUNI.

Heloisa Cursi Campos (P Debert). Emergência da relação de simetria por meio do

procedimento go/no-go com estímulos compostos em pombos [Emergence of

symmetry relation using the go/no-go procedure with compound stimuli in

pigeons]. Início: 2010. Tese (Doutorado em Psicologia [Psicologia

Experimental]). USP. FAPESP.

Hernando Borges Neves Filho (MG Mijares). Variáveis definidoras da resolução de

problemas do tipo insight. [Definying variables in insight problem solving) Início:

2011. Tese (Doutorado em Psicologia Experimental). USP. CNPq.

Isabela Zaine (C Domeniconi). Estabelecimento de discriminações simples

emergentes em cães (Canis familiaris) por meio de relações indiretas a

conseqüências diferenciais [Establishing emergent simple discriminations in

dogs (Canis familiaris) using indirect relations with differential consequences].

Início: 2011. Tese (Doutorado em Psicologia). UFSCar. FAPESP.

Jacqueline Pimentel Tenório (DG de Souza). Programação e avaliação do ensino de

leitura e escrita por meio de jogos educativos para crianças com dificuldades

de aprendizagem [Programming and evaluation of the teaching of reading and

90

writing using educational games for children with learning difficulties]. Tese

(Doutorado em Educação Especial). Início: 2013. UFSCar.

Janaina de Fátima Castro Caneguim (JS Carmo). Programa de ensino de pré-

requisitos de habilidades aritméticas: planejamento, implementação e avaliação

[A program to teach prerequisites of arithmetic skills: planning, implementation

and evaluation]. Início: 2012. Tese (Doutorado em Psicologia). UFSCar.

João Henrique de Almeida (JC de Rose). Análise quantitativa da transferência de

funções de estímulos em classes de estímulos equivalentes reorganizadas e

em classes formadas por rejeição [Quantitative analysis of the transfer of stimuli

functions in reorganized equivalence classes and in classes formed by

rejection]. Início: 2010. Tese (Doutorado em Psicologia). UFSCar. FAPESP.

Juliana Sarantopoulos Faccioli (PW Schelini). O pensamento contrafatual em

estudantes universitários com indicativos de transtornos depressivos

[Counterfactual thinking in university students with signs of depressive

disorders]. Tese (Doutorado em Psicologia) - Início: 2013. UFSCar.

Jussara de Fátima Pascualon (PW Schelini). Escala de metacognição: evidências de

validade, precisão e estabelecimento de normas [Metacognition Scale:

evidence of validity, accuracy and establishing norms]. Início: 2012. Tese

(Doutorado em Psicologia). UFSCar. FAPESP.

Karina Ferreira (MC Bevilacqua). Avaliação do modelo de educação à distância para

capacitação de profissionais de saúde por meio de um curso de especialização

em Reabilitação Auditiva para crianças de zero a três anos de idade. Início:

2012. FOB/USP.

Katarina Kataoka Dias (RS Barros). Formação de classes de estímulos em

macacos-prego Cebus sp [Stimulus class formation in capuchin monkeys

Cebus sp]. Início: 2010. Tese (Doutorado em Psicologia [Teoria e Pesquisa do

Comportamento]). UFPA. CAPES.

Leonardo Brandão Marques (DG de Souza). Variáveis motivacionais no ensino de

leitura: o jogo como recurso complementar [Motivational variables in the

teaching of reading: games as supplementary resources]. Início: 2010. Tese

(Doutorado em Psicologia). UFSCar. FAPESP.

Lidianne Lins de Queiroz (Romariz S. Barros). Efeitos da manipulação do número de

escolhas sobre o desempenho em tarefas de discriminação simples em

91

macaco-prego (Cebus apella) [Effects of manipulation of amount of choices on

the performance of capuchin monkeys (Cebus apella) in simple discrimination

tasks]. Início: 2011. Tese (Doutorado em Psicologia [Teoria e Pesquisa do

Comportamento]. UFPA. CNPq.

Lucas Tadeu Garcia (DG de Souza). Avaliação de aprendizagem por exclusão e

formação de classes de equivalência em indivíduos com deficiência auditiva

profunda, privados de linguagem [Evaluation of exclusion learning and

equivalence class formation in individuals with profound hearing loss]. Tese

(Doutorado em Psicologia). UFSCar. FAPESP.

Marcos Roberto Garcia (MMC Hübner). Formação de classes de estímulos

equivalentes qualificadores positivos e controle instrucional para o

comportamento de ler [Class formation of positive qualifying stimuli and

instructional control on reading behavior]. Início: 2009. Tese (Doutorado em

Psicologia [Psicologia Experimental]). USP. CNPq.

Marcelo Vitor da Silveira. Marcelo Vitor da Silveira (JC de Rose). Transferência de

função entre estímulos equivalentes mediada por estímulos reforçadores

específicos [Transfer of function among equivalent stimuli mediated by specific

reinforcers]. Tese (Doutorado em em Psicologia). Início: 2011. UFSCar.

FAPESP.

Marcileyde Tizzo (ES Hanna). Adaptação de um programa computadorizado de

ensino para instalar repertório de leitura em crianças com necessidades

especiais de ensino. [Adaptation of a computerized teaching program to

establish a reading repertoire in children with special education needs]. Início:

2012. Tese (Doutorado em Ciências do Comportamento). UnB.

Mariana Morais Miccione (JS Carmo-CO). Produção de sequências com base na

análise experimental de relações ordinais em crianças com paralisia cerebral

[Production of sequences based on the experimental analysis of ordinal

relations in children with cerebral palsy]. Início: 2012. Tese (Doutorado em

Teoria e Pesquisa do Comportamento). UFPA CNPq.

Mariane Perin da Silva (MC Bevilacqua). Habilidades auditivas e de linguagem de

crianças usuárias de implante coclear: análise dos marcadores clínicos de

desenvolvimento [Auditory and language skills in children with cochlear implant:

92

analysis of clinical markers of development]. Início: 2012. Tese (Doutorado em

fonoaudiologia). USP. FAPESP.

Marilu Michelly Cruz de Borba (RS Barros). Comparação da intervenção semi-

intensiva direta com a intervenção via pais no atendimento a crianças autistas

[Comparing the direct semi-intensive intervention and intervention with parents

on the treatment of autistic children]. Tese (Doutorado em Teoria e Pesquisa do

Comportamento). Início: 2009. UFPA.

Miguel Angelo Monteiro Lessa (OF Galvão). Engenharia comportamental:

enriquecimento ambiental para o bem-estar e desenvolvimento de repertórios

[Behavioral engineering: environmental enrichment for well-being and

development of repertoires]. Tese (Doutorado em Teoria e Pesquisa do

Comportamento). Início: 2009. UFPA. CAPES.

Nagi Hanna Salm Costa (HS Hanna). Tamanho da unidade de ensino e

recombinação em leitura musical.[Size of the teaching unit and recombination in

musical reading]. Tese (Doutorado em Ciências do Comportamento). Início:

2012. UnB. CAPES.

Naiara Minto de Sousa (MSCA Gil). Treino de discriminações simples componentes

de discriminação condicional arbitrária por bebês [Training infants in the simple

discrimination components of arbitrary conditional discrimination]. Início: 2009.

Tese (Doutorado em Psicologia). UFSCar. CAPES (INCT-ECCE) / FAPESP.

Natalia Maria Aggio (JC de Rose). Investigação sobre o estabelecimento de falsas

memórias por meio do paradigma de equivalência de estímulos [Investigating

the establishment of false memories using the stimulus equivalence paradigm].

Início: 2010. Tese (Doutorado em Psicologia). UFSCar. FAPESP.

Natália Santos Marques (MF Benvenuti). Análogos experimentais de superstições

[Experimental analogues of superstitious behavior]. Tese (Doutorado em

Psicologia Experimental. Início: 2012. USP. CNPq.

Paulo Sergio Dillon Soares Filho (GAY Tomanari). Respostas de observação e

topografias de controle de estímulos na tarefa de MTS: comparação entre

diferentes estruturas de treino [Observing responses and stimulus control

topographies in matching-to-sample tasks: A comparison between training

structures]. Início: 2011. Tese (Doutorado em Psicologia [Psicologia

Experimental]). USP. CAPES.

93

Paulo Roberto Abreu (MMC Hübner). Efeitos de instruções sobre respostas de

checagem [Effects of instructions on checking responses]. Início: 2008. Tese

(Doutorado em Psicologia Experimental). USP. CNPq.

Pebertli Nils Alho Barata (M Ribeiro Filho). Reconhecimento eficiente de gestos em

um sistema body tracking para treinamento de operadores e mantenedores

[Effective gesture recognition using a body tracking system in the training of

professionals (for operation and maintenance of electrical systems)]. Início:

2011. Tese (Doutorado em Engenharia Elétrica). UFPA. CNPq.

Peter Endemann (GAY Tomanari). Análise experimental de discriminações visuais

[Experimental analysis of visual discriminations]. Início: 2009. Tese (Doutorado

em Psicologia) [Psicologia Experimental]. USP. CNPq.

Priscila Afonso Benitez (C Domeniconi). Ampliação das atividades de um programa

informatizado de leitura e escrita para aprendizes com deficiência: inserindo

pais e professores da escola regular [Expansion of activities in a computerized

program designed to teach reading and writing to learners with intellectual

disabilities: The inclusion of parents and teachers]. Início: 2011. Tese

(Doutorado em Psicologia). UFSCar. FAPESP.

Priscila Mara de Araújo Gualberto (JS Carmo). Ensino de habilidades matemáticas

básicas a alunos com dificuldades de aprendizagem nas séries iniciais, por

meio da formação de classes de equivalência [Teaching basic Math skills to

students with learning difficulties in elementary school classrooms, via

equivalence class formation]. Início: 2009. Tese (Doutorado em Psicologia).

UFSCar. Sem bolsa.

Regiane de Souza Quinteiro (DG de Souza). Ensino de Braille a adultos com

deficiência visual [Teaching Braille to adults with visual impairment]. Início:

2010. Tese (Doutorado em Psicologia). UFSCar. Sem bolsa (docente).

Robson Brino Faggiani (MMC Hübner). Desenvolvimento e avaliação de um tutorial

online para ensinar ABA para pais de crianças autistas [Development and

evaluation of an online tutorial for the teaching of ABA to parents of autistic

children]. Tese (Doutorado em Psicologia Experimental). Início: 2010. USP.

CAPES.

Rogério Crevelenti Fioraneli (JS Carmo). Reversão de significado de estímulos

numéricos, com base no paradigma de equivalência, em indivíduos com

94

ansiedade à matemática [Meaning reversal of numerical stimuli based on the

equivalence paradigm in individuals with Math anxiety]. Tese (Doutorado em em

Psicologia). Início: 2013. UFSCar.

Silvana Lopes dos Santos (JC de Rose). A influência do significado da marca de

produtos alimentícios em escolhas e preferências de crianças com base no

paradigma de equivalência de estímulos [Effects of the meaning of food brands

on children’s choices and preferences based on the stimulus equivalence

paradigm]. Tese (Doutorado em Psicologia). Início: 2012. UFSCar.

Solange Calcagno (DG de Souza). Ensino de leitura e escrita a adultos analfabetos

com um programa informatizado adaptado para aplicação em larga escala

[Teaching reading and writing to illiterate adults using a computerized program

adapted for large-scale application]. Início: 2011. Tese (Doutorado em

Psicologia). UFSCar. CAPES.

Tereza Cristina Rodrigues Villela (MSCA Gil). Interação e comunicação mãe-criança

com deficiência visual: promovendo estratégias [Interaction and communication

between mother and child with visual impairment: promoting strategies]. Tese

(Doutorado em Educação Especial). Início: 2012. UFSCar. CAPES.

Thiago de Barros Santos (ES Hanna). Comportamento de observação e

desenvolvimento de controle de estímulos irrelevante [Observing behavior and

developing control of irrelevant stimuli]. Tese (Doutorado em Ciências do

Comportamento). Início: 2012. UnB. CNPq.

Tony Nelson (OF Galvão). Análise comportamental de desempenhos em testes

diagnósticos de afasia [Behavioral analysis of performance in diagnostic tests of

aphasia]. Início: 2009. Tese (Doutorado em Psicologia [Teoria e Pesquisa do

Comportamento]). UFPA. CAPES.

Master Thesis / Dissertações de Mestrado (48) [Scholarships: FAPESP: 04; CNPq: 06; CAPES: 20]

Adriana Saavedra Moreno (GAY Tomanari). Avaliação de um protocolo para aferir

reforçadores alimentares em Callithrix jacchus [Evaluation of a protocol to

assess food reinforcers in Callithrix jacchus]. Dissertação (Mestrado em

Psicologia Experimental). Início: 2012. USP. CAPES.

95

Adriano Barboza (RS Barros). Variáveis que afetam a eficácia da aplicação de

protocolos analítico-comportamentais no atendimento de crianças

diagnosticadas com autismo [Variables affecting success of behavior-analytic

protocols in the treatment of children diagnosed with autism]. Dissertação

(Mestrado em Teoria e Pesquisa do Comportamento). Início: 2013. UFPA.

CNPq.

Ailton Barcelos da Costa (MSCA GIL). Estímulos táteis e auditivos no ensino de

frações a crianças cegas [Tactile and auditory stimuli in the teaching of ratios to

blind children]. Início: 2011. Dissertação (Mestrado em Educação Especial)

UFSCar. CAPES.

Ana Carolina Cabral Carneiro (CBA Souza). Indução da integração de repertórios de

ouvinte e falante (naming) em crianças com autismo: Efeitos de correções com

e sem reforço [Inducing the integration of listener and speaker (naming)

repertoires in children with autism]. Dissertação (Mestrado em Teoria e

Pesquisa do Comportamento). Início: 2013. UFPA. CAPES.

Anderson Jonas das Neves (ACM Almeida-Verdu). Compreensão e produção de

sentenças em crianças com deficiência auditiva pré-lingual usuárias de

implante coclear [Sentence comprehension and production in children with

prelingual hearing impairment with cochlear implant]. Início: 2011. Dissertação

(Mestrado em Psicologia do Desenvolvimento e Aprendizagem). UNESP-

Bauru. FAPESP.

Antonio Carlos Leme Junior (JC de Rose). Sobre a escuta musical: processos e

mecanismos subjacentes [On musical listening: Underlying processes and

mechanisms]. Início: 2011. Dissertação (Mestrado em Psicologia). UFSCar.

Barbara Tegue (ACM Almeida-Verdu). Estabelecimento de repertório verbal de

repetir uma palavra, rotular e solicitar um objeto em crianças com repertório

restrito. [Establishment of verbal repertoire of repeating a word, labeling and

requesting an object in children with restrict repertoire].Dissertação (Mestrado

em Psicologia do Desenvolvimento e Aprendizagem). Início: 2013. UNESP.

Caio Carvalho Moreira (M Ribeiro Filho). Implementação de sensores de movimento

na criação de um jogo para treinamento utilizando o sistema ITV

[Implementation of movement sensors in the creation of a game for training

96

purposes using the ITV system]. Início: 2011. Dissertação (Mestrado

Engenharia Elétrica). UFPA. CNPq.

Carlos Rafael Fernandes Picanço (RS Barros). Busca de propriedade de simetria em

relações condicionais via comparação de aquisição de relações simétricas

versus relações não-simétricas [In search of symmetry in conditional relations

by comparing the acquisition of symmetrical versus assymmetrical relations].

Início: 2011. Dissertação (Mestrado em Teoria e Pesquisa do Comportamento).

UFPA. CAPES.

Denise Bachega (JS Carmo). Aproximações possíveis entre as propostas de

educação de Freire e Skinner: uma discussão [Potential approximations

between the proposals of Freire and Skinner for education: a discussion]. Início:

2012. Dissertação (Mestrado em Psicologia). UFSCar. CAPES.

Diego Felipe Silveira Seabra (JS Carmo). Ensino de habilidades pré-matemáticas a

pré-escolares por meio da tecnologia de controle de estímulos [Stimulus control

technology to teach pre-math skill to preschoolers]. Início: 2012. Dissertação

(Mestrado em Psicologia). UFSCar. CAPES.

Edson Luiz Nascimento dos Santos (CBA Souza). Análise de diferentes

procedimentos para o ensino de nomeação receptiva em crianças com

comportamento autista [Analysis of different procedures to teach receptive

naming in children with autistic behavior]. Início: 2012. Dissertação (Mestrado

em Psicologia). UFPA. CNPq.

Eugênia Andréa Leão Santos (RS Barros). Classes de equivalência via reforçamento

específico em crianças diagnosticadas com autism [Equivalence classes via

specific reinforcement in children diagnosed with Autism]. Dissertação

(Mestrado em Teoria e Pesquisa do Comportamento). Início: 2012. UFPA.

CAPES.

Fábio Freire Laporte (RM Melo). Variáveis que afetam a formação de classes de

estímulos [Variables affecting the formation of stimulus equivalence classes].

Início: 2012. Dissertação (Mestrado em Ciências do Comportamento). UnB.

Felipe Pereira Gomes (MMC Hübner). O efeito de antecedentes verbais com

autoclíticos qualificadores sobre o comportamento de escolha de jogos. [Effect

of verbal antecedents on qualifying autoclitics on the behavior of choosing

97

games]. Início: 2012. Dissertação (Mestrado em Psicologia Experimental).

USP. CAPES.

Flávia de Azevedo Lacerda (RM Melo). Leitura e repertório recombinativo: efeito da

tarefa de resposta construída com atraso e da possibilidade de consulta a dicas

[Reading and recombinative repertoire: Effects of a delayed constructed-

response task involving the availability of search for cues].Início: 2012.

Dissertação (Mestrado em Ciências do Comportamento). UnB. CNPq.

Florença Lucia Coelho Justino (PW Schelini). Efeito da vitimização sobre o

pensamento contrafactual [Effects of victimization on contrafactual thinking].

Dissertação (Mestrado em Psicologia). Início: 2012. UFSCar. FAPESP.

Francisco Anderson Gonçalves Carneiro (MG Mijares). Condições de efetividade de

controle de estímulos olfativos em ratos [Conditions of effectiveness of stimulus

control by olfactory stimuli in rats]. Início: 2011. Dissertação (Mestrado em

Psicologia [Psicologia Experimental]). USP.

Giulia Ganthous (CM Giacheti). Caracterização da narrativa oral de histórias de

indivíduos com o transtorno do espectro alcoólico fetal [Characterization of oral

narratives in individuals with Fetal Alchool Syndrome (FAS)]. Dissertação

(Mestrado em Fonoaudiologia). UNESP-Marília. FAPESP.

Glaucy Oliveira Costa (CBA SOUZA). Discriminações auditivo-visuais em crianças

com comportamento autista: efeitos do ensino de múltiplos exemplares

[Auditory-visual discriminations in children with autistic behavior: Effects of

teaching with multiple exemplars]. Dissertação (Mestrado em Psicologia).

UFPA. CNPq.

Gleiton N. de Azevedo (RM Melo). Aprendizagem de relações condicionais via

reforçamento específico [Learning conditional relations via specific

reinforcement]. Início: 2010. Dissertação (Mestrado em Ciências do

Comportamento). UnB. CAPES/REUNI.

Graziele Tomasinho de Aguiar (MSCA Gil). Práticas parentais e desenvolvimento

infantil: comparando o desenvolvimento de bebês de 12 meses e as práticas de

suas mães [Parental practices and child development: Relating infants’

development to their mothers’ practices]. Início: 2011. Dissertação (Mestrado

em Psicologia). UFSCar. CAPES.

98

Izabel Cristina da Silva Brasiliense (CBA Souza). Aprendizagem observacional em

crianças com autismo [Relational learning in children with autism]. Dissertação

(Mestrado em Teoria e Pesquisa do Comportamento)). Início: 2013. UFPA.

Jenifer Muniz (RS Barros). Elaboração e implantação de protocolos analítico-

comportamentais para desenvolvimento de repertórios pré-requisito no

atendimento de crianças diagnosticadas com autism [Elaboration and

implementation of behavior-analytic protocols for the development of

prerequisite repertoires in the treatment of children diagnosed with Autism].

Dissertação (Mestrado em Teoria e Pesquisa do Comportamento). Início: 2013.

UFPA. CAPES.

Julia Speranza Zabeu (MC Bevilacqua). Serviços de (re) habilitação auditiva para

crianças usuárias de Implante Coclear e Aparelhos de Amplificação Sonora

Individual: Perfil e caracterização no Estado de São Paulo [Auditory

re(habilitation) services for children with cochlear Implants and individual sound

amplification devices]. Dissertação (Mestrado em Fonoaudiologia). Início: 2012.

FOB/USP.

Jonathan Melo de Oliveira (ES Hanna). Escolha e controle de estímulos [Choice and

stimulus control]. Início: 2012. Dissertação (Mestrado em Ciências do

Comportamento). UnB. CAPES/REUNI.

Junio Vieira de Rezende (TP Oliveira). Aprendizagem por exclusão na aquisição de

linguagem em bebês entre 12 e 24 meses de idade [Learning by exclusion in

language acquisition by infants between 12 and 24 months of age]. Dissertação

(Mestrado em Psicologia). Início: 2013. UFMG. CAPES.

Kelvis Rodrigo Sampaio Cruz (RM Melo). Equivalência de estímulos e construção de

sentenças [Stimulus equivalence and sentence construction]. Início: 2012.

Dissertação (Mestrado em Psicologia). Ciências do Comportamento. UnB.

CAPES.

Leomário Silva Machado (DC Monteiro). Avaliação, modernização e integração da

rede Navega-Pará com tecnologias de comunicação heterogêneas: uma

abordagem para a inclusão digital e social [Evaluation, modernization, and

integration of the Navega-Pará network with heterogeneous communication

technology: An approach for digital and social inclusion]. Início: 2012.

Dissertação (Mestrado em Ciências da Computação). UFPA.

99

Leylanne Martins Ribeiro de Souza (MSCA Gil). Ensino de discriminações

condicionais para bebês por meio do responder por exclusão [Teaching

conditional discriminations to infants via exclusion responding]. Dissertação

(Mestrado em Psicologia). UFSCar. CAPES.

Luciana Degrande Rique (ACM Almeida-Verdu). Ampliação de repertório verbal (de

palavras a sentenças) em crianças usuárias de implante coclear [Expanding

verbal repertoire (from words to sentences) in children with cochlear implants].

Dissertação (Mestrado em Psicologia do Desenvolvimento e Aprendizagem).

Início: 2013. UNESP. CAPES.

Luis Antonio Lovo Martins (MMC Hübner). O efeito de autoclíticos relacionais

explícitos nos treinos de reflexividade e simetria e nos testes de transitividade e

simetria da transitividade [Effects of explicit relational autoclitics on reflexivity

and symmetry training and on transitivity and symmetry of transitivity tests ].

Dissertação (Mestrado em Psicologia Experimental). Início: 2011. USP.

CAPES.

Luma Tiziotto Deffendi (PW Schelini). Metacognição e criatividade verbal

[Metacognition and verbal creativity]. Dissertação (Mestrado em em Psicologia).

Início: 2013. UFSCar.

Marina Castana Fenner (DG de Souza). Aprendizagem condicional e responder por

exclusão em cães domésticos [Conditional learning and exclusion responding in

domestic dogs]. Dissertação (Mestrado em Psicologia). Início: 2013. UFSCar.

FAPESP.

Marília Santana Alves (ES Hanna). Discriminação de estímulos compostos

[Discrimination of compound stimuli]. Início: 2012. Dissertação (Mestrado em

Ciências do Comportamento). UnB. CAPES.

Mayra Lais de Carvalho Gomes (S Domeniconi). Ensino de leitura a indivíduos com

atraso no desenvolvimento comparando procedimentos de discriminação

simples e condicional [Teaching of reading to individuals with developmental

delay comparing simple and conditional discrimination procedures]. Dissertação

(Mestrado em em Psicologia). Início: 2012. UFSCar. CAPES.

Nayara Freitas Fernandes (MC Bevilacqua). Percepção da fala em crianças

portadoras de deficiência auditiva neurossensorial com espectro da neuropatia

auditiva usuárias de implante coclear: um estudo longitudinal [Speech

100

perception in children with neurosensory auditory impairment and the auditory

neuropathy spectrum, with cochlear implant: A longitudinal study]. Início: 2011.

Dissertação (Mestrado em Fonoaudiologia). USP-Bauru. FAPESP.

Nicolas Carsten Rossger (GAY Tomanari). Em busca de metodologias experimentais

para análise do comportamento de Saguis (Callithrix jacchus) [In search of

experimental methodologies for the analysis of behavior in Callithrix jacchus].

Início: 2012. Dissertação (Mestrado em Psicologia [Psicologia Experimental]).

USP.

Patricia Andreia Caldas (CM Giacheti). Habilidades auditivas em crianças

desnutridas [Auditory skills in malnourished children]. Iniício: 2012. Dissertação

(Mestrado em Fonoaudiologia). UNESP/Marília.

Paulo Henrique Alves Lira (RM Melo). Equivalência de estímulos e comportamento

conceitual [Stimulus equivalence and conceptual behavior]. Início: 2012.

Dissertação (Mestrado em Ciências do Comportamento). UnB.

Priscila Meireles Guidugli (ACM Almeida-Verdu). Efeito de ensino informatizado de

leitura e escrita sobre comportamentos externalizantes concorrentes à

aprendizagem [Effects of computerized teaching of reading on externalizing

behaviors concurrent with learning]. Início: 2012. Dissertação (Mestrado em

Psicologia) Psicologia do Desenvolvimento e Aprendizagem. UNESP-Bauru.

FAPESP.

Sidinei Fernando Ferreira Rolin (MCC Hübner). Tatos metafóricos e persuasão

[Metaphoric tacts and persuasion]. Início: 2012. Dissertação (Mestrado em

Psicologia). USP.

Tâmara de Andrade Lindau (CM Giacheti). Avaliação da narrativa em crianças com

desenvolvimento típico de linguagem [Assessment of narratives in children with

typical language development]. Inicio: 2012. Dissertação (Mestrado em

Psicologia). UNESP/Marília.

Tiago Porto França (ES Hanna). Recombinação de unidades mínimas de resposta

na arte marcial karatê-dô [Recombination of response’s minimal units in the

martial arts of karatê-do]. Início: 2011. Dissertação (Mestrado em Psicologia).

UnB. CAPES.

Vanessa Ayres Pereira (DG de Souza). Transferência de classes de equivalência

entre ambientes virtual e natural em pré-escolares [Transference of equivalence

101

classes from virtual to natural environments in pre-schoolers]. Dissertação

(Mestrado em Psicologia). Início: 2013. UFSCar.

Vladímir de Aquino Silveira (LCL Silveira). Discriminação acromática de estímulos

espaciais com luminância modulada por Funções de Gábor: estimativa da

entropia conjunta do espaço e freqüência espacial para o sistema visual

humano [Achromatic discrimination of spatial stimuli with luminance modulated

by Gabor functions: estimates of joint entropy of space and spatial frequency for

the human visual system]. Início: 2010. Dissertação (Mestrado em

Neurociências e Biologia Celular). UFPA. CNPq.

William Eduardo Pararroyo Serna (MG Mijares). Controle de estímulos adquirido por

procedimentos operantes e respondentes sobre a resposta de auto-

administração de drogas [Stimulus control on drug self-administration acquired

through operant and respondent procedures]. Início: 2012. Dissertação

(Mestrado em Psicologia [Psicologia Experimental]). USP.

Undergraduate research / Iniciação científica (36)

[Scholarships: FAPESP: 01: CNPq: 24; FAPEAL: 02; FEJAL: 01]

Ana Paula Bemerguy Assumpção (OF Galvão). Discriminações condicionais

abstratas em macacos-prego: ensino de relações de continuidade com

estímulos em movimento [Abstract conditional discrimination in capuchin

monkeys: Teaching continuity relations with moving stimuli]. Início: 2011. UFPA.

CNPq.

André Abraçado Pereira (CBA Souza). Discriminação condicional: relação entre tato e

repertório receptivo em criança com autismo [Conditional discrimination: relation

between tact and receptive repertoire in a child with autism ]. (Graduando em

Psicologia). Início: 2013. UFPA.

Aparecida de Fátima Silva Cerqueira (CSM Bandini). Comparação do desempenho

de leitura e de escrita manuscrita de palavras com dificuldades da língua, após o

ensino com e sem tarefas de CRMTS [Comparison of performance in reading

and handwriting difficult words after teaching with or without CRMTS tasks].

Início: 2011. CESMAC/FEJAL.

102

Bianca da Nóbrega Rogosky (CBA Souza). Leitura dialógica com crianças

alfabetizadas: efeitos sobre a nomeação, a caracterização e a identificação de

sentimentos dos personagens durante a recontação [Dialogical reading with literate

children: effects on naming, characterizing and identifying characters’ emotions

during retelling]. (Graduando em Psicologia). Início: 2012. UnB. CNPq.

Christiane Nakahara (MMC Hübner). Programas vocacionais para a inclusão social

de pessoas com deficiências [Vocational programs for social inclusion of people

with disabilities]. Início: 2011. USP.

Ciro Ribeiro Marques (MMC Hübner). CAIS: centro de apoio e inclusão social [CAIS:

Support and social inclusion center]. Início: 2010. USP. CNPq/INCT.

Elizabeth Fortunatti Albregard (MMC Hübner). Desenvolvimento e avaliação de um

tutorial online para ensinar ABA para pais de crianças autistas [[Development

and evaluation of an online tutorial for the teaching of ABA to parents of autistic

children]. Início: 2013. USP. CNPq/INCT.

Gabriela Costa (CM Giacheti). Caracterização do perfil comportamental de indivíduos

com a síndrome de22q11.2. [Characterization of the behavioral profile of

individuals with de22q11.2 syndrome]. (Graduando em Fonoaudiologia). Início:

2012. UNESP.

Gabriela Milaré Camargo (MG Mijares). Treino de relações de identidade com

estimulação olfativa em Rattus norvegicus [Training of identity relations with

olfactory stimulation in Rattus norvegicus]. (Graduando em Psicologia). Início:

2012. USP. CNPq.

Gabriella de Oliveira Peixoto (HHM Bandini). Associações entre consciência

fonológica, memória de trabalho fonológica, competência de leitura e escrita em

crianças surdas [Associations between phonological awareness, phonological

working memory, reading and writing skills in deaf children]. (Graduando em

Fonoaudiologia. Início: 2012. UNCISAL. CNPq.

Guilherme Towata Sato (P Debert). Transferência de função respondente a partir do

procedimento go/no-go com estímulos compostos [ Transference of respondent

function using the go/no-go procedure with compound stimuli]. (Graduando em

Psicologia). Início: 2012. USP. FAPESP.

Isabelle Kaline Fidelix Magalhães (HHM Bandini). Associações entre consciência

fonológica, memória operacional fonológica e competência de leitura e escrita

103

[Associations between phonological awareness, phonological working memory,

and reading and writing skills]. Início: 2011. UNCISAL. CNPq.

Jessika Natel (MMC Hübner). Efeito da formação de uma classe de equivalência

positivamente qualificadora (de tatos com autoclíticos) sobre leitura na duração

da resposta de ler e escolha de imagens relacionadas [Effect of a positively

qualifying equivalence class formation (of tacts with autoclicts) on the duration of

reading response and on choice of related pictures]. Início: 2011. USP. CNPq.

João Pedro Alves Campos (ES Hanna). Efeito do tipo de treino discriminativo sobre a

aprendizagem de leitura musical: ampliação da amostra [Effects of training type

on musical– Expanding the sample]. (Graduando em Psicologia). Início: 2013.

UnB. CNPq/INCT.

Kellya Luiza Pereira da Silva (CSM Bandini). Emergência de escrita manuscrita após

ensino de leitura por meio de micro-computador [Emergence of handwriting after

the teaching of reading using a computer]. Início: 2011. CESMAC, FEJAL.

Larissa dos Reis Stella (MG Mijares). O estudo da possibilidade de ocorrência de

insight em ratos [Studying the possibility of insight in rats]. (Graduando em

Psicologia). Início: 2013. USP.

Leonardo Sarraff Nunes de Moraes (DC Monteiro). Desenvolvimento de software

computacional e sistemas computacionais embarcados para reabilitação de

crianças com deficiência auditiva [The development of computer software and

onboard computer systems for rehabilitation of hearing impaired children]. Início:

2011. UFPA. CNPq/INCT.

Letícia Regina Fava (ACM Almeida-Verdu). Efeito do ensino de seleção de palavras e

de sílabas impressas sobre a leitura em criança com necessidades educacionais

especiais [ Effects of the teaching of word and printed syllable selection on

reading in a child with special educational needs]. (Graduando em Psicologia.

Início: 2012. UNESP. CNPq.

Luciana Degrande Rique (ACM Almeida-Verdu). Nomeação de figuras após ensino

de relações auditivo-visuais envolvendo palavra impressa, sílaba impressa, e

figuras em crianças com deficiência auditiva e implante coclear [Picture naming

after teaching auditory-visual relations involving printed word, printed syllable,

and pictures in users of cochlear implant]. Início: 2011. UNESP/Bauru. CNPq.

Luiz Antonio Lourencetti (ACM Almeida-Verdu). Discriminação auditiva e

comportamento verbal expressivo em crianças com implante coclear [Auditory

104

discrimination and expressive verbal behavior in children with cochlear implant].

Início: 2011. UNESP/Bauru. CNPq.

Maylson Lívio dos Santos Gonçalves (M Ribeiro Filho). Estudo e implementação de

jogos eletrônicos multiplayer [Study and implementation of multiplayer eletronic

games]. Início: 2011. UFPA.

Natasha Sayuri Dias Nakashima (M Ribeiro Filho). Ambiente virtual para o ensino de

química no ensino fundamental e médio [Virtual environment for teaching

chemestry in elementary and high schools]. Início: 2011. UFPA.

Nathan Nunes Freire Alves (ES Hanna). Efeito do tamanho da unidade de ensino

sobre a aprendizagem de leitura musical: ampliação da amostra [Effects of the

size of the teaching unit on the learning of musical reading– expanding the

sample]. (Graduando em Música). Início: 2013. UnB. CNPq/INCT.

Nayane Liberato Milhoci (ACM Almeida-Verdu). Efeitos da frequência de bigramas

sobre a produção da fala em crianças com deficiência auditiva e implante

coclear [Effects of bigram frequency on speech production in children with

hearing impairment and cochlear implants]. (Graduando em Psicologia). Início:

2012. UNESP. CNPq.

Pedro Affonso Baco (DC Monteiro). Desenvolvimento de jogos educacionais em

plataformas móveis [ Development of educational games in mobile platforms].

(Graduando em Ciência da Computação). Início: 2012. UFPA.

Rafael Gomes de Oliveira dos Santos (HHM Bandini). Influência do nível

socioeconômico no desenvolvimento do vocabulário, consciência fonológica,

leitura e escrita de escolares [Effects of socioeconomic status on vocabulary

development, phonological awareness, reading and writing in school aged

children]. Iniciação(Graduando em Fonoaudiologia). Início: 2012. UNCISAL.

CNPq/INCT.

Raquel Chaguri Esteves (ACM Almeida-Verdu). Procedimentos de ensino da

linguagem e comportamento verbal: revisão da literatura [Language and verbal

behavior teaching procedures: A literature review]. Início: 2011. UNESP/Bauru.

CNPq.

Rayssa de Andrade França (CSM Bandini). Ensino computadorizado de palavras

complexas da língua portuguesa para deficientes auditivos por meio de sistema

FM [Computerized teaching of Portuguese complex words in individuals with

105

hearing impairment using the FM system ]. (Graduando em Fonoaudiologia).

Início: 2012. UNCISAL. FAPEAL.

Rodolfo da Silva Campos (ALF Brino). Expansão de repertório de relações arbitrárias

em Sapajus spp. via exclusão [Expansion of arbitrary relations repertoire in

Sapajus spp. via exclusion ]. (Graduando em Psicologia). Início: 2012. UFPA.

CNPq/INCT.

Ryan Ríguel Barbosa do Espírito Santo (OF Galvão). Memória espacial em capuchin

monkeys [Location memory spam of capuchin monkeys]. Início: 2011. UFPA.

CNPq.

Suelen Bertin Marcuci (JS Carmo). Efeitos de procedimentos de auxílio a estudantes

com dificuldades em contextos formais de ensino e aprendizagem da

matemática [Effects of prompt procedures to help students with difficulties in

formal teaching contexts and Math learning]. (Graduando em Pedagogia). Início:

2012. UFSCar. CNPq.

Suellen Raquel da Silva (DG de Souza). Relações entre desempenho em leitura e

ditado em aprendizes iniciantes [Relationship between reading performance and

dictation in beginning learners]. Início: 2012. UFSCar. CNPq/INCT.

Tamyres Roberta Colares Leal (ALF Brino). Pareamento ao modelo com atraso em

Sapajus spp.: Comparação de manutenção de desempenho em tarefas de

identidade e arbitrárias [Delayed matching-to-sample in Sapajus spp.:

Comparing the maintenance of performance in identity and arbitrary tasks].

(Graduando em Psicologia). Início: 2012. UFPA. CNPq.

Thalyta de Souza Rodrigues (CSM Bandini). O efeito do uso de dicas no processo de

ensino de recontagem de histórias [The effect of using prompts on the teaching

process of story telling]. Início: 2011. UNCISAL. FAPEAL.

Tharsila Moreira Gomes da Costa (C Ferrari). Análise de concordância de respostas

de nomeação e do grau de familiaridade de figuras por adultos normais [Analysis

of agreement between naming responses and degree of familiarity of pictures in

adults]. Início: 2011. UNESP/Marilia. CNPq/INCT.

Xilander Rocha Resende (TP Oliveira). Aprendizagem relacional e aquisição de

função simbólica [ Relational learning and the acquisition of symbolic function].

(Graduando em Psicologia. Início: 2012. UFMG. CNPq.

SHOLARSHIPS FOR TECHNICAL SUPPORT / BOLSAS DE APOIO TÉCNICO

106

Completed work (05)

[Scholarships: CNPq/INCT:05)

Guilherme Bergo Leugi (Julio C. de Rose). Relações de controle de estímulos e

formação de classes de estímulos equivalentes. [Relations of stimuli control and

class formation of equivalent stimuli]. Início: 2012. UFSCar. CNPq/INCT-ECCE.

2012.

Junio Vieira de Rezende (Thais Porlan de Oliveira). Aprendizagem relacional e

função simbólica. [Relational learning and symbolic function]. Início: 2010. UFMG.

CNPq/INCT-ECCE. 2012.

Mainá Santana dos Santos (Deisy G. de Souza). Aprendizagem de leitura e escrita:

dificuldades da língua. [Learning reading and writing: difficulties of the language].

Início: 2011. UFSCar. CNPq/INCT-ECCE. 2013.

Mariana Chernicaro Guimarães (Elenice S. Hanna). Ensino de leitura e escrita a

alunos abrigados. [Teaching of reading and writing to sheltered students]. Início:

2011. UnB. CNPq/INCT-ECCE. 2012.

Neyma Santana Rocha (Heloisa H.M. Bandini). Ensino de Língua Brasileira de

Sinais. [The teaching of Brazilian Sign Language]. Início: 2011. UNCISAL.

CNPq/INCT-ECCE.

Scholarships in progress (05)

[Scholarships: CNPq/INCT: 05)

Diana Catalina Serrano Ramos (Gerson A. Y. Tomanari). Respostas de observação

[Observing behavior]. Início: 2013. USP. CNPq/INCT-ECCE.

Fernando Del Mando Lucchesi (Ana Claudia Almeida-Verdu). Efeitos da exposição a

um programa de ensino de leitura sobre a inteligibilidade da fala em crianças com

deficiência auditiva e implante coclear [Assessment of the effects of the exposure to

a program to teach word reading on the speech intelligibility of children with auditory

deficits and cochlear implant]. Início: 2013. UNESP. CNPq/INCT-ECCE.

Layse Maria dos Santos Ferreira (Heloisa H. M. Bandini). Aquisição de leitura de

indivíduos com deficiência auditiva usando Systema de FM [Reading acquisition of

107

hearing impaired individuals using the FM System]. Início: 2012. UNCISAL.

CNPq/INCT-ECCE.

Natalia Dall’ Antonia Zopellari (Deisy G. de Souza). Supervisão de professores para

monitorar a aplicação de um programa individualizado de ensino de leitura e escrita.

[Supervising teachers to monitor the administration of an individualized program for

the teaching of reading and writing]. Início: 2011. UFSCar. CNPq/ INCT-ECCE.

Pauliana do Nascimento Rodrigues (Heloisa H.M. Bandini). Ensino computadorizado

de palavras complexas da língua portuguesa para deficientes auditivos por meio de

sistema FM. [Computerized teaching of complex words in the Portuguese language

in individuals with hearing impairment using the FM system]. Início: 2011. UNCISAL.

CNPq/INCT-ECCE.

108

APPENDIX IV

EXTENDED ABSTRACTS OF SELECTED PAPERS

109

Extended abstracts of selected papers Bortoloti, R, & de Rose, J. C. (2012). Equivalent stimuli are more strongly related

after training with delayed matching than after simultaneous matching: A study

using the Implicit Relational Assessment Procedure (IRAP). The Psychological

Record, 62, 41-54.

Huziwara, E. M., Velasco, S. M., Tomanari, G. Y., de Souza, D. G., & Machado, A.

(2012). Emergent relations in pigeons following training with temporal samples.

Learning and Behavior, 41, 192-204.

Moreno, A. M., de Souza, D. G., & Reinhard, J. (2012). A Comparative Study of

Relational Learning Capacity in Honeybees (Apis mellifera) and Stingless Bees

(Melipona rufiventris). Plos One, 7(12), e51467.

Santos, S. L. R., & Almeida-Verdu, A. C. M. (2012). Leitura em uma criança surda

após equivalência de estímulos [Reading after stimulus equivalence in a deaf

child]. Psicologia em Revista, 18(2), 209-226.

110

Bortoloti, R, & de Rose, J. C. (2012). Equivalent stimuli are more strongly related

after training with delayed matching than after simultaneous matching: A study

using the Implicit Relational Assessment Procedure (IRAP). The Psychological

Record, 62, 41-54.

The stimulus equivalence paradigm (Sidman & Tailby, 1982) provides

operational criteria that permit experimental simulations of symbolic behavior.

Classes of equivalent stimuli generated by a relational training such as AB and BC

are classically demonstrated by emergent relations that document the logic

properties of reflexivity (e.g., if A, then A; if B, then B), symmetry (e.g., if AB, then BA;

if BC, then CB), and transitivity (e.g., if AB and BC, then AC) of the taught relations.

O’Toole, Barnes-Holmes, and Smyth (2007) demonstrated an effect for the

Implicit Association Test (IAT) consistent with the formation of equivalence classes.

Basically, the IAT procedure involves the simultaneous presentation of two attributive

concepts such as “pleasant” and “unpleasant” and a target stimulus on a computer

screen, and participants are required to respond by pressing a key that associates

the target stimulus with an attributive concept. The IAT has been exhaustively used

in the measurement of implicit attitudes and cognition in many fields during the last

decade (see Greenwald, Poehlman, Uhlmann, & Banaji, 2009, for a review).

Despite its effectiveness, the strictly associative character of the IAT has been

considered problematic by many (see Barnes-Holmes et al., 2006, for a

comprehensive discussion). An alternative procedure, the Implicit Relational

Assessment Procedure (IRAP; Barnes-Holmes et al., 2006), was developed to

measure implicit cognition, considering it as a relational rather than an associative

process. The IRAP is a methodology that measures latencies for the emission of

relational responses when the participant is under pressure to respond quickly and

accurately. IRAP trials involve simultaneous presentation of one attribute stimulus,

one target stimulus, and two relational terms (e.g., similar and opposite). For each

trial, the participant is required to respond by pressing one key that relates the

attribute and target stimuli in a given way. The difference between response latencies

in consistent and inconsistent tasks is called the IRAP effect.

Research has usually focused on the IRAP as a measure of preexperimentally

established implicit relations. Hughes and Barnes-Holmes (2011), however, reported

that the IRAP is sensitive to experimentally induced relations. The present study

verified whether stimuli indirectly related, through equivalence, would also generate

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an IRAP effect. Another goal of the current study was to verify whether the IRAP is

sensitive to differences in the relatedness of equivalent stimuli resulting from

simultaneous (SMTS) or delayed matching-to-sample (DMTS) training.

Bortoloti and de Rose (2009) found evidence that the level of functional transfer

is higher in equivalence classes generated by DMTS than in classes generated by

SMTS. The present study replicated these findings with IRAP.

Participants were 19 undergraduates assigned either to the SMTS group (n =

10) or to the DMTS group (n = 9). Stimulus set A comprised eight pictures: four

happy faces (A1) and four angry faces (A2). Sets B, C, and D comprised two

nonsense words each. In Phase 1, participants learned conditional discriminations

AB, AC and CD. Two blocks of 16 probe trials without differential consequences

tested equivalence class formation. Figure 1 presents trained and tested relations,

and stimuli employed in the experiment.

Figure 1. Schematic representation of the trained (solid arrows) and tested (broken arrows) relations.

Then, nonsense words and the faces were respectively presented as “attribute” and

target stimuli in IRAP tasks. On each IRAP trial, one sample, one target, and two

response options were displayed on the computer screen. All stimuli remained

visible until the participant pressed one of the response keys. The task consisted of

choosing one of these options by pressing the “D” or the “K” key for TRUE or

FALSE, respectively. The trials were divided into consistent and inconsistent blocks.

In the consistent blocks, participant should type D when trials presented FOLA and

a happy face or COBA and an angry face. In the inconsistent blocks, the opposite

was required: COBA with a happy face and FOLA with an angry face corresponded

to pressing “D”.

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Figure 2. Examples of IRAP trials.

Results showed that eight participants from each experimental group

established two equivalence classes, each comprised of faces expressing either

anger or happiness and nonsense words. The DMTS group yielded the expected

IRAP effect; the SMTS group yielded an IRAP effect only when the target was a

happy face (Figure 3). For participants in the delayed group, the consistent trials

yielded significantly shorter latencies than the inconsistent trials. When the trials

were analyzed according to the mood presented in the target stimulus, significantly

shorter latencies were recorded for the consistent blocks when the target was either

a happy or an angry face.

Figure 3. Mean response latencies from the simultaneous group (upper panel) and

from the delayed group (lower panel). CB = consistent blocks; IB = inconsistent

blocks

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Tests of emergent matching relations confirmed that stimulus equivalence

classes were formed either by simultaneous or delayed matching. However, as

suggested by Belanich and Fields (2003), assessment of another performance that

depended on class integrity, the IRAP, revealed a difference between classes

formed by simultaneous or delayed matching. A full IRAP effect was obtained only

for classes formed by delayed matching. Since the rapidly growing literature on the

IRAP supports the contention that it is a valid assessment of the relations between

stimuli, the present findings strengthen the conclusion that delayed matching

produces classes with stimuli that are more strongly related than those produced by

simultaneous matching.

Referências

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, 261–273. doi:10.1901/jeab.1982.37-5

Greenwald, A. G., Poehlman, T. A., Uhlmann, E., & Banaji, M. R. (2009).

Understanding and using the Implicit Association Test: III. Meta-analysis of

predictive validity. Journal of Personality and Social Psychology, 97, 17–41.

doi:10.1037/a0015575

O’Toole, C., Barnes-Holmes, D., & Smyth H, S. (2007). A derived transfer of

functions and the Implicit Association Test. Journal of the Experimental

Analysis of Behavior, 88, 263–283. doi:10.1901/jeab.2007.76-06

Barnes-Holmes, D., Barnes-Holmes, Y., Power, P., Hayden, E., Milne, R.,

Stewart, I. (2006). Do you really know what you believe? Developing the

Implicit Relational Assessment Procedure (IRAP) as a direct measure of

implicit beliefs. The Irish Psychologist, 32, 169–177.

Hughes, S., & Barnes-Holmes, D. (2011). On the formation and persistence of

implicit attitudes: New evidence from the Implicit Relational Assessment

Procedure (IRAP). The Psychological Record, 61, 391–410.

Bortoloti, R., & de Rose, J. C. (2009). Assessment of the relatedness of

equivalent stimuli through a semantic differential. The Psychological Record,

59, 563–590.

Belanich, J., & Fields, L. (2003). Generalized equivalence classes as response

transfer networks. The Psychological Record, 53, 373–413.

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Huziwara, E. M., Velasco, S. M., Tomanari, G. Y., de Souza, D. G., & Machado, A.

(2012). Emergent relations in pigeons following training with temporal samples.

Learning and Behavior, 41, 192-204.

Two experiments investigated emergent conditional relations in pigeons using

a symbolic matching-to-sample task with temporal stimuli as the samples and hues

as the comparisons. Both experiments comprised three phases. In Phase I, pigeons

learned to choose a red key light (R) but not a green key light (G) after a 1-s signal.

They also learned to choose G but not R after a 4-s signal. In Phase II, correct

responding consisted of choosing a blue key light (B) after a 4-s signal and a yellow

key light (Y) after a 16-s signal. Comparisons G and B were both related to the same

4-s sample, whereas comparisons R and Y had no common sample. In Phase III, R

and G were presented as samples, and B and Y were presented as the comparisons.

The choice of B was correct following G, and the choice of Y was correct following R.

If a relation between comparisons that shared a common sample were to emerge,

then responding to B given G would be more likely than responding to Y given R.

Table 1 Samples and comparisons during each experimental phase. S+ and S– identify the correct and incorrect comparisons, respectively, following each sample stimulus

In Experiment 1, we examined how sample duration would affect choice

during Phase III. It is noteworthy that pigeons’ choice should be controlled by sample

hues instead of durations in this phase. Pigeons were divided into two groups, Group

1S and Group 16S, each defined by the contingency with respect to the sample

duration. For Group 1S, when the center keylight was illuminated with the sample

hue, at least 1 s had to elapse and at least one peck on the center key had to be

emitted (i.e., a conjunctive fixed time [FT] 1-s fixed-ratio 1 [FR1] schedule) before the

sample keylight was turned off and the side keys were illuminated with the

comparison keylights. For Group 16S, the center keylight was turned on for at least

16 s, and the pigeon had to peck the key at least once (i.e., a conjunctive FT 16-s

Samples Samples SamplesRed Green Blue Yellow Blue Yellow

1 s S+ S– 4 s S+ S– Red S– S+4 s S– S+ 16 s S– S+ Green S+ S–

Comparisons Comparisons Comparisons

Phase I Phase II Phase III

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FR1 schedule) to produce the comparison stimuli. The conjunctive schedule ensured

that the pigeon observed the sample (FR1) and that its duration would be relatively

short for Group 1S and relatively long for Group 16S. Phase III lasted six sessions. If

sample duration strongly controls choice, for Group 1S, the GB relation would yield a

higher percentage of correct responses than the RY relation, but the opposite would

be the case for Group 16S.

Eight adult pigeons (Columba livia) maintained at 80 % of their free-feeding,

without experience in temporal discrimination tasks were used.

The results suggested that the duration associated with the sample hues

indeed could bias responding during Phase III. All pigeons of Experiment 1 learned

the four baseline conditional discriminations. During the last five sessions before

Phase III, the overall proportions of correct responses were consistently high across

pigeons and across conditional relations. In Phase III, the percentage of correct

responses during the first session for Group 1S (Figure 1, left panel), was

substantially higher for the GB relation than for the RY relation. By the last session,

the percentages of correct responses did not differ appreciably between the two

relations. In contrast, for Group 16S (central panel), the percentage of correct

responses during the first session was substantially lower for the GB than for the RY

relation. In subsequent sessions, these percentages increased, particularly for the

GB relation. By the last session, the percentages of correct responses did not differ

appreciably between the two relations.

Consistent with timing studies (e.g., Church, 2002; Machado & Keen, 1999),

these results suggest that the pigeons’ choices in Phase III were controlled mainly by

sample duration and not by sample hue. However, temporal control appeared to

have been quickly reduced, considering that the percentage of correct responses for

the GB relation in Group 1S decreased for all pigeons during the second session of

Phase III and that the percentage of correct responses for the RY relation in Group

16S decreased for two of the four pigeons. This result is consistent with the usual

finding in temporal discrimination studies that the point of subjective equality (PSE)

tends to be at or close to the geometric mean of the two training durations (e.g.,

Church, 2002). From the three facts that (1) the results from Phase III did not reveal

severe disruption of choice performance when the sample hue was introduced, (2)

the data from the first session of Phase III revealed orderly control by sample

duration, and (3) in temporal discriminations, the PSE tends to be at or close to the

geometric mean of the trained durations, we hypothesized that a sample duration at

116

the geometric mean would maximize control by sample hue, thereby exposing the

differences between the GB and RY relations from the previous conditional training

(Phases I and II).

Fig. 1 Average matching accuracies in Phase III of Experiment 1 and Experiment 2. The filled circles represent accuracy for the GB relation, and the open circles represent accuracy for the RY relation.

In Experiment 2, control by sample duration was minimized in order to

unmask any potential control by the sample’s hue, thereby assessing the

hypothesized emergence of an untrained conditional relation. To reveal any potential

control by sample hue during Phase III, ideally one should eliminate all of the other

competing sources of stimulus control, including sample duration. Unfortunately,

sample duration cannot be eliminated, and therefore, on the basis of Experiment 1

results, the sample duration that would minimize temporal control were determined

and used in Experiment 2. In Experiment 2, Phases I and II remained the same and a

conjunctive FT8-s FR1 schedule was programmed during the sample in Phase III.

The results showed consistent acquisition functions across all four naïve

pigeons, but again the GB relation was learned faster than the RY relation.

Percentages of correct responses on the GB relation during Phase III were

significant higher than the percentages of correct responses on the RY relation

(right panel of Figure 1).

Our findings suggest that in MTS tasks temporal stimuli may be an interesting

alternative to the usual sample stimuli that is worth exploring. Other reasons for using

temporal stimuli stem from the work of Miller and Barnet (1993), who have claimed

that when two or more stimuli are paired, the temporal properties of the pairing (e.g.,

the various intervals between the stimuli) are always encoded. Time, in other words,

seems to play a prominent role in all forms of associative learning. If this is the case,

temporal stimuli may generate a powerful source of control in conditional

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discrimination training and should be used more often in experiments studying

symbolic behavior.

The use of temporal samples to produce emergent comparison–comparison

relations seems to require two seemingly incompatible conditions. First, for the

sample to function as a node, and thereby support the emergence of new relations,

the sample duration must exert strong control over choice behavior. However, for the

comparison–comparison emergent relations to be expressed behaviorally, the

sample duration must not exert strong temporal control over choice behavior.

However, the seeming incompatibility vanishes when we realize that the two

conditions apply at different moments—the sample must exert strong control during

training, but little or no control during testing.

In summary, our results clearly indicated the emergence of a new relation

between two visual comparison stimuli, a relation that could be established only

through their common relation with a temporal stimulus. As far as we know, this is

the first demonstration of cross-modal emergent relations involving temporal and

visual stimuli in pigeons. Although it was not possible to produce strong evidence of

equivalence class formation, the present findings suggest that more than one

emergent performance was simultaneously established. This is a noteworthy fact,

considering that only one experiment with mammals (Schusterman & Kastak,

1993), and no experiment with birds, has reported the simultaneous establishment

of emergent performances. Experiments using similar stimuli or similar training and

testing protocols may help to clarify the controversial question about equivalence-

class formation in nonverbal subjects.

References

Church, R. M., & Deluty, M. Z. (1977). Bisection of temporal intervals. Journal of

Experimental Psychology. Animal Behavior Processes, 3, 216–228. doi:10.1037/0097-

7403.3.3.216

Honig, W. K., & Urcuioli, P. J. (1981). The legacy of Guttman and Kalish (1956): 25 years of

research on stimulus generalization. Journal of the Experimental Analysis of Behavior, 36,

405–445.

Machado, A., & Keen, R. (1999). Learning to time (LeT) or scalar expectancy theory (SET)?

A critical test of two models of timing. Psychological Science, 10, 285–290.

Miller, R. R., & Barnet, R. C. (1993). The role of time in elementary associations. Current

Directions in Psychological Science, 2, 106–111.

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Schusterman, R. J., & Kastak, D. (1993). A California sea lion (Zalophus californianus) is

capable of forming equivalence relations. Psychological Record, 43, 823–839.

Zentall, T. R., Weaver, J. E., & Clement, T. S. (2004). Pigeons group time intervals according

to their relative duration. Psychonomic Bulletin & Review, 11, 113–117. doi:10.3758/

BF03206469.

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Fig. 1

Moreno, A. M., de Souza, D. G., & Reinhard, J. (2012). A Comparative Study of

Relational Learning Capacity in Honeybees (Apis mellifera) and Stingless Bees

(Melipona rufiventris). Plos One, 7(12), e51467.

Learning of arbitrary relations is the capacity to acquire knowledge about

associations between events or stimuli that do not share any similarities, and use

this knowledge to make behavioural choices. This capacity is well documented in

humans and vertebrates, and there is some evidence it exists in the honeybee (Apis

mellifera). However, little is known about whether the ability for relational learning

extends to other invertebrates, although many insects have been shown to possess

excellent learning capacities in spite of their small brains. The present study

investigated the capacity for learning arbitrary relations between colours and

patterns in Melipona rufiventris, in direct comparison to the relational and symmetrical

learning abilities of Apis mellifera.

Figure 1 diagrams Y-maze apparatus used for

investigating learning of arbitrary relations in honeybees.

Bees entered a tunnel, flew through the maze entrance

(marked with the sample stimulus) and then flew through

one of two exits (each marked with a comparison

stimulus). A correct choice (S+) led to a feeder containing

sugar solution. An incorrect choice (S–) led to an empty

feeder.

Using a symbolic matching-to-sample procedure, we show that the honeybee

Apis mellifera rapidly learns arbitrary relations

between colours and patterns, reaching 68.2%

correct choice for pattern-colour relations and

73.3% for colour-pattern relations (Figure 2).

However, Apis mellifera does not transfer this

knowledge to the symmetrical relations when the

stimulus order is reversed.

Fig. 2 Learning of arbitrary relations in Apis

mellifera honeybees

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Fig. 3. Learning of arbitrary relations in stingless Melipona rufiventris honeybees,

A second bee species, the stingless bee Melipona rufiventris from Brazil,

seems unable to learn the same arbitrary relations between colours and patterns

(Figure 3, right panel), although it exhibits excellent discrimination learning (Figure 3,

left and center panels).

Conclusions/Significance:

Our results confirm that the capacity for learning arbitrary relations is not limited to

vertebrates, but even insects with small brains can perform this learning task.

Interestingly, it seems to be a species-specific ability. The disparity in relational

learning performance between the two bee species we tested may be linked to their

specific foraging and recruitment strategies, which evolved in adaptation to different

environments.

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Santos, S. L. R., & Almeida-Verdu, A. C. M. (2012). Leitura em uma criança surda

após equivalência de estímulos [Reading after stimulus equivalence in a deaf

child]. Psicologia em Revista, 18(2), 209-226.

Deaf students who emit Brazilian Sign Language (Libras) have their typical

performance and need especial conditions to learn reading. This study aimed to

evaluate the effects of systematic teaching of relation between printed words and

Brazilian Sign Language (Libras) on the emergence of reading. Participant was a

deaf child, user of Brazilian Sign Language, diagnosed with deafness bi-lateral deep

user of hearing, with 9 years and 4 months of age, enrolled in 4th year elementary

school.

The sequence of stages used in the procedure is summarized in Table 1. First,

a preliminary training taught participant mouse control and the matching-to-sample

task. In this stage, sample and comparison stimuli were pictures and an identity

matching was required.

Table 1

Sequence of training and test stages of the procedure, relations trained or tested in

each stage and programmed number of trials.

Phase Relation Description of Relation # TrialsPre-trainning CC Picture-Picture 9

Pre-Test AB Libras - Picture 30AC Libras – Printed word 30BC Picture – Printed word 30CB Printed word – Picture 30CD Printed word – Libras 30BD Picture – Libras 30AD Libras – Libras 30

Teaching AB Libras – Picture 27AC Libras - Printed word 27

AB+AC Libras – Picture and Libras - Printed word

18

Post-Test BC+CB Picture – Printed word and Printed word – Picture

27

BD Picture – Libras 9CD Printed word - Libras 9

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Second, a Pre-test served to characterize the arbitrary matching participant’s

repertoire, performance on sign-based tasks and to identify nine words to be used

during the teaching stage. Pre-test stage also evaluated relations between pictures

(B), printed words (C) and respective Libras signs (A) and the emission of Libras

controlled by A, B and C stimulus set. Words frequent in Portuguese usage and

easily represented with pictures were chosen for pre-test.

Next stages were comprised by three teaching units and tests in a multiple

baseline experimental design. Picture-Libras (AB) and Printed Word-Libras (AC)

relations were taught in a matching to sample task until criterion, and were followed

by tests of equivalence class formation (BC and CB), picture naming (BD) and word

reading (CD). In each unit, relations between three words, pictures and signs were

taught, but all nine words initially selected were tested.

Participant showed percentages of correct responses during Pre-test lower

than 50 during matching tasks with printed words (CB, BC and AC) and word reading

(CD). In relations that required reproduction of Libras (AD) and picture naming (BD),

percentages of correct were between 50 and 60. Performance was high only for

relation that required picture selection with Libras as sample (AB).

For units 1, 2 and 3, participant learned all relations between pictures and

Libras (AB) and printed-words-Libras (AC) and showed emergent relations of

stimulus equivalence class (relations BC and CB). Figure 1 shows percentages of

correct responses in each block of training and test trials. In units 1 and 2 were

necessary higher number of trials to learning criterion than in Unit 3. In Unit 1, each

AB relation had to be taught separately, and only with this procedure 100% of correct

responses were observed. During several AC training trials, participant wanted to

withdraw the session, refused to respond and showed aggressive behavior. The

introduction of arbitrary reinforcement, such as cartoon stickers, contingent to the

engagement in the task restored motivation in the experimental session.

Nevertheless, the teaching of AC relations was ended in the sixth block of trial, when

participant scored 80% of correct when all three relations were mixed in the block.

The present study showed that, after learning AB and AC relations with

matching-to-sample task, the child was capable of: (1) relate, as a result of the

development of equivalence classes, pictures and printed words; (2) extend stimulus

control exerted by pictures to the emission of Libras signs to printed words, acting

with the same signs (CD). These results are in accord to literature and replicate

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previous studies with participants with limited repertoire, and linguistic stimuli based

on sign language (Elias, Goyos, Sauders & Sauders, 2008; Gatch & Osborne 1989).

Figure 1. Percentage of correct responses in each trial block of trained and tested

relations between Libras (A), pictures (B) and printed words (C).

Technology based on the stimulus equivalence model has been widely and

successfully used to remediate learning difficulties for children with different special

needs (de Souza & Rose, 2006). This study together with other recent work

(Almeida-Verdu et al., 2008; Almeida- Verdu, Bevilacqua, Souza, & Souza, 2009)

have demonstrated the extension of the model for the understanding of the

conditions that hearing and speech can be established for children with auditory

disability and that sound detection was reestablished through cochlear implant.

References

Almeida-Verdu, A. C. M., Bevilacqua, M. C., Souza, D. G. & Souza, F.C. (2009).

Imitação vocal e nomeação de figuras em deficientes auditivos usuários de

implante coclear: estudo exploratório. Revista Brasileira de Análise do

Comportamento, 5(1), 63-78. [on-line] Disponível em: http://www.

periodicos.ufpa.br/index.php/rebac/article/ viewFile/722/982.

Almeida-Verdu, A. C. M., Huziwara, E. M., Souza, D. G., Rose, J. C., Bevilacqua,

M. C., Lopes Jr., J., Alves, C. O. & McIlvane, W. J. (2008). Relational learning in

124

children with deafness and cochlear implants. Journal of the Experimental

Analysis of Behavior, 89 (3), 407-424.

de Souza, D. G., & Rose, J. C. (2006). Desenvolvendo programas individualizados

para o ensino de leitura. Acta Comportamentalia, 14 (1), 77- 98.

Elias, N. C., Goyos, C., Saunders, M. D. & Saunders, R. R. (2008). Teaching

manual signs to adults with mental retardation using matching-to-sample

procedures and stimulus equivalence. The Analysis of Verbal Behavior, 24, 1-13.

Gatch, M. B., & Osborne, J. G. (1989). Stimulus Equivalence and Receptive

Reading by Hearing-Impaired Prescholl Children. Language, Speech, and

Services in Schools, 20, 63-75.

Sidman, M. & Tailby, W. (1982). Conditional discriminations vs. matching to sample:

an expansion of the testing paradigm. Journal of the Experimental Analysis of

Behavior, v. 37, p. 5-22. [on-line] Disponível em: <http://www.ncbi.nlm.nih.gov>.