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| Research With Implications to Technology |
| Tuesday, October 8, 2013 |
| 2:00 PM–3:20 PM |
| Yucatan IV (Fiesta Americana) |
| Area: EAB |
| Chair: Maria Antonia Padilla Vargas (University of Guadalajara) |
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| Evaluation and Teaching of Pre-Arithmetical Abilities Using Stimulus Control Technology |
| Domain: Experimental Analysis |
| JOÃO CARMO DOS SANTOS (Universidade Federal de São Carlos), Janaina Caneguim (Programa de Pós-Graduação em Psicologia - UFSCAR), Rogério Crevelenti Fioraneli (Universidade Federal de São Carlos - UFSCar) |
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| Abstract: The aim of this study was to evaluate a teaching program of pre-arithmetical repertoire to kindergarten pupils. This program was organized into eight units, Unit 1: Naming and identification numbers; Unit 2: Identifying and naming quantities; Unit 3: Numeralquantity; Unit 4: Production of numerical sequences; Unit 5: Ordination; Unit 6: Identifying different sets from the properties of its elements and common sense of belonging or not to particular sets of objects; Unit 7: Count; Unit 8: Comparison between sets (quantities). The results here showed were from pilot project, which a six-year-old male children participated. The data collection was performed as following: participant baseline assessment; pre-arithmetical abilities training, in which the results were lesser than 90% in the pre-test; and post-test of the relations which were realized in the training. The participant had performance inferior to 90% in the 2b, 3a, 3b, 5a, 5b, 6 and 7 units in the baseline. The post-test was performed after training, and the performance was higher than 90% in all training units. The results suggests that the procedure was efficient for the teaching of pre-arithmetical abilities. |
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| Effects of Varying the Characteristics of Referential Texts on Reading and Writing Scientific Texts |
| Domain: Experimental Analysis |
| MARÍA ANTONIA PADILLA VARGAS (University of Guadalajara), Josué González Díaz (University of Guadalajara) |
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| Abstract: Previous studies have shown that characteristics of the text can affect the reading and writing in participants with little experience in the review of scientific articles. The aim of the present experiment was to analyze the effects of exposing participants to a disorganized introduction section of empirical articles on the formulation and justification of research questions. Six graduate students from a doctoral program in Behavior Analysis participated. The experimental group was exposed to a corrective training in the identification and elaboration of the elements of a scientific article. The control group received no training (only read the same texts that the experimental group). The participants were exposed to a baseline, corrective training (except control group) and an evaluation. Preliminary results seem to indicate that, contrary to participants with little experience in reading and writing this type of texts, participants with extensive experience in reading and writing empirical articles were not affected in the formulation and justification research questions when they are exposed to disorganized empirical articles. The importance of identifying strategies that improve the way in which researchers are trained in reading and writing technical materials is discussed. |
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| On the Dynamics of Stimulus Control during Guided Skill Learning |
| Domain: Experimental Analysis |
| ALLISTON K. REID (Wofford College) |
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| Abstract: Do the multiple available cues during guided skill learning interact the same way as compound stimuli do in Pavlovian conditioning, such as cue competition? Similar to the compound stimuli used in blocking and overshadowing procedures, performance during guided skill learning depends upon two sources of cues: predictive environmental stimuli such as instructors or panel lights, and progressively reliable practice cues produced by repetitions of the behavior pattern as the motor skill is mastered. We describe three experiments with pigeons and rats that measured the improvement in behavioral autonomy with practice of a simple left-right response skill. By alternating the presence and absence of environmental guiding cues (panel lights), two experiments asked, Do environmental cues facilitate or hinder stimulus control by practice cues? and How does this influence depend upon serial learning? Experiment 3 asked, Which leads to faster control by practice cues (behavioral autonomy), simple environmental cues or more difficult cues? |
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