Orientador: Érico Bruno Viana Campos / Banca: Carolina Laurenti / Banca: Jair Lopes Junior / Resumo: As concepções de causa do comportamento humano estão intimamente ligadas com as práticas sociais. O determinismo é uma doutrina filosófica amplamente adotada dentro do Behaviorismo Radical e presente na obra de seu fundador, B. F. Skinner. Contudo, críticos alegam que quando o determinismo é aplicado a assuntos morais, este não permite a responsabilização do indivíduo por suas ações. Os conceitos tradicionais de liberdade esbarram na postura científica do behaviorismo, uma vez que não levam em consideração as causas do comportamento ao afirmar que o indivíduo possa deliberar livremente sobre suas ações sem dependência de eventos externos a ele. O objetivo deste trabalho é conceituar e discutir os conceitos de determinismo e responsabilidade moral na obra de Skinner. Para tanto, um percurso arqueológico guiado por um método de leitura epistemológico hermenêutico foi utilizado para investigação da obra do autor. Como objetos de estudo desse trabalho, foram selecionados os textos de Skinner posteriores à década de 50 até o final da sua produção, com a adição do livro Walden II. A análise realizada sugere uma defesa de noções deterministas na obra de Skinner que, contudo, são também ambíguas. Há afirmações passíveis de serem conciliadas com concepções de ciência indeterministas que compartilham espaço na obra do autor. Foi também identificada uma ampla rejeição ao conceito tradicional de responsabilidade individual na sua obra, sem a construção explícita de uma nova definição. Ao... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Cause conceptions of human behavior are intimately linked with social practices. Determinism is a philosophical doctrine widely adopted in Radical Behaviorism and present in the work of its founder, B. F. Skinner. However, critics claim that when determinism is applied to moral issues, it does not allow individual accountability for their actions. The traditional concepts of freedom are averse to the scientific position of behaviorism, since they do not take into account the causes of behavior by affirming that the individual can deliberate freely on his actions without dependence on external events. The objective of this work is to conceptualize and discuss the concepts of determinism and moral responsibility in Skinner's work. For that, an archaeological approach guided by a hermeneutical epistemological reading method was used. As an object of study of this work, the texts of Skinner were selected after the 50's until the end of its production, with the addition of the book Walden II. The analysis suggests a defense of determinist notions in Skinner's work, which, however, are also ambiguous. There are statements that can be reconciled with indeterministic conceptions of science that share space in the author's work. A deep rejection of the traditional concept of individual responsibility in his work was also identified, without the explicit formation of a new definition. Instead of focusing on the themes related to freedom, the author demonstrates how science could partic... (Complete abstract click electronic access below) / Mestre

While a symbol based system externally, there is evidence that, internally the realization of language is much different. Through revisiting the foundations of our perceptions and assumptions about language and cognition, the presented argument will coalesce into an illustration of the unsuitability of symbolic systems for recreating the functions which we call "mind". Simply stated, computational models of mind are the latest arguments of the Cartesian paradigm. The thesis concludes with an argument for the exploration of a symbol-less architecture of cognition based upon a model found repeatedly throughout nature: swarms. Discussions of some of the impacts are presented.

Made available in DSpace on 2015-06-17T19:33:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-02-24. Added 1 bitstream(s) on 2015-06-18T12:48:03Z : No. of bitstreams: 1 000830515.pdf: 881009 bytes, checksum: d69e9215b031364ad435ff9466404a04 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / B. F. Skiner desenvolveu uma análise comportamental de valores, descrevendo o que chamou de bens ou consequências reforçadoras que controlam o comportamento humano: o bem do indivíduo, o bem dos outros, e o bem da cultura. Para além dessa descrição, prescreveu o bem da cultura, ou sobrevivência das culturas, como um valor que todos deveríamos buscar alcançar. Por meio do método epistemológico hermenêutico, buscou-se uma análise conceitual da prescrição ética de Skinner para a ação do analista do comportamento no delineamento de práticas culturais, também como estratégia de desenvolvimento de uma análise comportamental da cultura. O primeiro passo foi a procura por uma definição de cultura, mediante uma incursão à Antropologia e fundamentalmente ao Behaviorismo Radical. Argumenta-se que cultura pode ser definida com base no texto de Skinner como ambiente social e, ocasionalmente, como ambiente verbal, mas também em um sentido mais estrito como experimento social, e em um sentido mais amplo como conjunto de práticas culturais, a última com algumas controvérsias. Em relação à Antropologia, a ideia skinneriana de cultura se mostrou alinhada com versões mais recentes do conceito na disciplina, especialmente por sua ontologia e pela negação de dicotomias como natureza e cultura, além de uma visão de mundo pluralista. Conclui-se que diante das definições de cultura apresentadas, a prescrição da sobrevivência das culturas em sentido amplo se mostrou frágil e de difícil instrumentalização, pois implica divergências e competição entre diferentes ambientes sociais e ambientes verbais, com estrutura e práticas culturais contraditórias e incompatíveis entre si. O resultado de tais conflitos é nítido no cotidiano, exemplificando-se por preconceitos e discriminações de gênero, de raça, de classe, de orientação sexual, linguística, e assim por diante. Algumas propostas de Skinner no âmbito... / B. F. Skinner develop a behavioral analysis of value, describing what he calls goods or reinforcing consequences that control human behavior: the good of the individual, the good of others, and the good of the culture. Beyond this description, Skinner prescribed the good of the culture, or the survival of the cultures as a value that we should pursue. Through the epistemological hermeneutic method, this study sought a conceptual analysis to Skinner's ethic prescription concerning the role of the behavior analyst in designing a cultura, and also as a strategy to develop a behavioral analysis of culture. The first step was to the search for a definition of culture, by an incursion in Anthropology and fundamentally in Radical Behaviorism. It is argued that culture can be defined based on Skinner's works as social environment, but also in a strict sense as a social experiment, and, with some controversies, in a broader sense as a set of cultural practices. Concerning Anthropology, the skinnerian idea of culture proved aligned with modern versions for the concept in the field especially for its ontology and its denial of dicthotomies like natural and culture, and a pluralist wordwiew. It folllows that on the presented definitions of culture, the prescription of the survival of the cultures in a broader sense proved frail and difficult to instrumentalize, because it implies divergences and competition between social and verbal environments, with contradictory and unsuitable structures and cultural practices. Such conflicts delivery sharp results in daily life, like prejudices and discriminations of gender, race, class, sexual orientation, linguistic and so on. Some of Skinner's proposals in the political scope are suggested as more promissing, especially the design of social environments based on face-to-face control, by the people and for the people

Stimulus over-selectivity refers to the phenomenon whereby behaviour becomes controlled by one element of the environment at the expense of other equally salient aspects of the environment. It is a common problem for individuals with autism, learning disabilities, acquired neurological brain damage, the elderly and typically developing individuals under-going a cognitively demanding task. The current thesis presents 15 experiments that investigate the mechanisms of over-selectivity and explore potential remediation techniques. All experiments employed a simultaneous discrimination procedure using non-clinical participants under-going a cognitively taxing task. Experiments 1-3 demonstrated the robustness of over-selectivity across a range of test conditions. Experiments 5 and 6 extended this by exploring the potential role of conditioning effects and found no evidence of inhibition accruing to the under-selected stimulus. Experiment 4 showed that following extinction of the previously over-selected stimulus, the under-selected stimulus could emerge to control responding despite receiving no further direct training, thus supporting the use of extinction techniques to reduce over-selectivity. Experiment 7 indicated that partial reinforcement (PR) did not reduce over-selectivity and actually increased over-selectivity when participants underwent less training (Experiment 8). Experiments 9 and 10 showed that changing schedule of reinforcement from continuous reinforcement (CRF) to PR or from PR to CRF also failed to reduce overselectivity. Experiment 11 found a reduction in over-selectivity following a downward shift in reinforcer value, whilst Experiment 12 ensured that neither generalisation decrement nor PR influenced this effect. Experiments 13 and 14 suggested that the decrease in over-selectivity was due to a change in the unconditioned stimulus as opposed to changing the nature of the stimuli. Finally, Experiment 15 showed no reduction in over-selectivity when the reinforcer was qualitatively manipulated. These results are discussed in terms of theoretical perspectives of over-selectivity, and implications for the remediation of the effect.

Kring själva ämnet multimedia har det forskats en del om och vad det här innebär kommer attförklaras me r ingående igenom hela uppsatsen men den något korta förklaringen innebär att man använder sig av flertalet medieinspirerande verktyg för att få fram ett budskap, instruktion eller information. Multimediala verktyg och dess funktioner samt hur de kan användas i samband med undervisning diskuteras. Syftet i sig kommer utgå från att en utveckling och anpassning efter det tekniska materialet kan behöva uppdateras och att det har mer med personerna som hanterar de tekniska aspekterna än själva materialet. Resultatet är baserat på lärarnas perspektiv gällande tekniken de använder varje dag, vilket har framkommit under dels under intervjuerna som ligger till grund för själva undersökningen samt den förundersökning som gjordes i samband med att urvalet av respondenter gjordes. Diskussionen kommer att fasta på de viktiga punkter som lärarna har settoch upplevt i sitt arbete. Det som också kommer att avhandlas är hur lärarna använder sig av de multimediala verktygen och hur de lägger upp en lektion med hjälp av det verktyget.Tillgängligheten till datorn har ökat för eleverna men vilken effekt har det fått enligt lärarna. Hur ser man på de förändringar som kan komma inom en snar framtid? Det ska även diskuteras kring var ansvaret ligger när det gäller koncentration, undervisning och hur man använder demultimediala verktygen.

The present study was concerned with the development and maintenance of (precurrent) behavior that increases the probability of reinforcement for another (current) behavior. A single-subject methodology was employed. Nine human subjects responded on a computer mouse that contained two buttons. One (current) button was reinforced according to a probability schedule (p = .02 or a minor deviation thereof), Depending on the condition, the other button either had no scheduled consequence (i.e., the precurrent contingency was absent) or increased the probability of reinforcement (p = .08) for current responding for 15 s (i.e., the standard precurrent contingency was present). Generally, with the precurrent contingency absent, precurrent responding quickly dropped to near zero levels ; with the precurrent contingency present, precurrent responding maintained at enhanced levels. Between- and within-subject replications suggest that the precurrent contingency was responsible for the maintenance of precurrent responding. Initial exposure to the precurrent contingency resulted in the acquisition of precurrent responding for four of eight subjects. For the four other subjects, a special conditioning procedure was enployed. which included either: (1) increasing the degree to which a precurrent response raised the probability of reinforcement for current responding; or (2) decreasing the probability of reinforcement for current responding to zero unless a precurrent response had occurred within the previous 15 s. Both of these procedures produced enhanced levels of precurrent responding which eventually maintained when the standard precurrent contingency was reintroduced. For four subjects, a OOD was later imposed onto the precurrent contingency. Specifically, a precurrent response produced a brief timeout followed by the period of enhanced reinforcement probability for current responding. In two cases, the CDD reduced precurrent responding to near zero levels, suggesting that reinforcement for current responses immediately following a precurrent response can play an important role in maintenance. In another experiment, the acquisition of precurrent responding was observed when the OOD was part of the precurrent contingency from the beginning, suggesting reinforcement for current responses immediately following a precurrent response is not necessary for acquisition. Current responding generally occurred at a high stable rate within sessions, between sessions, and between conditions. Efficiency (defined as the proportion of current responses in a session emitted under the enhanced probability state) rarely approached maximal levels and generally did not Improve with extended exposure to the precurrent contingency. Post-session verbal reports were recorded for six subjects. The conditioning and extinction of precurrent responding was demonstrated in the absence of "awareness" of the precurrent contingency. The accuracy of the reports varied both between- and within-subjects, and like efficiency, did not Improve with extended exposure to the precurrent contingency. Some issues considered in the discussion include (1) the role of frequency of contact with the precurrent contingency in acquisition and (2) discriminative control by the reinforcement schedules. Directions for future research are also discussed. / Graduate

Syftet med vår studie var att undersöka elevers upplevelser av läsmetoden Repeterad läsning hos några elever på grundskolan. Läsmetoden innebär att eleven läser en kortare text flera gånger tills ett bra läsflyt har uppnåtts. När läsaren repeterar samma text automatiseras avkodningen. Eleven tränar enskilt med en lärare under varje lästillfälle och läraren ger eleven stöttning under läsningen. Läsmetoden Repeterad läsning är influerad av behaviorismen och metoden fokuserar endast på en delfärdighet i läsningen, själva avkodningen. Studien genomfördes som en intervention med tio elever i årskurs 3. Efter interventionsperioden genomfördes halvstrukturerade intervjuer individuellt med eleverna. Resultaten visade att majoriteten av eleverna ansåg att de förbättrade sitt läsflyt och förståelsen för innehållet i texterna ökade genom att läsa samma text flera gånger. De slutsatser vi kunde dra utifrån resultaten var att eleverna såg fördelar med läsmetoden Repeterad läsning. Men resultaten visade även att några elever upplevde läsmetoden som tråkig eftersom samma text repeteras flera gånger. I studien framkom också att eleverna ansåg att läsningen blev rolig och motiverande när eleverna själva fick välja den litteratur som de skulle läsa.

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Förskolan är en plats där alla barn ska känna sig trygga och sedda. De har rättigheter som ska bli tillgodosedda av förskollärarna och ge möjlighet till utveckling. Denna studies syfte var att undersöka hur förskollärare och specialpedagoger arbetar med barn med en autismdiagnos och vilket stöd förskollärare får av specialpedagoger. Metoden vi använde oss av var en kvalitativ intervjustudie där vi intervjuade sex förskollärare, tre specialpedagoger och ett par vårdnadshavare till ett barn med en autismdiagnos. Vi intervjuade vårdnadshavarna då vi anser att deras erfarenheter och åsikter är viktiga då förskolan och vårdnadshavare samverkar, men ännu mer när ett barn har en diagnos eftersom ett resursteam oftast är inblandat också. Vi utförde en ljudupptagning under intervjuerna och sedan bearbetade vi det materialet genom att vi lyssnade på intervjuerna och sedan skrev våra resultat utifrån vår empiri. De teorier vi utgått från i denna studie är det sociokulturella perspektivet och behaviorismen då vi tyckte att dessa två teorier går hand i hand i arbetet med barn med en autismdiagnos. Resultatet vi har fått fram är att det finns en kompetens hos förskollärarna i hur de ska arbeta med barn med autism, däremot ser förutsättningar olika ut beroende på vilken förskola de arbetar i. Specialpedagogerna har ett liknande arbetssätt som förskollärarna med bland annat fysiska verktyg och förstärkning.