Made available in DSpace on 2016-06-02T20:30:57Z (GMT). No. of bitstreams: 1 6111.pdf: 3303479 bytes, checksum: a794b2d5ef800fd6a551d19ad8ba0390 (MD5) Previous issue date: 2014-03-07 / Financiadora de Estudos e Projetos / This study has its origins in the search for teaching reading procedures that meet the needs of all of the apprentices, based on different discriminative problems for the construction of the network of relationships between stimuli and between stimuli and responses that make up the repertoire of reading. Study 1 was to investigate the effectiveness of teaching procedures with different discrimination trainings based on specific teaching conditions simple discrimination, simple discrimination with differential and specific reinforcement, and conditional discrimination and untreated condition (control) eight isolated words. Each discriminative training applied differently for each individual, was scheduled involving a pair of three simple syllable words: girl (menina) and mustache (bigode), salad (salada) and drawer (gaveta), popcorn (pipoca) and horse (cavalo), window (janela) and tomato (tomate). This study was held in a special school with 12 learners with intellectual disabilities. We tested the formation of classes between the pictures and printed words and the reading of teaching and generalization words. We used a randomized alternated treatment between teaching conditions that alternated the different workouts in a quickly and balanced way. The participants were exposed to a specific sequence of teaching so as to minimize the effect of the sequence itself and only five learners achieved a significant learning on the proposed procedure. The same procedure was replicated for four more typically developing children with reading difficulties and were obtained similar learning outcomes. Then the Study 2 was held with the proposal to determine the influence of progressively teaching prior repertoires for the establishment of classes of stimuli and, consequently, for the skills of reading, from the range of learning criteria. We selected two of the students of the last study with the lowest input relational repertoires. The identity relations were taught between stimuli, matching to sample (conditional discrimination), identity constructed response, naming of pictures and echoic behavior to them. Both learners had learned relational relations between pictures to printed words, and printed words to pictures and its reading. It was argued, therefore, that the alternated sequence of instruction in Study 1 was not enough in isolation to control the effectiveness of each training condition, and that Study 2 verified the effectiveness of teaching basic skills for expanding the repertoire of reading. / O presente estudo tem origem na busca por procedimentos de ensino de leitura que atendam a totalidade dos aprendizes, baseados em diferentes problemas discriminativos e visando a construção da rede de relações entre estímulos e entre estímulos e respostas que compõem o repertório de leitura. O Estudo 1 visou investigar a efetividade de procedimentos de ensino com diferentes treinos de discriminação a partir de condições de ensino específicas discriminação simples, discriminação simples com reforçamento diferencial e específico, discriminação condicional e condição não tratamento (controle) de oito palavras isoladas. Cada treino discriminativo, aplicado diferentemente para cada indivíduo, foi programado envolvendo um dos pares de palavras trissílabas simples: menina e bigode, salada e gaveta, pipoca e cavalo, janela e tomate. Esse ensino foi realizado em uma instituição especial com 12 aprendizes com deficiência intelectual. Foi testada a formação de classes entre as figuras e as palavras impressas e a leitura das palavras de ensino e de generalização. Utilizou-se um delineamento de tratamento alternado entre condições de ensino que alternou os diferentes treinos de forma rápida e balanceada. Os participantes foram expostos a uma sequência específica de ensino como forma de minimizar o próprio efeito da sequência, e apenas cinco aprendizes obtiveram uma aprendizagem significativa diante do procedimento proposto. Replicou-se o mesmo procedimento a mais quatro crianças de desenvolvimento típico com dificuldades de leitura e obtiveram-se resultados similares de aprendizagem. Realizou-se, então, o Estudo 2 com a proposta de verificar a influência do ensino gradual de repertórios prévios ao estabelecimento de classes de estímulos e, consequentemente, para as habilidades de leitura, a partir do alcance de critérios de aprendizagem. Selecionaram-se dois dos alunos do estudo anterior com os repertórios relacionais mais baixos de entrada. A eles foram ensinadas as relações de identidade entre estímulos, de seleção conforme um estímulo modelo (discriminação condicional), de construção de palavra impressa, de nomeação de figuras e de ecoar conforme o modelo auditivo. Ambos os aprendizes aprenderam respostas relacionais entre figuras e palavras impressas, palavras impressas e figuras e palavra impressa e a sua leitura. Discutiu-se, portanto, que a sequência alternada de ensino utilizada no Estudo 1 não foi suficiente para controlar de maneira isolada a efetividade de cada condição de treino, e que no Estudo 2 verificou-se a eficácia do ensino de habilidades básicas para a ampliação do repertório de leitura.

This thesis investigates the sensitivity of derived monetary valuations of the well-being effects of non-market goods, by considering, in turn, the four components that contribute to these calculations. Comparisons are made to the current subjective well-being (SWB) literature by altering one component at a time in a willingness to pay (WTP) function, in addition to varying the estimator used when calculating WTP. The first component varied is the measure of income used; a more robust, up-to-date measure is proposed that takes into account household size, economies of scale and composition, plus other improvements over current income scaling approaches including equivalence scales. Secondly, anticipation and adaptation effects are examined, in order to allow for the dynamics of SWB in WTP valuations. Thirdly, due to the ordered nature of the dependent variable, the effects of both cardinal and ordinal models on WTP derivations are investigated. Such models include the ordered logit fixed effects (FE) model (see for example Das and Van Soest (1999), Ferrer-i-Carbonell and Frijters (2004) and Baetschmann et al. (2011)). The final input to be varied is whether income endogeneity is accounted for. A control function approach is used in this case. A key finding is that all four inputs in the WTP calculation contribute significantly to the estimated WTP values. However, the degree to which each input influences the variation in WTP values differs substantially. The three main contributing factors to WTP variations are the income variable chosen, anticipation and adaptation effects, and controlling for endogeneity. Additionally, this thesis proposes a new way to define WTP that is also valid for ordered estimators. Whilst the standard WTP approach relies simply on coefficient ratios at a point in time, the method proposed here uses the finding that statistically significant anticipation and adaptation effects, along with adaptation to all non-market events (except for unemployment) suggest that there are concerns with taking WTP values as yearly valuations that assume constant effects on SWB. By instead defining WTP as the summation of the value of all WTP effects over all lag and lead effect periods, the total value of an event can be calculated. This definition presents further weaknesses of the original method by showing that because of significant lag and lead effects for events such as divorce and widowhood, these events have substantially larger WTP values than first thought. This leads to the major finding in this study that rank orders are not preserved when controlling for income endogeneity, even when comparing two model specifications that are identical in all other respects. Therefore, despite absolute WTP valuations appearing more similar for linear and ordered estimators when a more appropriate model specification is in place, the rank orders are affected. This finding argues against papers such as Powdthavee and van den Berg (2011) that find that rank orders are preserved for WTP valuations when modelling SWB. In conclusion, given rank orders are generally not preserved when a small change is made in the model specification, the validity of the WTP method is significantly reduced. Finally, the above methodology is applied to education, with the main contribution to the education literature being that the positive effects on SWB from education only exist in terms of lead effects.

Ce travail exploite un modèle biomécanique de la production de la parole comme sujet de référence pour étudier plusieurs phénomènes liés à l'adaptabilité et à la stabilité du contrôle moteur de la parole, en particulier l'équivalence motrice et le contrôle postural.La première partie de cette thèse s’intéresse au phénomène de l'équivalence motrice. L'équivalence motrice est une caractéristique essentielle du contrôle moteur de la parole, car les locuteurs doivent s'adapter constamment à des contextes phonétiques toujours différents et à conditions variables de production de la parole. Le concept de « Uncontrolled Manifold » (UCM) offre un cadre théorique pour comprendre les mécanismes sous-jacents à l'équivalence motrice : il propose de représenter la coordination entre les variables de contrôle moteur en deux sous-espaces séparés, un dans lequel tout changement des variables de contrôle affectent la sortie et un autre dans lequel ces changements n'influencent aucunement la sortie.Ce concept est développé et étudié pour la production de la parole en utilisant un modèle biomécanique 2D du conduit vocal. D'abord, une représentation des UCM linéarisées basée sur des matrices de projection orthogonale est proposée. Les UCM de différentes configurations du conduit vocal des 10 voyelles orales françaises sont ensuite caractérisées en étudiant les réponses aux perturbations de leurs commandes. On étudie alors si chaque catégorie phonétique, telle que les phonèmes, les voyelles antérieures/postérieures, ou les voyelles arrondies/non-arrondies, peut être caractérisée par une UCM unique ou si les UCM varient considérablement entre les différents représentants de chacune de ces classes. On a constaté que les UCM linéarisées, celles qui sont spécifiquement calculées pour chaque configuration du conduit vocal, mais aussi celles, plus globales, des classes phonétiques, permettent une réponse efficace aux perturbations des commandes. Cela suggère que des stratégies équivalentes d'équivalence motrice peuvent être mises en œuvre dans chacune de ces classes et que les UCM en fournissent des caractérisations exploitables. Des suggestions sont faites pour de futurs travaux pour déterminer quelles classes pourraient être utilisées dans la pratique.La deuxième partie étudie dans quelle mesure le contrôle postural de la langue exploit des mécanismes passifs - tels que les propriétés mécaniques et élastiques intrinsèques de la langue- ou des réflexes à faible latence - comme le réflexe d’étirement.Une perturbation en force a été appliquée au modèle biomécanique 2D, dans laquelle la langue est tirée vers l'avant par une force exercée sur le corps de la langue à l'aide d'un robot relié à la partie supérieure de la lame de la langue. Les simulations ont été comparées à des données expérimentales recueillies au Gipsa-lab dans des conditions similaires.Cette perturbation a été simulée avec différentes valeurs du paramètre qui dans le modèle module le feedback induit par l’étirement des fibres musculaires. Les résultats ont montré un effet de rebond dans les mouvements de la langue suite à la perturbation qui est imputable au mécanisme réflexe. Étant donné qu'un rebond similaire est observé dans les données expérimentales sur des sujets humains, ce résultat suggère qu’un mécanisme réflexe joue un rôle significatif dans la stabilité posturale de la langue. Les caractéristiques temporelles de ce réflexe ont été analysées et il s’avère que la précision du modèle est insuffisante pour tirer des conclusions sur l'origine, corticale ou spinale, de ce réflexe. Des pistes pour de futures études expérimentales sont proposées. / This work makes use of a biomechanical model of speech production as a reference subject to address several phenomena related to the adaptability and stability of speech motor control, namely motor equivalence and postural stability. The first part of this thesis is related to the phenomenon of motor equivalence. Motor equivalence is a key feature of speech motor control, since speakers must constantly adapt to various phonetic contexts and speaking conditions. The Uncontrolled Manifold (UCM) idea offers a theoretical framework for considering motor equivalence in which coordination among motor control variables is separated into two subspaces, one in which changes in control variables modify the output and another one in which these changes do not influence the output.This concept is developed and investigated for speech production using a 2D biomechanical model. First, a representation of the linearized UCM based on orthogonal projection matrices is proposed. The UCMs of various vocal tract configurations of the 10 French oral vowels are then characterized using their command perturbation responses. It is then investigated whether each phonetic class such as phonemes, front/back vowels, rounded/un-rounded vowels can be characterized by a unique UCM, or whether the UCMs vary significantly across representatives of these different classes. It was found that linearized UCMs, especially those that are specifically computed for each configuration, but also across many of the phonetic classes allow for a command perturbation response that is effective. This suggests that similar motor equivalence strategies can be implemented within each of these classes and that UCMs provide a valid characterization of an equivalence strategy. Further work is suggested to elaborate which classes might be used in practice.The second part addresses the question of the degree to which postural control of the tongue is accomplished through passive mechanisms - such as the mechanical and elastic properties of the tongue itself - or through short-latency reflexes - such as the stretch reflex.A specific external force perturbation, was applied to the 2D biomechanical model , namely one in which the tongue is pulled anteriorly using specific force profile exerted on the tongue body using a force effector attached to the superior part of the tongue blade. Simulation results were compared to experimental data collected at Gipsa-lab under similar conditions.This perturbation was simulated with various values of the model's parameter modulating the reflex strength (feedback gain). The results showed that a perturbation rebound seen in simulated data is due to a reflex mechanism. Since a compatible rebound is seen in data from human subjects, this can be taken as evidence of a reflex mechanism being involved in postural stability of the tongue. The time course of the mechanisms of this reflex, including the generation of force and the movement of the tongue, were analyzed and it was determined that the precision of the model was insufficient to make any conclusions on the origin of this reflex (whether cortical or brainstem). Still, numerous experimental directions are proposed.

Os idosos representam um grupo crescente na população e algumas alterações importantes de saúde dessa população advêm de acidentes vasculares cerebrais, que podem deixar sequelas como as afasias. A despeito de resultados positivos obtidos por áreas tradicionais do tratamento das afasias, analistas do comportamento têm desenvolvido procedimentos de ensino bem-sucedidos com populações clínicas de não idosos, empregando procedimentos de exclusão e de ensino de repertórios de discriminação condicional para formação de classes de equivalência entre estímulos verbais. Os objetivos gerais deste trabalho foram: a) verificar a efetividade de um procedimento de ensino por exclusão de substantivos e de verbos para afásicos fluentes e não fluentes, a partir do ensino de discriminações condicionais com estímulos auditivos e visuais, e b) verificar a emergência de repertórios não diretamente ensinados (relações transitivas entre estímulos, nomeação e leitura). Participaram do estudo 14 idosos com afasia. Foram conduzidos dois estudos, nos quais os participantes foram expostos às avaliações iniciais de repertório verbal e foram submetidos ao procedimento de ensino de relações entre palavras ditadas, figuras ou vídeos, e palavras impressas, com sondas posteriores de formação de equivalência, nomeação e leitura, além de pós-testes. Foi utilizado um delineamento de múltiplas sondagens. Resultados gerais indicaram que o procedimento foi efetivo para ensinar novas relações aos participantes, porém não foi suficiente para sustentar a formação de classes de equivalência entre estímulos para a maioria das relações ensinadas, e nem para a emergência de nomeação desses estímulos. Não houve diferenças entre a aprendizagem de substantivos e verbos. O procedimento estudado, com adaptações, pode ser uma alternativa terapêutica para recuperação de repertórios verbais em afásicos. / The elderly represents a growing group in the population and some important changes in the health of this population come from strokes, which can leave sequels such as aphasias. Despite positive results from traditional areas of aphasia treatment, behavioral analysts have developed successful teaching procedures with non-elderly clinical populations, employing exclusion procedures and teaching conditional discrimination to form equivalence classes between verbal stimuli. The general objectives were: a) to verify the effectiveness of a teaching by exclusion nouns and verbs for fluent and non-fluent aphasics, from teaching conditional discriminations with auditory and visual stimuli, and b) verify the emergence of repertoires not directly taught (transitive relations between stimuli, naming and reading). A total of 14 elderly people with aphasia participated in the study. Two studies were conducted, in which the participants were exposed to the initial verbal repertoire evaluations and were submitted to the procedure of teaching relationships between dictated words, figures or videos, and printed words, with subsequent probes of formation of equivalence, naming and reading, besides post-tests. A multiple probe design was used. Overall results indicate that the procedure was effective to teach new relationships to the participants, but it was not enough to sustain the formation of equivalence classes between stimuli for most of the relationships taught, and the emergence of naming these stimuli. There were no differences between the learning of nouns and verbs. The procedure studied, with adaptations, may be a therapeutic alternative for the recovery of verbal repertoires in aphasics.

The Swedish school system has had a long tradition of equality and later on, equivalence, where the municipalities have a large responsibility as well as freedom in ensuring that children receive an equivalent education. During some time however, results have shown an increased importance of aspects such as family background and residential segregation for the children’s performances and hence a failing equivalence. The research question for this paper is: How do municipalities interpret their national obligation of ensuring equivalence in school? By preforming case studies in three municipalities with three different organizations, written sources and interviews allow for an in-depth analysis of the organizations in relation to equivalence. Looking at the challenges for an equivalent school today in combination with theories about equality in opportunity and equality in outcome, an analytical tool is created which is used to analyze the municipalities in a comparable way. This paper shows how the interpretations of the national obligation of ensuring equivalence in the three municipalities can be understood in regards to two dimensions – to what extent a municipality is compensating for the children’s family background in their organization and if the municipality prioritize an individual or a collective understanding of equivalence in their organization. The paper illustrates how a to vague legislation about equivalence may lead to very different organizations that in turn may threaten the national goal of equivalence.

Les études des scénarios électronucléaires modélisent le fonctionnement d’un parcnucléaire sur une période de temps donnée. Elles permettent la comparaison de différentesoptions d’évolution du parc nucléaire et de gestion des matières du cycle, depuis l’extraction duminerai jusqu’au stockage ultime des déchets, en se basant sur des critères tels que les puis-sances installées par filière, les inventaires et les flux, en cycle et aux déchets. Les incertitudessur les données nucléaires et les hypothèses de scénarios (caractéristiques des combustibles, desréacteurs et des usines) se propagent le long des chaînes isotopiques lors des calculs d’évolutionet au cours de l’historique du scénario, limitant la précision des résultats obtenus. L’objetdu présent travail est de développer, implémenter et utiliser une méthodologie stochastiquede propagation d’incertitudes dans les études de scénario. La méthode retenue repose sur ledéveloppement de métamodèles de calculs d’irradiation, permettant de diminuer le temps decalcul des études de scénarios et de prendre en compte des perturbations des paramètres ducalcul, et la fabrication de modèles d’équivalence permettant de tenir compte des perturbationsdes sections efficaces lors du calcul de teneur du combustible neuf. La méthodologie de calculde propagation d’incertitudes est ensuite appliquée à différents scénarios électronucléairesd’intérêt, considérant différentes options d’évolution du parc REP français avec le déploiementde RNR. / Nuclear scenario studies model nuclear fleet over a given period. They enablethe comparison of different options for the reactor fleet evolution, and the management ofthe future fuel cycle materials, from mining to disposal, based on criteria such as installedcapacity per reactor technology, mass inventories and flows, in the fuel cycle and in the waste.Uncertainties associated with nuclear data and scenario parameters (fuel, reactors and facilitiescharacteristics) propagate along the isotopic chains in depletion calculations, and throughoutthe scenario history, which reduces the precision of the results. The aim of this work isto develop, implement and use a stochastic uncertainty propagation methodology adaptedto scenario studies. The method chosen is based on development of depletion computationsurrogate models, which reduce the scenario studies computation time, and whose parametersinclude perturbations of the depletion model; and fabrication of equivalence model which takeinto account cross-sections perturbations for computation of fresh fuel enrichment. Then theuncertainty propagation methodology is applied to different scenarios of interest, consideringdifferent options of evolution for the French PWR fleet with SFR deployment.

O Micofenolato Mofetil (MMF) é amplamente utilizado em transplantes de órgãos sólidos e tem como seu metabólito ativo o ácido micofenólico (MPA). A alta variabilidade intra e interindividual dos níveis plasmáticos de MPA em pacientes transplantados renais que recebem a mesma dose de MMF, a combinação com diferentes imunossupressores que afetam seu metabolismo e a oscilação destes níveis com o tempo decorrido após o transplante justificam a sua monitorização. Pequenas mudanças na dose de MMF podem comprometer a eficácia terapêutica. O objetivo deste trabalho foi avaliar a farmacocinética de duas formulações de MMF. Estudouse um ensaio para a dosagem de ácido micofenólico (MPA) plasmático (EMIT® 2000, Dade Behring) e a seguir, a biodisponibilidade da nova formulação de MMF disponibilizada por Strides Arcolab (MMF-SA), comparativamente ao CellCept® em pacientes transplantados renais estáveis. A metodologia de imunoensaio enzimático (EMIT) apresenta resultados relativamente mais elevados em relação à cromatografia líquida de alta resolução, devido à reação cruzada do metabólito acil glucoronídeo de MPA (AcMPAG) com o anticorpo presente no reagente. O método é capaz de detectar não só o MPA, mas também o seu metabólito ativo AcMPAG, o que pode representar uma vantagem. Comparamos o método EMIT com cromatografia líquida de alta resolução acoplada à espectrometria de massas (LC-MS/MS) e obtivemos r2 = 0,9612. O método apresentou: sensibilidade analítica de 0,02 ± 0,0016ug/mL; limite de detecção de 0,01 ± 0,0015ug/mL; linearidade de 14,58 ± 0,3300ug/mL; coeficientes de variação, intraensaio de 2,14% - 5,09% e interensaio de 4,18% - 5,02%. A estabilidade da amostra foi de 90 dias em temperatura de -20°C. Concluiu-se que a metodologia EMIT para dosagem de MPA é de fácil execução e apresenta boa precisão analítica. Participaram do estudo de biodisponibilidade, vinte e quatro pacientes adultos, transplantados renais, que já recebiam o CellCept® em combinação com Tacrolimus (n = 14), ciclosporina (n= 7) ou sem inibidores de calcineurina (n=3). Todos recebiam prednisona. As duas drogas foram administradas em esquema cruzado, com intervalo de uma semana entre as farmacocinéticas. Neste intervalo, os pacientes continuaram recebendo CellCept®. Foram analisadas as curvas farmacocinéticas de 12 horas para cada uma das duas formulações, nas mesmas doses equimolares. As médias ± SE das medidas de concentração máxima (Cmax) e da área sob a curva (AUC), para CellCept®, não foram estatisticamente diferentes das médias ± SE para MMF-SA (11,29 ± 1,35ug/mL versus 11,05 ± 1,08ug/mL e 49,11 ± 5,15ug.h/mL versus 47,59 ± 3,99 ug.h/mL), respectivamente. Da mesma forma, o intervalo de confiança 90% de MMF-SA / CellCept® para Cmax (93,57% - 121,73%) e para AUC 0-12h (93,75% - 108,90%) ficaram dentro do intervalo de bioequivalência (80% - 125%). Concluímos que CellCept® pode ser substituído com segurança pela formulação MMF-SA genérica em pacientes transplantados renais estáveis. / Mycophenolate mofetil (MMF) is largely used in solid organ transplantation. Mycophenolic Acid (MPA) is the active metabolite of MMF. The high intra and interpatients variability of the MPA plasma levels in transplant recipients under the same dose of MMF, the association with immunosuppressant drugs that change the MPA metabolism and pharmacokinetic parameters over time may cause impact in the optimal dose of MMF. The therapeutic monitoring of MPA may improve the efficacy and safety. The aim of this study was to: 1 -to validate the EMIT assay for MPA monitoring and 2: to assess the bioavailability of two MMF formulations. The performance of the EMIT® 2000 Dade Behring Mycophenolic acid enzimatic immunoassay was evaluated. There was a high correlation between the LC-MS/MS and EMIT (r2 = 0.9612). Because of the cross-reactivity of the antibody used in the EMIT assay with the active acyl glucuronide metabolite (AcMPAG), the EMIT concentrations are higher than those from high performance liquid chromatography (HPLC).The analytic sensitivity was 0.02 ± 0.0016ug/mL; detection limit 0.01 ± 0.0015ug/mL; linearity 14.58 ± 0.3300ug/mL. The CV of within-day precision was 2.14% - 5.09% and the CV of between-days precision was 4.18% - 5.02%. The sample stability was 90 days at - 20°C. The EMIT assay is easily performed and fulfills all the requirements for an assay. We studied the MMF formulation from Strides Arcolab (MMF-SA) and CellCept® in twenty-four adult, renal transplanted patients, receiving MMF (CellCept®), before the bioavailability study, combined with tacrolimus (n = 14), cyclosporine (n = 7) or without CNI (n = 3). All patients received prednisone. They had a 12 hours pharmacokinetics (PK) of total MPA measured after the same equimolar doses for the two formulations. The PK analysis revealed two mean PK curves that overlaid over each other. Mean ± SE of maximum concentration (Cmax) and area under the time-concentration curve (AUC) of CellCept® were not statistically different from the generic MMF-SA (11.29 ± 1.35 ug/mL vs 11.05 ± 1.05 ug/mL and 49.11 ± 5.15 ug.h/mL vs 47.59 ± 3.99 ug.h/mL, respectively). In the same way the MMF-SA/CellCept® 90% confidence interval for both: Cmax (93.57% -121.73%) and AUC0-12h (93.75% - 108.90%) was within the bioequivalence interval (80%-125%). In renal transplanted patients, CellCept® can be switched by the generic MMF formulation.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2016-09-16T12:19:25Z No. of bitstreams: 1 TeseLTG.pdf: 3395096 bytes, checksum: ec55e469b1ce3fcf3349777de2ff1b9e (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-16T19:32:12Z (GMT) No. of bitstreams: 1 TeseLTG.pdf: 3395096 bytes, checksum: ec55e469b1ce3fcf3349777de2ff1b9e (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-16T19:32:21Z (GMT) No. of bitstreams: 1 TeseLTG.pdf: 3395096 bytes, checksum: ec55e469b1ce3fcf3349777de2ff1b9e (MD5) / Made available in DSpace on 2016-09-16T19:32:31Z (GMT). No. of bitstreams: 1 TeseLTG.pdf: 3395096 bytes, checksum: ec55e469b1ce3fcf3349777de2ff1b9e (MD5) Previous issue date: 2015-01-27 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / conventional verbal behavior may present significant delays on this task. The studies reported in this dissertation investigated discriminative repertoires learning by such individuals aiming at describing these processes, identifying difficulties and contributing to the development of technologies of teaching. Chapter 1 experiment assessed learning by exclusion of conditional discriminations between signs of LIBRAS (Brazilian Sign Language) and pictures and probed for the emergence of speaker repertoires. All participants learned new discriminations by exclusion. Signaling emerged for some but not all participants after learning listener behavior by exclusion. An idiosyncratic verbal repertoire acquired outside from the experimental setting seems to have affected the performance of some participants. In Chapter 2, two experiments evaluated the formation of equivalence classes between signs (set A), pictures (set B) and printed Words (set C) in the same participants. In both experiments, all participants learned the AB baseline relations, responded consistently on symmetry probes (BA) and showed tact responses (BD). In the first experiment of Chapter 2, two out of three participants learned CB baseline discriminations and showed the formation of stimulus equivalence classes. One participant also correctly emitted signs in the presence of printed words (CD). In the second experiment, all three participants learned AB and CB baseline relations, taught with a multiple baseline design across three sets of three words, and showed the formation of nine equivalence classes and the emergency of signaling responses in the presence of printed words. Consistent with previous studies, a rudimentary reading repertoire was taught to five participants via stimulus equivalence. In addition, textual behavior has also emerged for four participants. Chapter 3 experiment aimed to evaluate the occurrence of restricted stimulus control topographies in conditional discriminations learning between printed words and pictures and to develop a procedure to establish adequate stimulus control. Six deaf children were taught three sets of three CB discriminations and were tested for restricted stimulus control. A constructed response matching-to-sample, adapted as a differential observing response (CR-DOR), was used as a remediation procedure for participants who showed overselectivity. CR-DOR was used alone or combined with an identity matching-tosample task between printed words in which S- comparisons showed critical differences in relation to S+. Restrict stimuli control occurred with five out of six participants after they learned CB relations. The CR-DOR procedure, when used alone, was effective in remediating overselectivity with most part of stimulus sets. Although, only the combination of both types of remediation procedures was effective for four children with the first stimulus set. Results showed the importance of evaluating stimulus control topographies while teaching reading repertoires to deaf individuals and suggest that teaching procedures should include such a procedure since the beginning. Taken together, the three studies provided evidence about possible difficulties or potentials these participants may face while acquiring some sorts of relational repertoires and indicated directions for planning effective teaching procedures. / aquisição de repertórios verbais convencionados podem apresentar atrasos significativos nessa tarefa. Os estudos reportados neste trabalho investigaram em indivíduos com estas características a aprendizagem de repertórios discriminativos relevantes para a aquisição do comportamento verbal complexo, visando descrever os processos, identificar dificuldades e desenvolver tecnologias de ensino. O experimento apresentado no Capítulo 1 objetivou promover a aprendizagem por exclusão de discriminações condicionais entre sinais da LIBRAS e figuras, e sondar a emergência de repertórios de falantes. Os resultados evidenciaram a ocorrência de aprendizagem de novas discriminações por exclusão e a emergência parcial da sinalização diante das figuras. Entretanto, estes desempenhos parecem ter sido afetados por um repertório verbal não convencional, adquirido pré-experimentalmente. No Capítulo 2, dois experimentos tiveram como objetivo avaliar, nos mesmos participantes, a aprendizagem de novas discriminações condicionais e a formação de classes de equivalência entre conjuntos de sinais (A), figuras (B) e palavras impressas (C). Em ambos os experimentos, todos os participantes aprenderam as relações AB de linha de base, e apresentaram simetria BA, além das respostas de tato (BD). No primeiro experimento do Capítulo 2, dois de três participantes aprenderam as discriminações CB de linha de base e apresentaram formação de classes, e um apresentou emergência de sinais diante das palavras impressas (CD). No segundo experimento, todos os três participantes aprenderem três grupos de três conjuntos de relações AB e CB, e apresentaram a formação de nove classes de equivalência e emergência dos sinais diante das palavras impressas. Em consonância com estudos anteriores, foi possível ensinar leitura com compreensão para estes participantes a partir do paradigma de equivalência de estímulos, além de promover a emergência das respostas textuais. O experimento descrito no Capítulo 3 objetivou avaliar a ocorrência de topografias de controle de estímulos restritas após o ensino de discriminações CB e desenvolver um procedimento para correção destas topografias. Foram ensinados três conjuntos de três discriminações CB para seis crianças surdas. Para os participantes que apresentaram controle restrito, foi empregado um procedimento de requisição de resposta de observação diferencial por construção do modelo (CR-DOR), sozinho ou combinado com um procedimento de ensino de emparelhamento de identidade entre palavras com diferenças críticas. Cinco dos seis participantes apresentaram controle restrito. O procedimento de CR-DOR sozinho foi efetivo com a maior parte dos conjuntos de estímulos. Porém, com quatro crianças, a redução de controle restrito com o primeiro conjunto de estímulos ocorreu depois do uso combinado dos dois procedimentos. Os resultados apontam a importância de se considerar a ocorrência de controle restrito ao ensinar discriminações entre palavras impressas, e de se planejar procedimentos para sua avaliação e correção durante a fase de ensino. Os três estudos evidenciaram dificuldades e potencialidades dos participantes na aquisição de repertórios verbais relacionais, e indicaram direções para o planejamento de procedimentos de ensino mais eficazes.

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-10-13T12:25:31Z No. of bitstreams: 1 DissVCA.pdf: 1558918 bytes, checksum: ed2f1fd38cedcfdcd4be81cce7e360d2 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-10-14T20:18:03Z (GMT) No. of bitstreams: 1 DissVCA.pdf: 1558918 bytes, checksum: ed2f1fd38cedcfdcd4be81cce7e360d2 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-10-14T20:18:12Z (GMT) No. of bitstreams: 1 DissVCA.pdf: 1558918 bytes, checksum: ed2f1fd38cedcfdcd4be81cce7e360d2 (MD5) / Made available in DSpace on 2016-10-14T20:23:04Z (GMT). No. of bitstreams: 1 DissVCA.pdf: 1558918 bytes, checksum: ed2f1fd38cedcfdcd4be81cce7e360d2 (MD5) Previous issue date: 2016-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Mathematics is viewed by many students as one of the most complex subjects and considered one of the main responsible for school failure. No one knows for sure at what time learning difficulties beginning to emerge, but among them there are the difficulties in fractions. Some studies have shown that deaf or low-hearing children have greater difficulty in understanding mathematical concepts than hearing children. The aim of this study was to investigate fraction learning in three sign language user deaf children and three hearing children, all without prior knowledge of fractions, using the computerized procedure of matching-to-sample (MTS) based on the stimulus equivalence paradigm. It was taught relations between fractions, represented as ratios of two quantities, and pictures (relations AB) and between fractions and decimal numbers (relations AC), followed by symmetry (BA and CA), transitivity (BC and CB) and generalization (the use of fractions with manipulable materials) tests. It has also been conducted a test to verify the formation of three major classes taking the decimal number (Set C) as node. The independent variable was the teaching procedure of conditional relations AB and AC and the dependent variable was the performance of children in the conditional relations. The results indicated learning of trained relations and the emergence of novel relations. All participants generalized the learned repertoire. The performances of the participants were similar, especially in the equivalence and generalization tests, allowing one to infer that deaf and hearing participants may reach the same repertoires and, sometimes, for the same repertoires, the same kind of procedure is sufficient for the two types of participants. / A Matemática é considerada por muitos alunos como uma das disciplinas mais complexas e apontada como uma das principais responsáveis pelo fracasso escolar. Não se sabe ao certo em que momento as dificuldades na aprendizagem começam a surgir, mas entre elas destacam-se as dificuldades em frações. Alguns estudos têm mostrado que crianças surdas ou com baixa audição têm maior dificuldade em entender conceitos matemáticos do que crianças ouvintes. O objetivo desse trabalho foi investigar o aprendizado de frações em três crianças surdas e usuárias da Língua Brasileira de Sinais (LIBRAS) e três crianças ouvintes, sem conhecimento prévio de frações, utilizando o procedimento de escolha de acordo com o modelo (MTS) baseado no Paradigma de Equivalência de Estímulos. Foi realizado ensino via MTS de relações entre frações e figuras (relação AB) e entre frações e números decimais (relação AC), seguido dos testes de simetria (BA e CA), transitividade (BC e CB) e generalização (utilização das frações com material manipulável). Foi conduzido também um teste para verificar a formação de três grandes classes tendo o número decimal (Conjunto C) como nódulo. A variável independente foi o procedimento de ensino das relações condicionais AB e AC e a variável dependente foi o desempenho das crianças nas relações condicionais. Os resultados indicaram aprendizado das relações ensinadas e emergência de novas relações. Os desempenhos entre os participantes surdos e ouvintes foram semelhantes, principalmente nos testes de equivalência e de generalização, o que permite inferir que participantes surdos e ouvintes podem alcançar os mesmos repertórios e, algumas vezes, para alguns repertórios, o mesmo tipo de procedimento é suficiente para os dois tipos de participantes.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-06-01T18:22:45Z No. of bitstreams: 1 DissCDPG.pdf: 1800483 bytes, checksum: 3ede350d632357b2aef20a8f90db43ac (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-05T12:42:43Z (GMT) No. of bitstreams: 1 DissCDPG.pdf: 1800483 bytes, checksum: 3ede350d632357b2aef20a8f90db43ac (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-05T12:42:50Z (GMT) No. of bitstreams: 1 DissCDPG.pdf: 1800483 bytes, checksum: 3ede350d632357b2aef20a8f90db43ac (MD5) / Made available in DSpace on 2017-06-05T12:47:15Z (GMT). No. of bitstreams: 1 DissCDPG.pdf: 1800483 bytes, checksum: 3ede350d632357b2aef20a8f90db43ac (MD5) Previous issue date: 2017-02-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / The current work involves assessing a computerized teaching module grounded within the stimulus equivalence paradigm. This method has been successfully used for teaching reading and spelling skills to children with a poor educational history. The primary tasks employed by the matching-to-sample procedure constitute of matching pictures with dictated words, printed words with dictated words and printed syllables with dictated syllables. The goal is to teach relations between stimuli through the establishment of listening repertoires. Another task is to copy, which involves selection of printed letters conditionally upon the presentation of printed words. Across the 17 teaching steps of Module 1, these four tasks are performed with three different words. Periodic probes measure the emergence of untrained skills, such as reading (textual behavior), writing under dictation control, and conditional relations between the printed words and pictures, and vice versa. Previous studies have shown that upon conclusion of the module, students demonstrate high indicators of success in all emerging skills. The goal of the current study was to examine in detail dictation emerged performances through the 17 teaching steps, describing the acquisition pattern for each participant when writing dictated words. The data of 12 students who completed Module 1 served as a baseline at the beginning of the study. Each step involved the presentation of a word and two attempts of intercalated dictations along with other tasks. Six trials were made for each step, with 102 trials for the whole module. The number of trials and corresponding steps was repeated until an accuracy criterion of 100% was met for each step. Cumulative response curves were categorized into three general patterns of spelling: immediate, progressive (intermediate or late) and oscillatory emergency. For the immediate emergence, the participant produced correct responses across most trials. In the progressive emergence, the student produced several incorrect responses at onset, but shifted to a progressively more accurate pattern with subsequent steps. In the oscillatory pattern, the participant initially produced correct responses but, in subsequent steps, the production of incorrect responses increased. Analysis of writing topographies and average correct percentages on bigrams demonstrated improved performances across writing repertoires compared to the first steps, indicating the emergence of dictation repertoires. Analysis of teaching steps repetitions suggested distributions similar to those presented across the cumulative response curves (i.e., immediate, progressive and oscillatory patterns). Pearson correlations were found across baseline reading and spelling scores, with a strong relationship between the acquisition of reading and spelling repertoires. An inverse relation between initial performances and amount of training and age. Other correlations were observed across scores reached in the initial tasks used to measure the relation between spoken words and printed words (AC relation) and participant’s age to the amount of training needed for participants. In conclusion, it is fair to say that the dictation by composition emerged for all participants, although in different levels. Future research could tackle the variables responsible for the variability of participant’s performances. / O presente trabalho teve como base um módulo de ensino computadorizado, baseado no paradigma de equivalência de estímulos, que vem sendo usado com sucesso para ensinar leitura e escrita a crianças que apresentam histórico de fracasso escolar. As principais tarefas de ensino, conduzidas com o procedimento de emparelhamento de acordo com o modelo, consistem em emparelhar figuras a palavras ditadas, palavras impressas a palavras ditadas e sílabas impressas a sílabas ditadas. Essas tarefas ensinam relações entre estímulos (repertórios de ouvinte). Uma outra tarefa é a de cópia (selecionar letras impressas condicionalmente a uma palavra impressa como estímulo modelo). Em cada um dos 17 passos de ensino do Módulo 1, as quatro tarefas são realizadas com três palavras diferentes. Sondas periódicas aferem a emergência de desempenhos não diretamente ensinados como a leitura (comportamento textual), a escrita sob controle de ditado e relações condicionais entre palavras impressas e figuras e vice-versa. Pesquisas prévias mostraram que ao concluir o módulo, os alunos apresentavam elevados índices de acertos em todos os desempenhos emergentes, estudos minuciosos da emergência de relações não diretamente ensinadas é de grande relevância para compreender a economia da metodologia de ensino empregada no ALEPP, não só gerando aprendizagem diretamente treinado mas relações novas entre os estímulos. Este estudo tem por objetivo analisar detalhadamente a emergência do desempenho em ditado ao longo dos 17 passos de ensino, visando descrever, para participantes individuais, o padrão de aquisição da escrita sob controle de palavras ditadas. Para este propósito foram compilados e analisados os dados de 12 alunos que completaram o Módulo 1 e que apresentavam uma linha de base de 0 a 13% em tarefas de leitura e escrita no início do estudo. Em cada passo eram conduzidas, para cada palavra, duas tentativas de ditado intercaladas sem correção com outros tipos de tarefas, o que soma seis tentativas por passo e 102 no módulo. Esse número aumentava conforme o número de repetições dos passos, até que o aluno atingisse o critério de aprendizagem de 100% de acertos em tentativas de ditado por composição para cada passo. Curvas acumuladas de respostas corretas mostraram três tipos gerais de padrões na emergência da escrita: imediata, gradual (intermediária ou tardia) e oscilante. Na emergência imediata o aluno apresentava acertos na maioria das tentativas, a partir do passo inicial; na gradual, o aluno começava apresentando muitos erros, mas a partir de certo passo, passava a escrever corretamente e mantinha desempenho acurado nos passos subsequentes; na oscilante, o aluno acertava nos passos iniciais, mas passava a apresentar erros em passos mais avançados. Análise de topografias de escrita e de percentagem média de acertos em bigramas demostraram melhores desempenhos nos passos finais do que nos iniciais, o que é um indicador da emergência de repertórios de ditado. A percentagem de acertos em testes extensivos de tarefas de leitura e ditado ao final do módulo replicaram os dados de emergência de ditado, descritos na literatura publicada sobre este módulo de ensino. As pontuações em tarefas de leitura e escrita mostraram uma correlação positiva entre esses dois repertórios. Foi identificada, ainda, uma relação inversa entre escores em tarefas iniciais para medir a relação entre palavras faladas e palavras impressas (relação AC) com a quantidade de treino (total de tentativas, incluindo as programadas e as repetidas) e a idade dos participantes. Como conclusão se pode dizer que o ditado por composição emergiu para todos os participantes, mas com níveis diferentes. Pesquisas futuras poderão elucidar o papel de variáveis responsáveis pela variabilidade entre participantes. / CNPq: 573972/2008-7 / FAPESP: 2008/57705-8