Ensino de relações condicionais e de relações intraverbais em universitários

Abstract

The stimulus-equivalence paradigm has proven to be a favorable method for teaching new behaviors and didactic content. This teaching model can be a methodological proposal for developing intraverbal repertoires to facilitate the acquisition of other verbal operants. The emission of intraverbal operants in interactions in pedagogical contexts is necessary, such as assessments, presentations, discussions, and dialogs. This dissertation investigated how teaching the conditional relations between name, definition, and exemplars of reinforcement schemes in GIF animations using an app affects the formation of equivalent stimulus classes and the emergence of intraverbal operants in college students. To this end, the study was divided into two parts. The first evaluated the teaching of conditional relations to college students using a web application in the formation of equivalence classes and the emergence of learning the content of reinforcement schemas. In the second part, they reviewed the emergence of intraverbal behavior under the control of a set of reinforcement schemes. They tested the maintenance of equivalent stimulus classes over time in transitivity and intraverbal evocation tests. Both studies involved psychology students who completed matching-tosample tasks using the Socrative application. Both studies used the application for pretesting, teaching conditional relations, and symmetry and transitivity testing. However, only in the study of the second article were the test phases used to determine the emergence of the intraverbal operant and the maintenance test after 25 days of transitivity and intraverbal relations. The results of the two articles showed the emergence of the equivalence relations tested in the app. In contrast, the intraverbal relations varied between participants, making it impossible to identify their permanence in their repertoires after the 25-day interval.