The effects of point loss for symmetrical probe performances on other performances of an observed equivalence class, on the emergence of equivalence performances, and on performances in other contexts were examined. After training six conditional discriminations in three contexts, probes (symmetry, transitivity, symmetrical transitivity) were introduced in contexts 1 and 2. In context 3, only trained conditional discrimination trials were delivered. After demonstrations of equivalence in contexts 1 and 2, point loss was placed on symmetrical performances in one of these contexts; probe trials and point loss for symmetrical performances were simultaneously introduced in context 3. Point loss for symmetrical performances may disrupt other probe performances of an observed equivalence class in that same context; does not necessarily disrupt the emergence of equivalence performances; and may disrupt probe performances in other contexts.

The role of point loss for symmetrical relations introduced simultaneously with probe trials in the absence of original relations on all probe trial performances was evaluated. Training was completed after six conditional discriminations were established in two contexts. Point loss was introduced simultaneously with probe trials in the absence of original relations in the first context. Probe trials with no point loss in the absence of original relations were introduced in the second context. The simultaneous introduction of probe trials and the point loss contingency may in some cases prevent the emergence of an equivalence class in the context that contained the point loss as well as in the context where no point loss occurred.

Made available in DSpace on 2016-07-27T14:20:02Z (GMT). No. of bitstreams: 1 NAGI HANNA SALM COSTA.pdf: 558747 bytes, checksum: 6d7cb5e85a8d8cff426e3b5aed8d24b1 (MD5) Previous issue date: 2012-02-23 / The present study was composed of five experiments that aimed to investigate control exerted by loss of points and/or money. Each experiment had 15 university students as participants. Four experimental phases were created, three of which involved different probabilities of loss of points/money and one which did not involve losses. Experiment 1 had the objective of verifying whether points exchangeable for money, at the end of a task, would work as aversive stimuli in the present design. The results demonstrated that participants preferred phases which involved loss of points over the phase where there was no such loss. Experiment 2 had the objective of verifying whether the loss of points that were not exchangeable for money would work as aversive stimuli in the present design. Once again there was a preference for phases that involved point loss. It seems there was no difference between the loss of exchangeable or of non exchangeable points. Experiment 3 had the objective of verifying whether the presence of a cumulative counter of money, visible to participants, and exchanging points for money would increase the number of choices regarding the phase that did not involve loss. The 2nd Test showed an increase of choices towards the phase that did not involve losses. Experiment 4 had the objective of verifying whether the presence of verbal reports would change participants answers after the 2nd Test. Soliciting the report contributed in enabling participants contact with the contingencies, but this occurred only in the 3rd Test. Experiment 5 had the objective of verifying whether changes in instructions before the tests would affect responses. There was an 88.66% preference for the phase that did not involve losses in the 1st Test. Point/money loss has been shown to be effective as an aversive stimulus, especially when a cumulative counter is used, when verbal reports are solicited and when there is a new instruction before the tests. / O presente estudo foi composto de cinco experimentos que visaram investigar o controle exercido pela perda de pontos e/ou dinheiro. Cada um deles contou com 15 participantes universitários. Foram criadas quatro fases experimentais, três delas envolviam diferentes probabilidades de perda de pontos/dinheiro e uma não envolvia perdas. O Experimento 1 teve como objetivo verificar se pontos trocáveis por dinheiro, ao final da tarefa, funcionariam como estímulo aversivo, no presente delineamento. Verificou-se que os participantes preferiram as fases que envolviam perdas de pontos ao invés da fase que não envolvia perda. O Experimento 2 teve como objetivo verificar se a perda de pontos não trocáveis por dinheiro funcionaria como estímulo aversivo, no presente delineamento. Observou-se, novamente, preferência pelas fases que envolviam perda de pontos. Parece que não houve diferença entre a perda de pontos trocados por dinheiro e a perda de pontos por si só. O Experimento 3 teve como objetivo verificar se com a presença de um contador acumulado de centavos, visível aos participantes, e a troca da palavra pontos pelas palavras dinheiro e centavos , haveria um aumento no número de escolhas da fase que não envolvia perdas. Verificou-se um aumento de escolhas da fase que não envolvia perdas no 2º Teste. O Experimento 4 teve como objetivo verificar se a presença de relatos mudaria o responder dos participantes a partir do 2º Teste. A solicitação de relato contribuiu para colocar os participantes em contato com as contingências, mas isso ocorreu somente no 3º Teste. O Experimento 5 teve como objetivo verificar se com a mudança da instrução antes dos testes haveria mudança no responder. Verificou-se uma preferência de 86,66% pela fase que não envolvia perdas, já no 1º Teste. Perda de pontos/dinheiro mostrou-se eficaz como estímulo aversivo, em especial, com o uso de contador acumulado de pontos, solicitação de relato e com uso de uma nova instrução antes dos testes.