Modelos experimentais do transtorno obsessivo compulsivo (TOC) com humanos mostram que uma forma de evocar comportamentos de checagem é apresentar instruções que especificam consequências aversivas para o comportamento inefetivo na execução de tarefas. Atualmente há na área somente um estudo experimental com delineamento de sujeito único. Os presentes dois experimentos com 16 participantes verbalmente habilidosos tiveram o objetivo de testar se instruções com especificação de consequência aversiva ou apetitiva poderiam ter o efeito de produzir respostas de checagem. Em um restaurante experimental, as instruções foram apresentadas durante uma tarefa de separação de sementes misturadas. No Experimento 1, cinco de oito participantes apresentaram maiores porcentagens de checagens sob especificação de consequência aversiva. No Experimento 2, sete de oito participantes apresentaram maiores porcentagens sob especificação de consequência apetitiva. Concluiu-se que determinadas instruções alteraram a função discriminativa e/ou motivadora dos estímulos envolvidos na tarefa experimental. Sugere-se que o presente delineamento pode permitir a formulação de análises funcionais do fenômeno comportamental normalmente envolvido em alguns casos de TOC / Experimental models of obsessive compulsive disorder (OCD) with humans show that a way to evoke checking behaviors is to provide instructions that specify aversive consequences for behavior ineffective in performing tasks. Currently there is only one experimental study with a single subject design in this area. The present study presents two experiments with 16 verbally skilled participants tested whether instructions specifying the appetitive or aversive consequence could have the effect of producing checking behaviors. In an experimental restaurant, the instructions were presented during a task of separation of mixed seeds. In Experiment 1, five of eight participants showed higher percentages of checks under specification of aversive consequence. In Experiment 2, seven of eight participants had higher percentages under specification of appetitive consequence. It was concluded that certain instructions alter the discriminative and motivate function of the stimuli involved in experimental task. It is suggested that this design may allow the formulation of functional analysis of behavioral phenomenon normally involved in some cases of OCD

It has been slightly more than a decade since Asperger syndrome was recognized as a distinct sub-category of autism disorder and was first given a diagnostic category in the DSM-IV. An abundance of suggestions, ideas, and recommendations for treatment have been offered, yet there is only a limited amount of research that empirically evaluates these interventions. This study explores an intervention, the Power Card Strategy (PCS), previously demonstrated to be effective with improving social behaviors with a young girl with autism, by employing the student's area of special interest. An advantage to this intervention is it is relatively easy to implement, requires minimal time, and the cost is virtually nil. This study used a reversal design to investigate the utility of the Power Card Strategy to increase on-task behavior during teacher-directed math instruction in a general education class. The results of this study suggest that the PCS was effective for increasing on-task behavior with this student. An upward trend was observed in the student's on-task behavior during the intervention condition. Upon return to the baseline condition, the student's on-task behavior stabilized at levels observed during intervention, suggesting that skills acquired during the intervention phase maintained.

The purpose of this study was to determine: * the nature of a state governed, state supported and private school, and those involved in the financial events in the three types of schools; and * the financial management task of a state governed, supported and private school. In the literature study the nature of state governed, state state supported and private schools was discussed from a financial management perspective. Attention was paid to organisations involved in the financial management of the different types of schools. In the literature the financial management task of state governed, state supported and private schools was also examined, with special reference to: - the principles of education management regarding finances; - the budget of education management regarding finances; - financial record-keeping, reporting and analysis; and - financial resources. An empirical investigation was undertaken by means of a structured mail questionnaire to determine the state of the financial management task in the three types of schools. The most important findings originating from the literature study and empirical investigation, was the fact that state supported and private schools are managed strictly according to scientific management principles, which is to a lesser degree the case with state governed schools. In spite of the fact that principals of state governed schools gave a positive indication of sound financial practices in their schools, there are aspects like parent involvement, that need to be addressed when compared to state supported and private schools. At many state governed schools there is no parent involvement, making the existence of parent management committees impossible. This is in contrast to a large degree of parent involvement in school activities• at state supported and private schools. Although state supported schools include Model C-type of schools as well as farm schools, there is an important difference between these two types of schools, which is evident in the empirical investigation. In conclusion, recommendations for further research were made. / Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996

In the present paper, the author analyses some problems that he considers relevant on the field of the public procurement on Peru and Latin America. Parting from the problems on the application of the Public Procurement Law in Peru, he proposes the installation of a new instance that watches for the right behavior of supervisor entities of public procurement. / En la presente ponencia, el autor analiza algunos de los problemas que considera más relevantes en la situación actual de la contratación pública en el Perú y en Latinoamérica. A partir de los defectos que presenta la aplicación de Ley de Contrataciones del Estado en el Perú, propone la creación de una nueva instancia que vigile el correcto actuar de las entidades supervisoras de dichas contrataciones.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-03-27T14:10:33Z No. of bitstreams: 1 DissALFZ.pdf: 945072 bytes, checksum: 961b2a1f6b61b8a0a691fd66c373e5bf (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-03T19:50:04Z (GMT) No. of bitstreams: 1 DissALFZ.pdf: 945072 bytes, checksum: 961b2a1f6b61b8a0a691fd66c373e5bf (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-03T19:50:13Z (GMT) No. of bitstreams: 1 DissALFZ.pdf: 945072 bytes, checksum: 961b2a1f6b61b8a0a691fd66c373e5bf (MD5) / Made available in DSpace on 2017-04-03T19:56:20Z (GMT). No. of bitstreams: 1 DissALFZ.pdf: 945072 bytes, checksum: 961b2a1f6b61b8a0a691fd66c373e5bf (MD5) Previous issue date: 2016-04-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This study aimed to investigate whether a previous history of learning by instructional control, in both the previous story of the subject or immediately following an experimental condition, could differentially affect the sensitivity to contingencies. Replicating previous studies, the authors sought to address a possible history of control by following rules, assessing the presence of flexibility or inflexibility indicator’s in their repertoire. Therefore, we evaluated 212 undergraduate students who responded to the Rigidity Scale of Rehfisch; 114 were implemented by virtual media and 98 during individual meeting. Of the 23 participants assessed who met inclusion’s criteria, 13 agreed to participate in the study, seven were recruited by personal application and six through online assessment. Eight participants were males and five females, aged 18-31; nine participants presented scores agreed as flexible and 4 others as inflexible. The experimental condition is the execution of tasks on a matching-to-sample schedule (MTS), arranged in two phases, through appropriate software. In Phase 1, the participants were divided into the training of two different instructional conditions: 1) instructions corresponding to the contingencies programmed; and 2) discrepant instructions. Considering the participants of the Group Flexible, 5 were exposed to instructional correspondence training and 4 the discrepancy; two inflexible participants were assigned to each instructional training conditions. Eleven of thirteen participants reach the learning criteria, required in Phase 1, during 69 or less trials; the two participants who did not meet the criteria were allocated in the Flexible Group (P167 and P184) and were submitted to the discrepant training. In Phase 2 was scheduled during a single experimental condition, similar to all participants, with the presentation of 80 trials, divided into 4 blocks of 20 each. The first and third blocks have been programmed accordingly to the instructions; the second and fourth block presented contingencies that were instructions’ discrepant. Six of the nine flexible participants presented a percentage of responses equal to or greater than 70% accuracy, in the first block of discrepant trials, during the Phase 2; two of the three participants presented lower percentage of correct answers, had a history of learning by discrepant instructions. Participants of the inflexible Group showed higher percentage of correct answers, when they had been subjected to a discrepancy during in training. It was addressed how these results either replicate or present differences from the literature in the area. / O presente estudo teve como objetivo investigar se uma história prévia de aprendizagem por controle instrucional, anterior às condições experimentais, ou uma história de exposição a regras correspondentes ou discrepantes poderiam afetar diferencialmente a sensibilidade às contingências. Replicando estudos anteriores, os autores buscaram endereçar uma possível história prévia de controle por seguimento de regras, avaliando a presença de indicador de flexibilidade ou inflexibilidade no repertório. Para tanto, foram avaliados 212 estudantes universitários que responderam à Escala de Rigidez de Rehfisch; 114 foram implementados por mídia virtual e 98 presencialmente. Dos 23 participantes avaliados que atingiram critério de inclusão, 13 aceitaram participar do estudo, sendo (07) recrutados por aplicação presencial e seis (06) na condição online. Oito participantes eram do sexo masculino e cinco do feminino, com idade variando de 18 a 31 anos; nove obtiveram escores convencionados como flexíveis e 4 como inflexíveis. A condição experimental consistia na realização de tarefas programadas num procedimento de escolha de acordo com o modelo (MTS), organizado em duas fases, através de software apropriado. Na Fase 1, os participantes foram divididos em duas condições de aprendizagem de seguimento de instruções: 1) instruções correspondentes às contingências em operação; e, 2) instruções discrepantes das mesmas. Dos participantes flexíveis, 5 foram expostos a treino de correspondência instrucional e 4 à discrepância; dois participantes inflexíveis foram designados para cada uma das condições de treino instrucional. Onze dos treze participantes alcançam os critérios de aprendizagem, exigidos na Fase 1, com 69 tentativas ou menos; os dois participantes que não atingiram os critérios estavam alocados do Grupo Flexível (P167 e P184), na condição de treino discrepante. Na Fase 2 foi programada uma única condição experimental, similar para todos os participantes, com a apresentação de 80 tentativas, divididas em 4 blocos de 20 tentativas cada. O primeiro e o terceiro foram programados de forma correspondente às instruções; no segundo e no quarto bloco, as contingências programadas eram discrepantes das instruções. Seis dos nove participantes flexíveis, apresentaram uma porcentagem de respostas igual ou maior que 70% de acertos, no primeiro bloco de tentativas discrepantes da Fase 2; dois dos três deste grupo com menor porcentagem de acertos tinham uma história de aprendizagem por instrução discrepante. Participantes do Grupo inflexível mostraram maior porcentagem de acertos, quando haviam sido submetidos a um treino de discrepância entre instrução e contingências. Discute-se como estes resultados replicam ou divergem da literatura na área.

Made available in DSpace on 2016-06-02T19:44:11Z (GMT). No. of bitstreams: 1 4617.pdf: 1196963 bytes, checksum: bbf780fad1ca66053abd48c14fd1faf4 (MD5) Previous issue date: 2012-06-28 / Financiadora de Estudos e Projetos / The analysis of the relation between listener and speaker repertoires has contributed to the comprehension about the processes involved in the acquisition of complex verbal skills. The study of rule-governed behavior is part of these efforts. Further, it has been hypothesized that the transformation effect of verbal rules is dependent on the existing bidirectional relations between words and objects specified in the rule. The present study aimed to analyze how the relation between listener training and the emergence of tacts and mands may be understood as a basis to interpret simple occurrences of rule-construction and rule-following repertoires during acquisition. The basic procedure involved teaching motor signs for known and unknown items through MTS tasks in a specific context (listener training), and testing for the emergence of mands and tacts and the rule-following and rule-construction behavior that required the use of this information in a different context. Participants learned to respond to new signs by selecting the appropriate visual stimuli (pictures of containers, tools, and unfamiliar stimuli). Tacts were tested asking the participant to signalize in the presence of the pictures. On the other hand, mands were tested in a context where the participants were required to signalize the missed tools necessary to use specific containers. Then, 3 unfamiliar stimuli were used to substitute 3 of the stimuli used in the original training. The final tests consisted of to assess if the information learned during the original training could be transfer to the unfamiliar stimuli. Results pointed out to the emergence of tacsts and mands after listener training for most of the participants. However, the transformation effect of verbal rules using unfamiliar stimuli seemed to be related with the existence of bidirectional relations between the signs and objects specified in the rule. / A análise da relação entre os repertórios de falante e de ouvinte tem contribuído para a compreensão de como se dá a aquisição de habilidades verbais complexas. O estudo do comportamento governado por regras faz parte desses esforços. Além disso, discute-se que o controle por regras depende da relação bidirecional entre as palavras e os objetos especificados pelas regras. O presente estudo teve como objetivo analisar como a relação entre o treino de ouvinte e a emergência de tatos e mandos pode auxiliar na interpretação de ocorrências simples na aquisição dos repertórios de construir e de seguir regras. O procedimento envolveu (a) ensino de sinais para itens familiares e não familiares através de tarefas de MTS (treino de ouvinte), (b) teste para a emergência de mandos e de tatos e (c) teste para a emergência dos comportamentos de construir e de seguir regras envolvendo a utilização dos sinais aprendidos durante as tarefas de MTS. Os participantes aprenderam a responder aos sinais selecionando os estímulos visuais correspondentes (figuras de containers, ferramentas para a utilização desses containers e estímulos não familiares). Tatos foram testados em tarefas em que era solicitado ao participante sinalizar as figuras. Mandos foram testados em situações em que os participantes poderiam sinalizar as ferramentas necessárias para a utilização dos containers. Em seguida, três figuras não familiares foram utilizadas em um treino posterior para substituir as figuras dos containers que fizeram parte do treino original. O teste final avaliou se as informações aprendidas durante o treino original poderiam ser transferidas para os estímulos não familiares. Resultados indicaram a emergência de mandos e de tatos após o treino de ouvinte para a maioria dos participantes. No entanto, a transferência do efeito das regras verbais para os estímulos não familiares parece estar relacionada com a existência de relações bidirecionais entre os sinais e os objetos especificados na regra. Estudos futuros envolverão a construção de relações mais complexas entre os repertórios de ouvinte e falante para a aplicação no contexto do comportamento governado por regras.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-10-08T13:45:31Z No. of bitstreams: 2 Dissertação - Keila Aparecida Marques - 2018.pdf: 5741821 bytes, checksum: 5cc0e271dccfe2b714ae72564f0a47d5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Faltou um espaço na citação: MARQUES, Keila Aparecida. Meta organizacional e seus efeitos no comportamento de produzir do individuo. 2018. 150(faltou um espaço)f. Dissertação (Mestrado em Gestão Organizacional) - Universidade Federal de Goiás, Catalão, 2018. on 2018-10-09T10:48:42Z (GMT) / Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-10-09T12:33:30Z No. of bitstreams: 2 Dissertação - Keila Aparecida Marques - 2018.pdf: 5741821 bytes, checksum: 5cc0e271dccfe2b714ae72564f0a47d5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-10-09T12:50:56Z (GMT) No. of bitstreams: 2 Dissertação - Keila Aparecida Marques - 2018.pdf: 5741821 bytes, checksum: 5cc0e271dccfe2b714ae72564f0a47d5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-09T12:50:56Z (GMT). No. of bitstreams: 2 Dissertação - Keila Aparecida Marques - 2018.pdf: 5741821 bytes, checksum: 5cc0e271dccfe2b714ae72564f0a47d5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-07-27 / Behavior Analysis is one of the scientific fields that has dealt broadly with the concepts based on the behavior of the individual, and which has been the fruit of studies that can make possible the understanding of the behavior of workers' production in organizational environments. Three articles were produced to investigate the effect of the independent variables, goals as rules with characteristics of establishing operations and goals as rules with characteristics specifying discriminative stimuli. The objective of study 1 is to analyze the effect of goal setting on production behavior and whether its specifying characteristics have distinction. While study 2 seeks to verify if the goal setting parameters is able to raise the brace production behavior, and aims to verify the effect of establishing the goal based on the individual, while the other parameter is based on the group. Finally, article 3 seeks to respond to the limitations of the two previous articles regarding the complexity of the task, since the participant is allowed to choose the order of confection between the four techniques of bracelets available, having as instruction that the participant have to make at least one bracelet of each technique taught. The purpose of the third article is to answer if the participants chose to make the bracelets considered easier or more difficult. The research was carried out with 20 university students who were divided in 4 groups with 5 participants each, combined with the independent variables. For the accomplishment of the experiment, the participants were submitted to two stages. Being the first stage destined to the training of the four techniques of bracelets. The second step, after all participants had already learned how to make the four bracelet techniques, was used to apply the independent variables pertinent to this study. / A Análise do Comportamento é um dos campos científicos que tem lidado de forma ampla com os conceitos pautados no comportamento do indivíduo, e que tem sido frutos de estudos que podem viabilizar a compreensão do comportamento de produzir dos trabalhadores em ambientes organizacionais. Para a realização da pesquisa foram produzidos três artigos que têm como objetivo investigar o efeito das variáveis independentes, metas como sendo regras com características de operações estabelecedoras e metas como sendo regras com características especificadoras de estímulos discriminativos. O objetivo do estudo 1 é analisar o efeito do estabelecimento da meta no comportamento de produção e se suas características especificadoras têm distinção. Enquanto que o estudo 2 busca verificar se os parâmetros de estabelecimento da meta é capaz de elevar o comportamento de produção de pulseiras, e tem como objetivo verificar o efeito do estabelecimento da meta fundamentada no próprio individuo, enquanto que o outro parâmetro tem como base o grupo. Por último, o artigo 3 busca responder as limitações dos dois artigos anteriores, no que tange a complexidade da realização da tarefa, pois, é permitido ao participante escolher a ordem de confecção entre as quatro técnicas de pulseiras disponíveis, tendo como instrução que o participante têm que confeccionar pelo menos uma pulseira de cada técnica ensinada. O objetivo do terceiro artigo é responder se os participantes optaram em confeccionar as pulseiras consideradas mais fáceis ou mais difíceis. A pesquisa foi realizada com 20 estudantes universitários que foram divididos em 4 grupos com 5 participantes cada, combinados com as variáveis independentes. Para a realização do experimento, os participantes foram submetidos a duas etapas. Sendo a primeira etapa destinada ao treinamento das quatro técnicas de pulseiras. A segunda etapa, após todos os participantes já terem aprendido a confeccionarem as quatro técnicas de pulseiras, foi destinada a aplicação das variáveis independentes pertinentes a este estudo.

Les mots utilisés par les historiens pour décrire la nation ou la société diffèrent de ceux des autorités entre 1800 et 1820. La création des préfectures place les préfets au cœur d'une administration centralisée. Situés entre les ministres et les sous-préfets, en relation directe avec les autorités militaires et religieuses, ils entretiennent une correspondance administrative quotidienne avec divers interlocuteurs et traitent parfois les réclamations qui leurs sont transmises, directement ou non, par leurs administrés. En tant que relais du pouvoir central, le personnel préfectoral est également amené à s’adresser directement à la population par le biais de proclamations. Tous ces documents révèlent les vues des gouvernants. Leurs représentations changent, ainsi que leur langage, au gré des succès diplomatiques, politiques ou militaires, et des défaites qui sonnent le glas de l'Empire fondé par Napoléon remplacé à sa chute par Louis XVIII sur le trône de France. Les images véhiculées par les autorités n'évoluent pas toutes au même rythme ; elles demeurent complexes et soumises à des tensions révélatrices de leurs contradictions. Les pouvoirs publics réaffirment les traits communs propres à un « peuple » exceptionnel, distinct de ses voisins européens, souvent supérieur. Ils ne cachent pas pour autant les nombreuses divisions qui opposent les Français, « bons » ou « mauvais ». Ils ne taisent pas non plus les différences qu'ils établissent entre les élites et le reste de la population, dénigré pour son appartenance sociale ou géographique et prennent en compte la souffrance des « malheureux ». / The words used by historians to describe the nation or society differ from those used by the authorities between 1800 and 1820. The creation of prefectures places prefects at the heart of a centralised administration. Situated between ministers and sub-prefects, in direct contact with military and religious authorities, they maintain daily administrative correspondence with various interlocutors and sometimes handle complaints transmitted to them, directly or indirectly, by their constituents. As a relay of the central power, prefectoral staff also have to address the population directly through proclamations. All these documents reveal the views of the rulers. Their representations changed, as did their language, depending on diplomatic, political or military successes, and the defeats that sounded the death knell of the Empire founded by Napoleon, which was replaced when Louis XVIII fell to the throne of France. The images conveyed by the authorities do not all evolve at the same rate; they remain complex and subject to tensions that reveal their contradictions. The public authorities reaffirm the common features of an exceptional "people", distinct from its European neighbours, often superior. However, they do not hide the many divisions between the French,"good" or "bad". Nor do they ignore the differences between the elites and the rest of the population, denigrated for their social or geographical affiliation and taking into account the suffering of the "unfortunate.

This essay analyzes the narrative surrounding women’s right to autonomy in two novels in the Speculative Fiction genre, more specifically the 20th century dystopian novel The Handmaid’s Tale by Margaret Atwood (1985), and the anti-utopian novel Brave New World by Aldous Huxley (1932), while arguing for the pedagogical merit of both works. Matters regarding female independence and gender equality are in consistent flux, and any uprise in feminist movements and female emancipation has most commonly been met with resistance. In the overarching aims of the curriculum of upper secondary school it is stated that the education must promote values such as equality, solidarity and inclusivity. As women’s rights to their own bodies are currently under debate in several contexts, students are likely to have been exposed to contemporary discussions on gendered oppression. For these reasons, analyzing how the female body has been rendered in historical and contemporary texts is arguably both relevant and important. As this essay discusses, gender and power relations have remained relevant in political developments: reproduction rights continue to feature prominently, whether in narratives of future worst-possible scenarios, or in speculative fiction. Lastly, this essay proposes that using Speculative Fiction in the L2 classroom can increase learner motivation. / <p>Slutgiltigt godkännandedatum: 2023-06-02</p>

Made available in DSpace on 2016-06-02T20:12:15Z (GMT). No. of bitstreams: 1 2974.pdf: 1170859 bytes, checksum: 9277e347f6b6da604f23c3cbae14d73f (MD5) Previous issue date: 2010-03-08 / Universidade Federal de Minas Gerais / Through a critical reading of Skinner s works it was intended to clarify ambiguitiesconcerning scientific and philosophical communities regarding the concepts of rule and verbalstimulus. It was also sought an appropriate statement of creative behavior and thoughtconcepts according to Skinner s Radical Behaviorism. This research had, therefore, a twofoldobjective which was to identify: (1) Skinnerian interpretation of creative behavior and thoughtand (2) Skinner s conception of rule and rule-governed behavior. The steady relation pointedout by B. F. Skinner among the concepts of verbal stimulus, rule and creative behavior and, atthe same time, the controversy spread out by Skinner s commentators and scientists, seeking asufficient and non-ambiguous definition of rule, mainly justifies this study enterprise. Usually, these commentators treat verbal stimulus and rule concepts as identical, being thisidentity a satisfying condition for a definition of the latter as a corollary of the statementsrelating to the Verbal Behavior matter. Moreover, commonly Skinner s work reviewersdefine creative behavior as a variation or unit recombination, which implies supposing thatcreative behavior does not differ from other emissions of operant behavior, since the variationis a ubiquitous characteristic on behavior emissions according to Skinnerian model ofselection by consequences. Part of this study consisted in demonstrating how an explanationof the distinctions existing between verbal stimulus and rule can collaborate with a preciseand productive definition of complex and creative human behavior without losing sight of thebehavioral interpretation object s inherent characteristics. Aiming these goals, the course ofresearch went the following route: (1) identification, in texts by the author, of the conceptsunderlying behavioral interpretation; (2) a systematic analysis of the verbal stimulus concepton its possible behavioral functions and, thus, also its relation to the rule concept; (3) theformulation of an alternate interpretation of creative behavior and rule-governed behaviorbased on Skinnerian explanatory system. Finally, there was a brief foray into formulations ofDewey and Wertheimer on creative behavior and thinking in order to, thereby, outlinepossible convergence on interpretative perspectives brought by the three authors. Among themost important results, it was demonstrated that: (1) simply presume variability does notexplain creative behavior, not only from B. F. Skinner perspective, but neither from JohnDewey s and Max Wertheimer s; (2) four Skinner notions are fundamental in a conceptualrelation between behavioral analysis and interpretation: strength, property, continuum andcomplexity; (3) rule is not defined as verbal stimulus and neither it is a conceptual subcategoryof this kind of stimulation; (4) creative behavior is necessarily complex andorganized, and its structure is functionally defined; (5) rule is one of the creative complexbehavior elements; and (6) rule is a new complex discriminative stimulus with a functionalcomplication typical of a creative emission, although it is not restricted to this behavioralcontext. / Por meio de uma leitura crítica da obra skinneriana, pretendeu-se esclarecer as ambiguidades presentes na comunidade científica e filosófica no que diz respeito aos conceitos de regra e estímulo verbal. Também buscou-se uma formulação satisfatória das concepções de comportamento criativo e pensamento, conforme o comportamentalismo radical de B. F. Skinner. A presente investigação teve, portanto, um duplo objetivo, que consistiu em identificar: (1) a interpretação skinneriana de comportamento criativo e pensamento e (2) a concepção skinneriana de regra e comportamento controlado por regra. A principal justificativa para tal empreendimento está na constante relação que B. F. Skinner apresenta entre os conceitos de estímulo verbal, regra e comportamento criativo e, ao mesmo tempo, na controvérsia, disseminada pelos comentadores e cientistas da área, que caracteriza a busca de uma definição suficiente e sem ambiguidades de "regra". Geralmente, os comentadores apresentam uma identificação entre estímulo verbal e regra que parece satisfazer a definição desse como um corolário dos argumentos envolvidos no tópico "Comportamento Verbal." Por outro lado, é comum que comentadores da obra de B. F. Skinner definam o comportamento criativo como variação ou recombinação de unidades, o que implica em supor que o comportamento criativo não se diferenciaria de outras emissões do comportamento operante,uma vez que a variação é, segundo o modelo skinneriano de seleção pelas consequências,aspecto onipresente das emissões comportamentais. Parte do trabalho consistiu em demonstrar como uma explicitação das distinções que existem entre estímulo verbal e regra podem colaborar com uma definição precisa e produtiva do comportamento humano complexo e criativo, sem perder de vista as características inerentes ao objeto da interpretação comportamental. Visando tais objetivos, o curso da investigação seguiu o seguinte itinerário:(1) identificação, em textos do autor, das noções que fundamentam a interpretação comportamental; (2) análise sistemática do conceito de estímulo verbal em suas possíveis funções comportamentais e, desse modo, também sua relação com o conceito de regra; (3)formulação de uma interpretação alternativa do comportamento criativo e controle por regra baseada no sistema explicativo skinneriano. Por fim, realizou-se uma breve incursão nas formulações de Dewey e Wertheimer sobre o comportamento criativo e o pensamento visando, desse modo, delinear possíveis convergências na perspectiva interpretativa apresentada pelos três autores. Dentre os resultados mais importantes, demonstrou-se que: (1)a simples suposição de variabilidade não explica o comportamento criativo, segundo a perspectiva não somente de B. F. Skinner, mas também de John Dewey e Max Wertheimer;(2) quatro noções skinnerianas são fundamentais na relação conceitual entre análise e interpretação comportamentais: força, propriedade, contínuo e complexidade; (3) regra não se define como estímulo verbal, e nem é uma subcategoria conceitual desse tipo de estímulo; (4) o comportamento criativo é necessariamente complexo e organizado, apresentando uma estrutura funcionalmente definida; (5) regra é um dos elementos do comportamento complexo criativo; e (6) regra é estímulo discriminativo complexo novo com uma complicação funcional característica da emissão criativa, embora não se restrinja a esse contexto comportamental.