INCT ECCE by Editora Cubo

INCT-ECCE RESEARCH TEAM

Deisy das Graças de Souza (UFSCar) Coordinator Olavo de Faria Galvão (UFPA) Vice-Coordinator

Universidade Federal of São Carlos – UFSCar (Seat of the Institute) Department of Psychology Julio César C. de Rose – Site Coordinator Camila Domeniconi Debora de Hollanda Souza Deisy das Graças de Souza João dos Santos Carmo Maria Stella Coutinho de Alcântara Gil Patrícia Waltz Schellini Renato Bortoloti

Support

Universidade de São Paulo – USP Institute of Psychology – São Paulo Gerson A. Y. Tomanari – Site Coordinator Maria Martha da Costa Hübner Marcelo Benvenuti Miriam Garcia Mijares Paula Debert Department of Psychology – Ribeirão Preto Andreia Schmidt Hospital for Rehabilitation of Craniofacial Anomalies (HRAC) Maria Cecília Bevilacqua (in memoriam)

Universidade Estadual Paulista Júlio de Mesquita Filho – UNESP Department of Psychology - Bauru Ana Claudia Almeida Verdu – Site Coordinator Department of Speech, Language and Hearing Sciences – Marilia Célia Maria Giacheti Cristiana Ferrari

Universidade de Brasilia – UNB Department of Basic Behavioral Processes Elenice Seixas Hanna – Site Coordinator Raquel Maria de Melo

Universidade Federal do Pará – UFPA Center for Behavioral Theory and Research (Núcleo de Teoria e Pesquisa do Comportamento) Romariz da Silva Barros – Site Coordinator Ana Leda de Faria Brino Carlos Barbosa Alves de Souza Olavo de Faria Galvão Paulo Roney Kilpp Goulart Tropical Medicine Center (Núcleo de Medicina Tropical) Luiz Carlos Silveira College of Computing Dionne Cavalcante Monteiro Department of Electrical and Computer Engineering Manoel Ribeiro Filho

Cataloguing Card

Universidade Federal de Minas Gerais – UFMG Department of Psychology Thais Porlan de Oliveira – Site Coordinator Edson Massayuki Huziwara

Universidade Estadual de Ciências da Saúde de Alagoas – UNCISAL Faculty of Speech Pathology and Audiology Heloisa Helena Motta Bandini – Site Coordinator Carmen Silvia Motta Bandini

University of Massachusetts Medical School (UMMS)/Shriver Center for Mental Retardation (EUA) William J. McIlvane – Site Coordinator Leo H. Buchanan Richard Serna William V. Dube

National Institute of Science and Technology on Behavior, Cognition and Teaching Annual Report # 5 (2013-2014): Relational Learning and Symbolic Functioning: Basic and Applied Research / National Institute of Science and Technology on Behavior, Cognition and Teaching; Deisy das Graças de Souza (coordenadora). – São Carlos : Editora Cubo, 2014. 128 p. : il. ISBN 978-85-60064-47-2

1. Symbolic functioning. 2. Symbolic behavior. 3. Relational learning. 4. Deficits in symbolic functioning. I. Souza, Deisy das Graças de, coord. II. Título.

Contents Affiliated institutions and research team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 The Institute (INCT-ECCE): Context and Scope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Research Program Relational Learning and Symbolic Functioning: Basic and Applied Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Overview of Scientific Topics Addressed by the Institute Basic, Translational, and Applice Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Summary of Main Scientific Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Basic Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Translational Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Applied Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Publications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 The Academic Program: Shaping Scientific Competencies. . . . . . . . . . . . . . . . . . . . . . . 41 Teaching and Supervision in Research Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Outreach: Sharing Knowledge with the External Community and with the Educational Sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Impact of Research, Trainining, and Outreaching Activities. . . . . . . . . . . . . . . . . . . . . . 51 Training: Human Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

New Facilities and Improvements to Existing Facilities. . . . . . . . . . . . . . . . . . . . . . . . . . 62 Appendix I: References to Publications (2013-2014). . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Journal Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Book Chapters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Other relevant journal articles, not directly related to the instituteâ&#x20AC;&#x2122;s resaerch program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Software. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Appendix II: Journals of Published Arrticles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Appendix III: Dissertations, Theses, and Undergraduate Research Projects . . . . . . . 81 Appendix IV: Extended Abstracts of Selected Papers. . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Animal models of relational learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Development of symbolic function in children. . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Fast mapping / exclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Relational learning in newly hearing children . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Correspondence between verbal and nonverbal behavior. . . . . . . . . . . . . . . . . . 123 Relational learning in basic academics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Affiliated institutions and research team

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

ESTADOS UNIDOS

5 4

BRASIL

3 2 1

Research Team Deisy das Graças de Souza (Universidade Federal de São Carlos) - Coordinator Olavo de Faria Galvão (Universidade Federal do Pará) - Vice-Coordinator

UNIVERSIDADE FEDERAL OF SÃO CARLOS – UFSCAR (Seat of the Institute) Department of Psychology Julio César C. de Rose – Site Coordinator (UFSCar) – PQ 1C Camila Domeniconi – PQ 2 Debora de Hollanda Souza (2013) Deisy das Graças de Souza - PQ-1A João dos Santos Carmo Maria Stella Coutinho de Alcântara Gil Patrícia Waltz Schellini Renato Bortoloti (2013)

UNIVERSIDADE DE SÃO PAULO – USP Institute of Psychology – São Paulo Gerson A. Y. Tomanari – Site Coordinator (USP) – PQ 1D Maria Martha da Costa Hübner Marcelo Benvenuti (2011) Miriam Garcia Mijares (2010) Paula Debert

Department of Psychology – Ribeirão Preto Andreia Schmidt (2013)

Hospital for Rehabilitation of Craniofacial Anomalies (HRAC) Maria Cecília Bevilacqua (in memoriam)

UNIVERSIDADE ESTADUAL PAULISTA JÚLIO DE MESQUITA FILHO – UNESP Department of Psychology - Bauru Ana Claudia Almeida Verdu – Site Coordinator (UNESP)

Department of Speech, Language and Hearing Sciences- Marilia Célia Maria Giacheti – PQ 2 Cristiana Ferrari

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

UNIVERSIDADE DE BRASILIA – UNB Department of Basic Behavioral Processes Elenice Seixas Hanna – Site Coordinator (UnB) – PQ 2 Raquel Maria de Melo (2010)

UNIVERSIDADE FEDERAL DO PARÁ – UFPA Center for Behavioral Theory and Research (Núcleo de Teoria e Pesquisa do Comportamento) Romariz da Silva Barros –Site Coordinator (UFPA) – PQ 2 Ana Leda de Faria Brino Carlos Barbosa Alves de Souza – PQ 2 Olavo de Faria Galvão – PQ 1B Paulo Roney Kilpp Goulart (2013)

Tropical Medicine Center (Núcleo de Medicina Tropical) Luiz Carlos Silveira (2010) – PQ 1B

College of Computing Dionne Cavalcante Monteiro

Department of Electrical and Computer Engineering Manoel Ribeiro Filho

UNIVERSIDADE FEDERAL DE MINAS GERAIS – UFMG Department of Psychology Thais Porlan de Oliveira – Site Coordinator (UFMG) Edson Massayuki Huziwara (2013)

UNIVERSIDADE ESTADUAL DE CIÊNCIAS DA SAÚDE DE ALAGOAS – UNCISAL Faculty of Speech Pathology and Audiology Heloisa Helena Motta Bandini – Site Coordinator (UNCISAL) Carmen Silvia Motta Bandini

UNIVERSITY OF MASSACHUSETTS MEDICAL SCHOOL (UMMS)/SHRIVER CENTER FOR MENTAL RETARDATION (EUA) William J. McIlvane – Site Coordinator (UMMS) Leo H. Buchanan Richard Serna William V. Dube

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

The original team had 24 Brazilian members and four members from the University of Massachusetts Medical School (UMAS, EUA). Three new members were affiliated in 2010: Luiz Carlos Lima Silveira (UFPA), Miriam Garcia Mijares (USP), and Raquel Maria de Melo (UNB). Marcelo Benvenuti (USP) was affiliated in 2012. Five researches joined the team beginning January, 2013: Andreia Schmidt (USP/RP), Debora H. Souza (UFSCar), Renato Bortoloti (UFSCar), Edson M. Huziwara (UFMG), and Paulo Roney Kilpp Goulart (UFPA). During the time course of this project the Institute also lost two members: Jorge Mendes O. Castro Neto left in 2010 (due to the work demands of a new job position), and Maria Cecilia Bevilacqua passed away in July, 2013.The current number of members is 35, 31 Brazilian researchers and four researchers from the Massachusetts Medical School (EUA). A researcher that joined the Institute after 2009 is indicated by the year in parenthesis; all the others are members of the original team. The researchers affiliated to the Institute have different backgrounds: Audiology, Computer Sciences, Education, Neuroscience, Psychology, and Speech Pathology. Some of them work on symbolic behavior (main line of research), whereas others contribute with their expertise to an interdisciplinary approach of the research issues and/or take responsibility for technical developments to support research and applications (e.g., the development of a software platform for computerizing teaching procedures and games). Several of the Brazilian researchers are recipients of Research Productivity scholarships (PQ) from the National Council for Scientific and Technological Development (CNPq) as indicated individually. The Institute is directed by an Executive Committee and by site coordinators (one from each affiliated institution), who work close with the local members. The Advisory Committee, which is composed of renowned national and international scientists, provides support and external evaluation. INCT-ECCE Executive Committee and Advisory Committees National Advisory Committee

Executive Committee

Ana Luiza B. Smolka (UNICAMP)

International Advisory Committee Armando Machado (Univ. do Minho, Portugal)

Dora Selma F. Ventura (USP)

Deisy G. de Souza (UFSCar)

Douglas Greer (Columbia University, EUA)

João Cláudio Todorov (UNB)

Elenice S. Hanna (UNB)

Kathryn Saunders (University of Kansas, EUA)

José Aparecido da Silva (USP/RP)

Gerson A. Y. Tomanari (USP)

Krista Wilkinson (Penn. State University, EUA)

Maria Beatriz M. Linhares (FMRP/USP)

Júlio César de Rose (UFSCar)

Michael Dougher (University of New Mexico, EUA)

Maria Teresa A. Silva (USP)

Olavo F. Galvão (UFPA)

Murray Sidman (EUA)

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

The institute (Inct-Ecce): Context and scope

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

The National Institute of Science and Technology on Behavior, Cognition, and Teaching focuses on behavioral science and technology to address symbolic functioning and functional deficits, particularly in children (e.g.,Â dysfunctional communication skills, delayed language development attributable to congenital deafness, failure to achieve basic competencies in reading and mathematics, etc.). Functional deficits in symbolic functioning represent a substantial challenge for affected individuals, their families, and their larger communities. The primary approaches to prevent and remediate deficits in symbolic functioning include behavioral intervention, enhanced educational support, and other interventions to reduce their impact. Our network currently integrates basic, translational, and applied research in a multi-institutional program that addresses numerous aspects of symbolic functioning in children. In continuity with previous work conducted by the same group, in the context of the PRONEX Program (1998-2003; 2004-2007), the primary objective is the scientific analysis of symbolic functioning and their determinants. This objective includes (but is not limited to): 1)

Identification of the necessary and sufficient conditions for development of ageappropriate symbolic functioning;

Development and/or refinement of specific procedures for managing challenges of inter-individual variability in response to therapeutic and/or educational procedures, including those designed to improve function and also those to manage symbolic function deficits prosthetically;

Investigation and development of methodology for establishing symbolic functioning in therapeutic and educational settings.

The Institute is also committed to mentoring to accelerate the professional development of young scientists within the program, and the training of doctoral, master and undergraduate students in the field. Other objectives include: disseminating methods for delivering efficient, costeffective, evidence-based behavioral technology to the educational system and to therapeutic settings; disseminating the findings of the work to the general public in a form that will be readily understandable for individuals without formal training in or experience with science and technology.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Research program

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Relational Learning and Symbolic Functioning: Basic and Applied Research Stimulus Equivalence is an experimental model to simulate symbolic functioning in the laboratory. This model provides procedures to establish symbolic relations and operational criteria to assert that relations are indeed symbolic. Arbitrary relations between stimuli are symbolic if they have the properties of reflexivity, symmetry, and transitivity. If equivalence is a model of meaning, then a series of implications can be experimentally evaluated. For example, a meaningful stimulus should transfer its meaning to abstract stimuli that are equivalent to it. This is what is required in learning tasks that involve arbitrary relations, such as those that are typical of language acquisition (e.g., oral language, sign language, picture exchange communication systems [PECS], etc.) or reading with comprehension (text only acquires meaning when the student learns to relate the symbols to the wordâ&#x20AC;&#x2122;s sounds that, in turn, are symbols of other meaningful stimuli). In the pursuit of behavioral science and technology goals that address symbolic function and functional deficits, three major components of the program are under development: Basic Science, Translational Science, and Applied Science (for a more detailed description, see Annual Report # 1 [2009-2010], at www.inctecce. com.br).

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Overview of scientific topics addressed by the institute: Basic, translational, and applied science

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

The Basic Science component is charged with the development of new knowledge and new methodologies relevant to the understanding and potential prevention or amelioration of symbolic function deficits. Targets of the Basic Science component include the following: a) Investigations of the necessary and sufficient conditions for the development of symbolic functioning, its components, and its precursors; b) Investigations of attentional processes (e.g.,Â observing behavior) that are necessary for the development of symbolic functioning; c)

Further development and refinement of animal models that may inform the analysis of the determinants of symbolic behavior and development of remedial procedures for individuals with deficits in symbolic functioning.

The Translational Science component is charged with effecting the validation of new principles or new procedures derived from basic studies in initial clinical/ educational trials under quasi-controlled conditions. As in translational research in the biomedical sciences, translational behavioral research represents initial efforts to validate laboratory findings and methodologies in environments that emulate certain aspects of laboratory control but introduce also features of environments in which educational or clinical services are provided. The goal is to establish that success of laboratory-derived methodologies does not depend on the highly controlled environments that are typical of basic science projects. Targets of the Translational Science component include research on preacademic and academic instruction; on basic symbolic functioning in children with post- and pre-lingual deafness addressed via cochlear implants; the transition from preverbal to verbal behavior in infants and toddlers (studies that may serve as foundations for further translational research to model early intervention potential and ultimately applications in early intervention for infants and toddlers at risk for neurodevelopmental disabilities); new populations and behavioral capabilities with a specific focus on investigating relationships between brain and behavior. The Applied Science component is charged with developing feasible and cost-effective solutions to widely disseminate evidence-based educational and therapeutic procedures to typical service settings (e.g., schools, hospitals, clinics, among others) that concern improvement of behavioral functioning, especially that relating to symbolic functioning. Ongoing Institute initiatives investigate computer-assisted instructional technology to promote dissemination, such as that which is increasingly possible via the Internet. Related projects concern the development of individualized instructional technology that implements instructional procedures derived from the Instituteâ&#x20AC;&#x2122;s Translational Science Program.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Summary of main scientific results

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

This section summarizes the main results of the scientific investigation carried out by the Institute. The most advanced contribution of the symbolic behavior approach is the demonstration and control of the processes by which a person can respond to new stimuli as if they were already known, a process long referred to as generativity. The approach has allowed the investigation of the conditions under which a repertoire of responding under the control of symbolic relations evolves to new situations not previously experienced. Considering the ongoing status of the research program, some specific projects were completed, some are already well developed, and others are underway and have generated preliminary results. Some projects for which we had to acquire new equipment are currently being implemented. Although the report covers the past year, the findings, as well as methodological and conceptual issues relevant to the main research topic have been described cumulatively, overlapping with the results already presented in Annual Reports #1, #2, #3 and #4. When appropriate, recent or new results will be emphasized (see in press and 2013 references). The description of the status of each project follows the sequential structure listed in Table 1, that includes transitions from basic (Projects #1-3) to translational (Projects #4-6), and to applied (Project #7) research. In the description of a published work, the reference is indicated as an additional source to the original data.

BASIC RESEARCH Complex Relational Learning Methodologies 1A: Categorical-Dimensional Interactions in Symbolic Categories

The major goals of this subproject were to (a) increase the validity of stimulus equivalence as a model of meaning using well-established measures of meaning together with equivalence assessments and (b) investigate whether and to what extent stimuli that comprise equivalence classes, determined by matching-tosample tests, can vary in their degree of relatedness. Work during the initial two years of the INCT provided affirmative answers to the questions contained in both objectives. Different methods showed transfer of meaning from faces expressing emotions to arbitrary stimuli equivalent to them: The Semantic Differential (Bortoloti & de Rose, 2009), Semantic Priming (Bortoloti & de Rose, 2011a), the Implicit Relational Assessment Protocol (IRAP; Bortoloti & de Rose, 2012), and measurement of N400 cortical event-related potentials (Bortoloti, Pimentel, & de Rose, in press).

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

The semantic differential, particularly, allowed for a quantitative estimation of transfer of meaning, showing that relatedness varied as a function of nodal distance and simultaneous or delayed matching in training (Bortoloti & de Rose, 2011b), as well as amount of baseline training (Bortoloti, Rodrigues, Cortez, Pimentel, & de Rose, 2013). A recent development was the psychometric validation of the semantic differential used to quantitatively assess the degree of relatedness between stimuli (Almeida, Bortoloti, Ferreira, Schelini, & de Rose, in press). The indication that equivalent stimuli may differ in their degree of relatedness raises questions about the very concept of equivalence that has been addressed in recent papers (Bortoloti & de Rose, 2011b; Bortoloti et al., 2013). Perez, Almeida, & de Rose (in preparation) extended these methods to investigate transformation of meaning based on relations other than equivalence, finding that arbitrary stimuli trained to be related by opposition to faces expressing emotions indeed acquired an opposite meaning. An important question is to what extent these acquired meanings can be reversed. Almeida & de Rose (submitted) showed that delayed matching, a parameter that enhances transfer of meaning, likewise enhances reversal of meaning when the classes are reversed. These findings can be applied to the important question of reversing socially undesirable attitudes or establishing desired ones. For example, de Carvalho and de Rose (2014) showed that racial attitudes in children are resistant to change but can, to a certain extent, be changed, at least under laboratory conditions, with carefully chosen parameters. Straatman, Almeida, & de Rose (in press) applied similar methods to establish preferences for healthy foods in children. Rabelo, Bortoloti, & Souza (2014) also explored children’s gender attitudes using the IRAP to show that boys playing with feminine toys is socially less acceptable than girls playing with masculine toys. This study is also noteworthy for being the first international study to use the IRAP with children, showing that the IRAP is a potentially useful method to assess implicit cognition in children (a methodological contribution). The most recent advance in this line of research was the establishment of a new laboratory at UFSCar for the electrophysiological investigation of eventrelated potentials (ERPs) that can detect symbolic relations. Earlier findings of other laboratories had shown that the N400 cortical potential, considered an electrophysiological “signature” of semantic relations, could be obtained with arbitrary stimuli related by equivalence. The first published study by the new laboratory confirmed these findings, with more stable electrophysiological baselines than the earlier studies (Bortoloti, Pimentel, & de Rose, in press), suggesting, also, that the latency of the N400 may be sensitive to parameters that influence relatedness of stimuli. This has been confirmed by very recent data, showing that cortical event-related potentials decrease as a function of nodal distance.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Table 1: Scientific programs and research projects included in the original proposal.

PROGRAMS

RESEARCH PROJECTS

BASIC SCIENCE

LABORATORY INVESTIGATIONS OF BASIC PREREQUISITES FOR SYMBOLIC FUNCTIONING 1: Complex Relational Learning Methodologies 1A: Categorical-Dimensional Interactions In Symbolic Categories 1B: Recombinative Generalization of Symbolic Repertoires 1C: Development of Automaticity and Fluency of Symbolic Repertoires1 2: Selective Attending and Observing in Symbolic Task 2A: Procedural Control of Observing Behavior in Matching-to-Sample Tasks 2B: Procedural Control of Observing Behavior in Go/No-Go Tasks 3: Animal Models of Symbolic Behavior and its Prerequisites 3A: Relational Learning in Cebus apella 3B: Relational Learning in Dogs 3C: Relational Learning in Bees 3D: Relational Learning in Pigeons2 3E: Relational Learning n Rats3

TRANSLATIONAL SCIENCE

POPULATIONS WITH DEVELOPMENTAL AND/OR ACQUIRED LIMITATIONS IN SYMBOLIC FUNCTIONING 4: Perception, Discrimination, and Equivalence 4A: Development of Symbolic Function in Infants 4B: Fast Mapping Strategies in Toddler-Age Children 4C: Relational Learning in Newly Hearing Children 4D: Promoting Symbolic Function in Preverbal Populations 4E: Investigating and establishing correspondence between language and the non-verbal environment3 5: Relational Learning in Basic Academics 5A: Basic and Remedial Instruction in Reading 5B: Basic and Remedial Instruction in Mathematics and Related Skills 6: Extensions to Neurobehavioral Science 6A: Laboratory-Derived Neuropsychological Methodology 6B: Translational Studies of Neurobehavioral Effects of Mercury Exposure

APPLIED SCIENCE

DISSEMINATION OF METHODS FOR DELIVERING EFFICIENT, COSTEFFECTIVE, EVIDENCE-BASED BEHAVIORAL TECHNOLOGY 7: Behavioral Technology Delivery Systems 7A: Reading, Writing, and Mathematics in the Classroom 7B: Computer-assisted Instruction 7C: Augmentative Communication (CI, AAC, etc.) 7D: Motivational Analyses in Instructional Environments 7E: Virtual Reality Applications

The project was canceled because the principal investigator on this topic (Jorge Mendes O. Castro) left the Institute in 2010. 2 Projects 3D and 3E are additions to the original proposal; their objective is to allow for inter-species comparisons. 3 Project 4 E was added to the original research program. 1

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

1B: Recombinative Generalization of Symbolic Repertoires

This topic focus the emergence of novel behavior through the process of recombinative generalization, defined as “differential responding to novel combinations of stimulus components that have been included previously in other stimulus contexts” (Goldstein, 1983, p. 281). Several of our studies have generated recombinative generalization in textual reading and identified variables that favor or precludes the development of recombinative reading (de Souza, de Rose, Faleiros, Bortoloti, Hanna, & McIvane, 2009; Hanna, Karino, Araujo, & de Souza, 2010; Hanna et al., 2011; Hübner, Gomes, & McIlvane, 2009; Leite & Hübner, 2010). Some critical factors are the use of overlapping stimuli components, the variation of elements to be recombined within the larger units and among different compound stimuli, the size of the compound stimuli from which the elementary control is abstracted, and the amount of training. A doctoral dissertation (Coelho, 2013) investigated the effects of teaching one-syllable words on reading novel two-syllable words that combined the individual syllables. A study conducted with literate blind adults extended the results of Hanna et al. (2011) to reading texts in Braille, showing rapid acquisition of textual behavior to tactile stimuli and generalization to novel stimuli (Quinteiro, Hanna, & de Souza, submitted). Taken together, these studies supported the distinction between combining and recombining elements (of stimuli and/or of responses) as underlying processes in the generativity of novel repertoires. An important condition for recombinative generalization is control by smaller textual units. Rico, de Freitas, de Souza, & de Rose (in preparation) showed that abstracted control by minimal textual units can be established by multiple-exemplar training. This abstraction of minimal textual units is a component of phonological awareness, a cluster of discriminative abilities that is strongly linked to reading acquisition. Bandini, de Souza, & Santos (2013) also showed that phonological awareness is strongly linked to working memory and lexical knowledge. Other studies sought to identify similarities and differences in symbolic processes involved in musical and textual reading. The results indicated that for both, textual and musical reading, overlapping stimuli components used in training are a critical feature of the development of stimulus control by the same components when embedded in novel stimuli (Hanna et al., 2011; Perez & de Rose, 2010). Also concerning musical reading, recent results confirmed that visual-visual relations are easier to teach and to maintain than auditory-visual relations that involve musical stimuli. Teaching a productive response (i.e., touching keyboard notes) was more effective than teaching receptive responses in a matching-tosample procedure on equivalence class formation and stimulus control transfer to a new response. Finally, teaching visual-visual matching relations between

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

musical notations and keyboard positions showed transfer to playing the keyboard without direct teaching. These results, together with previous findings, may suggest parameters for a program to teach musical reading. Other studies have focused recombinative generalization of words within sentences. The abstraction of words and their position in sentences are critical for both semantic and syntactic repertoires. Correa, Assis and Brino (2012) found that the overlapping of words in dictated sentences engendered the composition of sentences under conditional control. Golfeto & de Souza (in press) demonstrated the comprehension of novel sentences by prelingually deaf children using cochlear implants, based on the recombination of previously learned relations between spoken sentences and the corresponding actions presented via video clips. In a related line of research, it was found that when spoken pseudo sentences are included in equivalence relations with meaningful actions and pictures, they acquire meaning and exert instructional control on the behavior of performing the actions specified in the sentences (de Souza, Postalli, & Schmidt, 2013). The generality gained on the variables that are critical for the occurrence of recombinative repertoires has important implications for designing instructional procedures and organizing teaching conditions to establish or enhance symbolic behavior.

Selective Attending and Observing in Symbolic Task 2A: Procedural Control of Observing Behavior in Matching-to-Sample Tasks

Performance in discriminative and conceptual learning tasks critically depends on how participants look at particular stimuli and the stimulus display. Failures of children in these tasks, particularly children with intellectual disabilities, often result from insufficient or incorrect observation of the stimuli. Even when participants look at the stimuli, their behavior may be controlled by stimulus features, or by relations between stimuli, that may be detrimental to the intended performance. Participants may acquire a baseline that is a prerequisite for conceptual or symbolic behavior, and yet they may perform the behavior under stimulus control that is incompatible with the emergence of the intended conceptual and symbolic behavior. In experiments of conceptual and symbolic behavior, verifying the stimulus relations that control baseline performance and ensuring that the stimulus control of baseline performance will not interfere with the intended emergent performance are important. A study by de Rose, Hidalgo, & Vasconcellos (2013) used a procedure to ensure that two-choice matching-to-sample baseline would be controlled by both sample-S+ and sample-S- relations, in which children knew both that the selected stimulus was the correct one for a particular sample and that the other stimulus was

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

the incorrect one. With this procedure, children showed the immediate formation of equivalence classes. When only sample-S- relations were established, however, classes were not formed, suggesting that both controlling relations are necessary. Grisante, de Rose, & McIlvane (2014) adapted this procedure to establish both sample-S+ and sample-S- relations in preschool children and participants with Down Syndrome and found a high “yield” of equivalence relations. Tomanari and others have developed effective procedures, using sophisticated eye-tracking devices, to monitor and manipulate controlling relations in matchingto-sample procedures that allow corrections of undesired controlling relations at the moment they arose. This will potentially increase the yield of equivalence classes, with promising applications for teaching individuals with intellectual disabilities (Dube et al., 2010; Endemann, Pessôa, Perez, & Tomanari, 2011; Perez & Tomanari, 2013; Pessôa, Huziwara, Perez, Endemann, & Tomanari, 2009). 2B: Procedural Control of Observing Behavior in Go/No-Go Tasks

Earlier results (e.g., Debert, Matos, & McIlvane, 2007; Debert, Huziwara, Faggiani, de Mathis, & McIlvane, 2009) showed that a go/no-go procedure was a promising alternative to generating equivalence relations between elements of compound stimuli. New results confirmed the potential of the go/no-go procedure, showing that positive outcomes with human adults are independent of training directionality (Grisante, Galesi, Sabino, Debert, Arntzen, & McIlvane, 2013). These results suggest that differences in the “yield” of equivalence relations with human adults may be related to the successive or simultaneous discriminations established during baseline and testing. The results of studies with typically developing children after simple successive discriminations also showed the formation of functional classes (Canovas, 2013; Canovas, Debert, & Pilgrim, submitted; Canovas, de Souza, & Barros, 2013) and the formation of symbolic relations after a go/no-go procedure with compound stimuli (Debert, in press). The group also demonstrated identity matching with compound stimuli, in teaching musical notes (Salvatori, Silva, Almeida, Modenesi, & Debert, 2012) and ideograms (Rebello, Yu, Bertoldo, Duckur, & Debert, 2010). A recent doctoral dissertation (Modenesi, 2013) showed the emergence of contextual control derived from a baseline of successive discriminations established through the go/no go procedure with compound stimuli, thus extending the findings on the conditions under which contextual control can evolve. In go/no-go procedures with compound stimuli, the elements to be related are displayed together, side by side. This may simplify the requisites of observing and scanning the stimulus display. Therefore, the procedure may be helpful in teaching applications with young children and learners with intellectual disabilities who may have difficulties observing and scanning more complex displays, such as those involved in matching-to-sample procedures.

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Go/no-go procedures have also shown promise in research with pigeons (Campos, Debert, Barros, & McIlvane, 2011) and with capuchin monkeys (see 3A). A recent study demonstrated the emergence of associative symmetry in pigeons after baseline training on concurrently arbitrary successive matching (go/ no go) and two oddity successive matching tasks [Campos (Member of the INCT as doctoral student), Urcuioli & Swisher, 2014]. This finding rules out the need to train identity matching along with arbitrary relations for the emergence of symmetry, as suggested by previous studies (Frank & Wasserman, 2005; Urcuioli, 2008).

Animal Models of Symbolic Behavior and its Prerequisites 3A: Relational Learning in Cebus apella

Recent studies searching for the prerequisites for demonstration of equivalence class formation in capuchin monkeys (Sapajus spp., formerly Cebus spp.) went beyond mere analysis of arbitrary matching acquisition and performance, leading to the identification of interesting processes that allowed development of larger baselines. Such baselines were designed to encourage stimulus control topographies that could facilitate relational learning and development of true symbolic matching to sample performances. ●● Brino et al. (2010) reported the first instances of exclusion in capuchin monkeys that suggested that new arbitrary matching performances could be generated in the context of an identity-matching baseline. These findings were systematically replicated by Campos, Brino, and Galvão (2013). ●● Brino et al. (2011) and Brino, Galvão, Barros, Goulart, and McIlvane (2012) demonstrated processes associated with restricted stimulus control during stimulus control shaping with capuchin monkeys, thereby clarifying sources of previous failures of the shaping procedures and pointing to methods to enhance shaping effectiveness. The foregoing series of studies were part of an ongoing project aimed at developing a fruitful animal model of complex behavior that might prove useful in understanding development of symbolic processes in preverbal humans. Other examples from this program include: ●● Analyses of go/no-go procedures (see 2B) intended to resolve certain difficulties in simultaneous-choice baseline training; ●● Experimental simulations that reproduce critical features of natural settings (e.g., a clear indication of functional equivalences class formation was obtained using a three-dimensional apparatus that simulated search for food, thus aligning experimental procedures with monkeys’ natural foraging skills (Barros, Souza, & Costa, 2013);

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●● Careful arrangement of multiple trial types in a sequence of experimental tasks: the property of symmetry in conditional relations could be inferred in capuchins by comparing savings in the acquisition of relations that could emerge by symmetry and other relations that could not (cf. Velasco, Huziwara, Machado, & Tomanari, 2010). Methodologies for teaching discriminative repertoires in capuchin monkeys have also been successfully used in the assessment of color discrimination (Goulart, Bonci, Galvão, Silveira, & Ventura, 2013; Makiama, Goulart, & Galvão, 2011). Such studies are also important for the objectives of project 2A. Other recent noteworthy research outcomes with the capuchin monkeys: ●● Demonstration of generalized identity matching-to-sample after multiple exemplar training in capuchin monkeys (Brino, Galvão, Picanço, Barros, Souza, Goulart, & McIlvane, in press); ●● Development of reversal learning set in simple discrimination (Barros, Picanço, Costa, & Souza, 2012); ●● Simple discrimination and matching-to-sample with objects in infant and adult capuchin monkeys (Souza, Fonseca, & Dahas, 2011). ●● Analysis of topographies of stimulus control as a function of the number of comparison stimuli in conditional discrimination in capuchin monkeys (Queiroz, Barros, Brino, & Truppa. 2011). It is worth noting also that the experimental school facilities have been available for studies of other processes (e.g., monkey vocalizations and tool use [Lessa et al., 2011], behavioral development, social interaction and dominance), and also for academic training purposes. 3B: Relational Learning in Dogs

The high sensitivity of dogs to human behavior (i.e., to survive, dogs must comprehend human signals) is probably attributable to their co-evolution (Dahás, Neves Filho, Cunha, & Resende, 2013), raising the question of whether this would facilitate the acquisition of arbitrary relations, a subject not well explored in the field and that could shed light on the precursors of symbolic behavior. Studies performed with dogs showed that these animals learned simple discriminations (Huziwara, Montagnoli, & de Souza, submitted), formed functional classes (Dahás, Brasiliense, Barros, Costa, & Souza, 2010), and showed improved performances in visual discrimination reversals (Montagnoli, Huziwara, & de Souza, in preparation), and with compound visual and olfactory stimuli (Dahás, Brasiliense, & Souza, submitted; Dahás & Souza, submitted). Other studies were successful in establishing auditory-visual matching-to-sample as a baseline to investigate skills such as learning by exclusion and joint attention (de Freitas, Reis, Mizael, Domeniconi, 2012). One study established simple visual discrimination and assessed S+/S- control in exclusion and control trials (Zaine, Costa, & Domeniconi,

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in press). However, difficulties have been found in developing effective procedures to establish arbitrary visual-visual matching-to-sample baselines with this specie (Huziwara et al., submitted). This is an important challenge for new explorations on this subject. Future studies in this line of research may take into account recent data showing that cooperative or communicative situations between dogs and humans can facilitate the learning of discriminative repertoires in domestic dogs (Souza, Brasiliense, Assumpção, Yonezawa, & Dahás, in preparation). 3C: Relational Learning in Bees

Discrimination learning in New-world bees (Melipona) is understudied, except by the pioneer work of Pessotti. Our studies showed that Melipona quadrifasciata and Melipona rufiventris learned simple discriminations (Moreno, de Souza, & Reinhard, 2012) and identity matching-to-sample (Moreno & de Souza, in press), but not arbitrary matching-to-sample (Moreno et al., 2012). Old-world bees (Apis), in contrast, showed above-chance performance in arbitrary matching, but no indication of symmetry. The difference in performance of the two species may be related to foraging conditions in the environments of these species, and deserve further investigation. In a recent doctoral dissertation (Moreno, 2012) meliponas that learned a simple discrimination were subjected to exclusion probes with new stimuli that substituted for the S- on some trials and S+ in other trials. They exhibited indications of control by selecting the S+ and rejecting the S-. Given the relevance of these stimulus control topographies (see 2A) for the emergence of novel relations, and the fact that when tested for control by elements of compound stimulus Meliponas did not show restricted stimulus control (Moreno et al., in press), this species could provide a suitable model of the precursors of symbolic behavior. 3D: Relational Learning in Pigeons

Research with pigeons was not in our original proposal, but was prompted by other research investigating relational learning with this species. Despite several failures reported in the literature with this species, studies showed promising results of combining conditional temporal-visual and visual-visual conditional discriminations to pigeons, after which the birds showed the emergence of associative symmetry (Velasco, Tomanari, Machado, & Huziwara, 2010) and transitive relations (Huziwara, Velasco, Tomanari, de Souza, & Machado, 2012). See also the studies of Campos et al. (2011; 2014) using go/no go procedures (2B). Animal models (e.g., in monkeys, dogs, bees, pigeons, and recently, rats) are a relevant component of the Institute’s research program, not only in terms of conceptual and methodological developments, but also because of the substantial work designing effective procedures to teach these species. Developing methods of investigating and teaching these species may uncover critical variables for basic learning processes. These variables can then be incorporated into methods

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for evaluating and teaching individuals with disabilities (e.g., alternative and augmentative communication, assessment of non-verbal humans, etc.).

TRANSLATIONAL RESEARCH Perception, Discrimination, and Equivalence 4A: Development of Symbolic Function in Infants

Institute researchers have already made significant advances in methods to work with this challenging population (e.g., Gil, Oliveira, & McIlvane, 2011). Methods to study simple and conditional discriminations have been developed to study infants as young as 10 months. These are remarkable methodological advances that have permitted to investigate infantsâ&#x20AC;&#x2122; capacities at much earlier ages than usually reported in the literature. For instance, simple discrimination learning has been found with infants from 10 months old (Gil, Sousa, & de Souza, 2011; Sousa, Garcia, & Gil, in press). From this age, children also showed reversal learning (Sousa & Gil, in press) and learning sets, i.e., learning to learn, meaning that infants show progressively faster learning as series of similar discriminations are acquired, and ostensive pairings were effective to teach discriminations to infants from 15 months (Sousa, doctoral dissertation). A recent breakthrough is the demonstration of stimulus equivalence with children between 24 and 27 months (Almeida, ongoing doctoral dissertation). Several studies investigated responding by exclusion in infants (see also section 4B). Sertori (master thesis) was able to teach auditory-visual conditional relations by exclusion to 13 month-old children. Moreover, in this study, infants learned to respond to a â&#x20AC;&#x153;blankâ&#x20AC;? choice (indicating that the other choice was not appropriate). Thus, it was possible to demonstrate that the infants learned both the choice to be selected and the choice to be rejected in two-choice conditional discriminations. These studies investigated capabilities that presumably are involved in language acquisition. A study by Cruvinel and Hubner (2013) conducted a longitudinal investigation of language acquisition in one infant from 17 to 24 months, recording the frequency of different types of verbal relations, clarifying the developmental sequence and effects of the interaction with the caregivers. 4B: Fast Mapping Strategies in Toddler-Age Children

Several recent studies investigated matching-to-sample by exclusion and emergent mapping with names, adjectives, and verbs in 24- to 36-month-old children. A large pool of more than 80 children virtually always responded by exclusion, either with names, adjectives, or verbs, thus extending fast mapping (usually investigated with object-name relations) to other kinds of verbal relations. A single exclusion trial, however, does not necessarily lead to learning

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the relations between words and referents, although the probability of learning markedly increases with children age (Schmidt, submitted) and with the number of exclusion trials (e.g., Grisante, Costa, Domeniconi, de Rose, & de Souza, 2013). Most studies on exclusion responding used spoken names as samples. Ribeiro (master thesis) used pseudo-words in a context that simulated adjectives, with 24 month-old infants, finding that children did select corresponding pictures. L. M. R. de Souza (master thesis] showed exclusion responding in a play setting by children between 12- to 36-months old. Social cues can also enhance mapping by exclusion (Barbosa, Gomes, & Schmidt, submitted). We have also replicated and extended previous findings on learning by exclusion to children diagnosed with autism spectrum disorders (Langsdorff, Gomes, & Domeniconi, submitted). Cippola, Domeniconi, and Machado (2014) found responding by exclusion in temporal discrimination tasks: participants learned a conditional discrimination in which samples were different durations, and choices were visual stimuli. When undefined durations were presented, participants choose undefined alternatives, showing, therefore, exclusion of the undefined durations. Other important results on responding by exclusion were obtained with infants and already discussed in the previous section (4A). 4C: Relational Learning in Newly Hearing Children

The development of useful technologies for auditory rehabilitation in children who have received cochlear implant has been possible because of the collaboration with the Center for Audiological Research at the Rehabilitation Hospital of Craniofacial Anomalies (CPA/HRAC/USP) in Bauru. To benefit from the implant, prelingually deaf children must learn the meaning of environmental sounds, including speech sounds. Our studies have documented the learning process stepby-step under rigorous experimental control. The methodologies that are being developed can contribute to the generation of rehabilitation technologies for this population and elucidation of the causes of failure or only partial success of some implants. A preliminary study showed the formation of auditory-visual equivalence classes, hence symbolic behavior, in 12 prelingually deaf children after cochlear implantation (Almeida-Verdu et al., 2008). Recent research extended the sample to more than 30 prelingually deaf children, across a series of studies (Almeida-Verdu, Terra, Bevilacqua, & de Souza, Submitted; Almeida-Verdu, Souza, de Souza, & Bevilacqua, 2009; Anastacio-Pessan, Almeida-Verdu, Bevilacqua, & de Souza, Submitted; Battaglini, Almeida-Verdu, & Bevilacqua, 2013;). Related to the Project 4B, learning by exclusion was used to increase listening comprehension in hearing impaired children with cochlear implant (Battaglini, Almeida-Verdu, & Bevilacqua, 2013), thus replicating and extending the findings of Almeida-Verdu et al. (2008)

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Other studies showed that orofacial cues inserted into matching-to-sample training facilitated learning and increased accuracy in equivalence tests (AlmeidaVerdu, Souza, de Souza, & Bevilacqua, 2009). The vocalizations of such children are often imperfect. Our studies showed improved speech intelligibility after auditory-visual matching-to-sample (Almeida-Verdu, Matos, Battaglini, Bevilacqua, & de Souza, 2012) and after shaping verbal topographies (Almeida-Verdu, Souza, de Souza, & Bevilacqua, 2009; Golfeto, 2010; Souza, Almeida-Verdu, & Bevilacqua, 2013). Moreover, picture naming increased when children learned to read the corresponding printed words (Anastácio-Pessan, Almeida-Verdu, Bevilacqua, & de Souza, in press; F. M. Lucchesi, master dissertation, 2013). Cochlear implant users also learned auditory-visual matching-to-sample with dictated sentences as samples and video-clips as comparison stimuli, with the scene expressed in the sentence as the correct choice (Golfeto & de Souza, submitted). Additionally, the development of an operant procedure to measure auditory threshold has been useful in the preliminary stages of implant fitting (da Silva et al., 2011a, b). The laboratories at UFMG (Passarelli et al., 2013; M. A. S. de Morais, master thesis defended in 2013) and UFPA (F. S. Pereira, master thesis, 2013) have recently joined this research program, and other studies with implant users are currently underway. Research of the Institute up to this point has developed very effective methods to improve receptive language in cochlear implant users, i.e., they show marked progress in understanding. Current research is focusing on methods to improve speech intelligibility, based on training vocal imitation (combined with auditory-visual matching) and reading. The team conducting this research effort suffered a big loss in the last year, with the death of Institute member, Dr. Maria Cecilia Bevilacqua, Head of the Center for Audiological Research of Hospital de Reabilitação de Anomalias Cranio-faciais (USP-Bauru). The partnership of the INCT with the Center for Audiological Research continues, nevertheless, under the new chairperson, Dr. Adriane Lima Mortari Moret, that is expected to join the INCT. 4D: Promoting Symbolic Function in Preverbal Populations

An important result in this line of research was the demonstration of auditoryvisual equivalence class formation with autistic children after visual-visual matching relations training, with auditory stimuli as specific consequences (Varella & de Souza, submitted). This remarkable result contributes to overcome a barrier to language development in many autistic children, which is the acquisition of auditoryvisual relations, thus establishing the relationship between words and referents. Ongoing research in newly created Centers for Children with Autism Spectrum Disorders at USP (CAIS - Centro de Apoio ao Autismo e Inclusão Social) and UFPA

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(APRENDE - Atendimento e Pesquisa sobre Aprendizagem e Desenvolvimento) have been investigating variables related to parent training (Borba and Faggiani, doctoral dissertations), variables affecting success of behavior-analytic protocols used in treatment (Barboza, master´s thesis), the elaboration and implementation of behavior-analytic protocols for the development of prerequisite repertoires (Muniz, master´s thesis), variables in the integration of listener and speaker (naming) repertoires (Carneiro and Santos, master´s thesis), the role of joint attention in verbal development (Silva, doctoral dissertation), a comparison of two procedures for teaching auditory-visual relations (Costa, master´s thesis), observational learning (Brasiliense, master´s thesis), and equivalence class formation via simple discrimination and identity matching-to-sample training with specific reinforcement (Santos, master´s thesis). Researchers from UNCISAL identified a population of deaf persons with no formal language, either vocal or sign language. This population is particularly important for the study of the first instances of the acquisition of language and thus the study of symbolic processes. 4E: Investigating and establishing correspondence between language and the non-verbal environment

This is a new development, not included in the original plan. Symbol and language are useful to the extent that they inform about the non-verbal world. INCT researchers have adapted methods in this field to study children’s self-reports about academic and non-academic behavior. Domeniconi, de Rose, & Perez (2014), and Cortez, de Rose, & Montagnolli (2013), found that, as tasks become more difficult and children make more errors, the proportion of incorrect responses reported as correct increases. A correspondence training was effective to reestablish truthful self-reports. Cortez, de Rose, & Miguel (in press) found that accuracy of self-reports varies for different tasks: children tend to report accurately about non-academic and non-competitive tasks. However, inaccurate self-reports may increase in academic and/or competitive tasks. Correspondence training was effective to establish accurate self-reports and this generalized across tasks, and was maintained in follow-up assessments. Ongoing research is investigating variables that influence correspondence and the efficacy of correspondence training.

Relational Learning in Basic Academics Projects in this translational program address a longstanding interest of this group, namely the application of laboratory-derived methods to establish very early instances of reading printed words and relating them to their visual referents (e.g., objects, pictures, etc.) and auditory counterparts in children at risk for or already exhibiting protracted failure in school. The Institute has been working to further

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develop and refine a model research curriculum and investigate extensions of the methodology to the realm of basic mathematic skills. This translational research effort is intended to serve as an ongoing and expanding conduit of new or refined methodology for the Instituteâ&#x20AC;&#x2122;s Applied Science Programs, in which laboratoryderived and validated instructional technology is exported for use in regular and special education classrooms and other rehabilitation settings. 5A: Basic and Remedial Instruction in Reading

Research continued on the instructional program to teach basic reading and spelling skills to elementary school children who fail in initial reading acquisition. Several studies expanded both the scope of the program and the populations it could benefit. Adaptations of the program have been successfully implemented with illiterate adults (Bandini, Bandini, Sella, & de Souza, in press), individuals with intellectual disabilities (Benitez & Domeniconi, submitted), deaf children with hearing aids and FM systems to improve the sound input (Bandini, Bandini, & de Souza, in preparation), and children with cochlear implants. Another adaptation in progress will teach relations between signs and printed words, instead of teaching relations between spoken words and printed words; the study will allow comparisons of the acquisition of auditory-visual and visual-visual arbitrary relations and its effects on the emergence of symbolic relations, with implications for a better understanding of the underlying processes in the acquisition of sign language. A preliminary study showed that this method is effective for the acquisition of a limited set of these relations, so this is a promising method for a more general teaching program (Garcia, ongoing doctoral dissertation). Additional research sought to adapt the reading program for use with different populations. De Freitas (doctoral dissertation, 2013) adapted the program for use with individuals with intellectual deficits and identified several prerequisites that were absent in this population. She developed a program to teach the required prerequisites and showed that participants that concluded this prerequisite program could advance in the reading program. Zaine, Domeniconi, & de Rose (2014) investigated a different procedure to adapt the reading program for children with intellectual deficits, with the use of specific consequences. This method was effective to teach a limited set of words, suggesting that it can be used in a more general program. Bandini, Bandini, Sella, & de Souza (in press), adapted the reading program to be used with illiterate adults. Participants completed both modules of the program, learning to read and spell simple words with the first module, and complex words with the second module. The reading program used so far has focused on reading, and showed the emergence of spelling, although usually spelling accuracy lags behind reading accuracy. Reis, Postalli, & de Souza (2013) developed a parallel program to

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teach spelling. They found that, besides learning to spell, reading also emerged, with reading accuracy approaching that of spelling accuracy, but not reaching it. Programs developed to be used in schools, therefore, will have to focus both on reading and spelling, to maximize their efficacy. The program has also been adapted for implementation by the family members of children with intellectual disabilities (Benitez & Domeniconi, submitted). Some investigations addressed new programs to teach more advanced reading skills, including the reading of sentences and short books (Felippe, Rocca, Postalli, & Domeniconi, 2011), sentence construction under conditional control (Correa, Assis, & Brino, 2012), and distinction between affirmative and negative sentences (Assis, Motta, & Almeida-Verdu, submitted). 5B: Basic and Remedial Instruction in Mathematics and Related Skills

Important advances in this subproject included the following: development and application of tests for arithmetic repertoires in elementary school children (Carmo, Fioraneli, Castro-Caneguim, & Gualberto, submitted) and pre-arithmetic repertoires in preschool children (Gualberto, Aloi, & Carmo, 2009); the construction of a scale to measure mathematical anxiety, applied to over 1100 elementary school children for its validation (Mendes, & Carmo, submitted); and the development and systematization of equivalence-based procedures to teach mathematical operations of addition and subtraction to elementary school children (Henklain & Carmo, 2013a, 2013b). Equivalence-based procedures were also successfully used to teach proportion (Santos, Cameschi, & Hanna, 2012) and monetary skills to an elderly person with Alzheimerâ&#x20AC;&#x2122;s disease (Cavaleti & Carmo, 2012). A proposal of a curriculum (Carmo, 2013) established a route for the systematic investigation of the acquisition of the proposed skills and its determinants (procedural variables, sequencing, types of activities); this will be the focus of this research line in the near future.

Extensions to Neurobehavioral Science 6A: Laboratory-Derived Neuropsychological Methodology

Discrete-trial choice experiments on spatial location remembering, delayed identity and arbitrary matching-to-sample, and feature matching-to-sample have been conducted to assess cognitive behavior and executive function in Sapajus spp. (see 3A). Such procedures have been successful in teaching monkeys to remember sequences of up to 9 stimulus locations with greater than 90% accuracy in 30 s delayed identity matching. Category stimulus classes have been obtained with simple discrimination procedures. These nonverbal methods are currently being applied with children who live in metropolitan regions to assemble a battery

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of non-verbal tests to assess cognitive impairment produced by mercury poisoning in children from riverside communities. 6B: Translational Studies of Neurobehavioral Effects of Mercury Exposure

Expeditions to a community on the banks of the Tapajós River resulted in the assessment of a pool of children contaminated with mercury. For verbal populations, recent advances include a new procedure to assess deficits in speech perception in children with language disorders (Ferrari, 2013). Ongoing research is also investigating an assessment battery for patients with aphasia (Nelson & Galvão, 2010; Nelson, et al. submitted). These studies are likely to provide useful methods for adaptation to the mercury project. Neurophysiological measures of effects of mercury poisoning have been also investigated by INCT members at UFPA (Khoury et al., 2013).

APPLIED RESEARCH Dissemination of Methods for Delivering Efficient, Cost-Effective, Evidence-Based Behavioral Technology One of the main goals of this Institute is the development of cost-effective solutions to demands for the ample dissemination of evidence-based procedures to teach symbolic repertoires. Procedures, instructions, and materials for professionals (e.g., teachers, psychologists, speech-pathologists, and parents) are also very important to assure the intended dissemination and should be considered along with the development of teaching procedures for the target populations. The specific research projects have focused on three major problems: difficulties in the acquisition of academic behaviors (i.e., reading, writing, and mathematics), difficulties related to deafness (users of cochlear implants or other devices) that require habilitation/rehabilitation of auditory function, and difficulties in the acquisition of basic relational repertoires in persons with more severe disabilities (e.g., intellectual disabilities and autism). 7A: Reading, Writing, and Mathematics in the Classroom

The scientific knowledge about the teaching of reading and spelling has informed the development of instructional programs to solve or alleviate difficulties in reading and writing (see 5A). The format of the teaching programs was well suited for computerized application. Initially, this application was conducted in Computerized Classrooms for Beginning Readers (Unidades de Iniciação à Leitura) at UFSCar, UnB, UFPA, and UNCISAL that operate in collaboration with public schools (the classroom at UFSCar, for example, has been operative since 1998 and has received more than 900 children since then). The instructional programs

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comprise a series of teaching units or lessons (20 in Module 1 and 80 in Module 2) and are applied in an extensive regimen (from three to five teaching sessions per week) across several months. These classrooms and their instructional programs attracted the interest of many schools and towns that decided to implement the programs to all of the students with difficulties in reading and writing. The program has been used in Muzambinho, MG, Ibaté, SP, and Boa Esperança do Sul, SP, and continues to be used in Bauru, SP, Brasília, DF, Buritizal, SP, Limeira, SP, and Maceió, AL. The reading program is also being used with deaf children via FM systems, assuring optimal hearing of the sounds. This use of the program is currently under expansion, reaching several towns in the Southeastern, Northeastern, and Central Western regions of the country. The direct application of these teaching programs to solve everyday educational problems confirmed previous results obtained in experimental situations, provided additional support to the claim that the programs can contribute to a decrease in school failure in concrete situations (e.g., de Souza et al., 2009; Reis, de Souza, & de Rose, 2009), and impacted public policies regarding municipal education. Since the second semester of 2010, the feasibility of the application of the programs via the Internet has been under evaluation. The program, adapted for implementation via the Internet, has been applied to more than 1,300 students; 473 (36.4%) of them completed at least the first teaching unit, that teaches 15 words. Results have been encouraging but also required some adjustments in the task flow and management of the criteria for transitions from one lesson to the next (this is not a problem in the instructional program but in its management by the new software, for implementation through the Internet). A new version, taking in consideration the data obtained during 2012, has been under evaluation since then. More conclusive data are expected during the years 2014/15. An important recent development has been the integration of the reading curriculum with a game that creates a context for the reading tasks (Marques, & de Souza, 2013; Siqueira, Barros, Monteiro, de Souza, & Marques, 2012; Souza Junior, Monteiro, Pereira, Barros, & Marques, 2012). This is the result of a productive interaction between psychologists and computer scientists, in search for optimal conditions for the engineering of effective teaching technologies (including technical and motivational features). Also underway is research on the evaluation of the effectiveness and transportability of instructional technology to promote symbolic function and auditory competency in users of cochlear implants. With the same strategy used for the reading program, we are elaborating a systematic sequence of tasks to build a curriculum for listening comprehension and the improvement of speech intelligibility. Under some circumstances (e.g., for children who are beginning to read in elementary school), the reading program could be used in association with other teaching modules. The ultimate goal will be to implement a “virtual” laboratory for auditory rehabilitation, so that teaching procedures will be readily accessed through the Internet for application supervised by speech pathologists or parents.

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The same platform shall be used for the development and implementation of programs for teaching of pre-mathematics and basic mathematics. These programs are currently being evaluated experimentally as part of the Translational Research Program (see 5B). 7B: Computer-Assisted Instruction

The remote application of the programs requires supervision of the students while they work on the computers. Thus, we have been preparing teachers and proctors to go through this instructional technology, assisted by the computer. For this purpose, we elaborated Application Guides: one on the instructional programs and another on how to use the software platform. The guides, together with some video clips and PowerPoint presentations, have been used in workshops to prepare participants to use the programs. The guides are available at http://geic.dc.ufscar. br:8080/GEICsite/documentacao.jsp. The software can be used to elaborate programs tailored to individual studentsâ&#x20AC;&#x2122; specific needs. Future developments in this project include the preparation of a videotaped tutorial. This resource will improve the workshops and could be used remotely for teachers who cannot attend the workshops. 7C: Augmentative Communication (CI, AAC, etc.)

This topic has been developed mainly by the Institute members at UMMS and will not be reported here 7D: Motivational Analyses in Instructional Environments

Two ongoing doctoral dissertations have been investigating the effects of introducing potentially motivational variables to the reading program (5A). Veiga investigated the effects of a token system in which points, contingent on correct responding, are exchanged, at the end of the session, by the opportunity to play videogames. The data analysis is underway ant the results will be compared with those of the regular program. Additionally, observational data will analyze the studentâ&#x20AC;&#x2122;s behavior during the lessons. Marques embedded the teaching tasks of the reading program in the context of a game in which completing teaching units lead to new scenarios and higher difficult levels. The students had the opportunity to choose between lessons with or without the game; most of them preferred the game-like lessons. The data analysis has been looking to the effects on reading performance across the teaching program. 7E: Virtual Reality Applications

So far, this topic has been studied as part of the Basic Research Program. Capuchin monkeys (Brito, Ribeiro, & GalvĂŁo, 2008) learned simple discriminations in a computer task that simulated a 3-D forest; the stimuli to be discriminated were fruits and several choices could be made at each single trial. The teaching

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

programming included several variables that enhance learning such as fading in the negative stimulus (3A). Pereira, Canovas, & de Souza (in preparation) used the same software to teach series of simple discriminations with different stimuli to pre-school children (4A). In both cases, the acquisition of the discriminations was rapid and virtually without errors. Applications to educational settings will continue as a goal for future work.

Publications The main indicators of the progress in the Research Program are the publications, analyzed in this section. Details of the research methods and data obtained during the period covered by this report are described in papers, books, and book chapters. The reference list of publications (published, in press and submitted articles, books, and book chapters) during the 2013-2014 period, is presented in Appendix I. Appendix II presents a list of journals in which the papers appeared and their distribution according to the categories of QUALIS/ CAPES. A great deal of research has been reported in master theses and doctoral dissertations that are listed in Appendix III. Extended abstracts of some selected papers are presented in Appendix IV. For the list of publications in previous years, see Reports #1 to #4 [Considering that the reports cover the period of one year, beginning April, 2009, the numbers in the reports do not match the numbers found in Curriculum Lattes, in which a year period begins in January] (http://www. inctecce.com.br). Table 2 presents the number of publications during the period of this report and, for comparison purposes, the publications in the first four years of the project. During this fifth year, the Institute published 60 articles; 42 articles have been accepted for publication; and 40 papers were submitted to scientific journals. During the five years the Institute produced 316 [These totals are lower than those found in the individual Curriculum LATTES due to the removal of duplications, incorrect entries, and publications not related to the main focus of this Institute] published items (234 papers and 82 books and/or chapters). The total amount of papers published in the later year is the highest so far, as shown in Figure 1. In this figure, the column identified as baseline indicates the annual average of publications of this group during the period of five years (2003-2007) prior to the beginning of the Institute. The database for this calculation was the list of publications reported in the project submitted to Edital 15/2008 (p. 115). Compared with the baseline, the total number of publications increased systematically across the 5 years. This trend is clearly identified in Figure 2 that shows the cumulative number of publications for the whole period.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Table 2: Publications during 2009 -2014 (first 5 years).

Years

Total

Average a (Papers/researcher)

1 Published

2 In Press

3 Submitted

1+2

1 Published

2 In Press

1+2

JOURNALS 1

1.3

1.1

2.4

1.4

1.2

2.6

2.0

1.1

3.1

1.9

1.7

3.6

102

1.9

1.4

3.3

Total

234 BOOKS

0.2

0.1

0.3

0.2

0.04

0.2

0.04

0.15

0.03

0.06

Total

0.6

0.2

0.8

0.6

0.2

0.8

BOOK CHAPTERS

1.0

0.07

1.1

0.4

0.7

1.4

3.5

Total

PAPERS + BOOKS + BOOK CHAPTERS 16

2.1

1.4

3.5

2.0

1.2

3.1

130

3.1

1.7

4.8

123

2.2

1.7

4.0

Total

316

2009: n = 24; 2010 to 2012: n = 27; 2013/2014: n = 31

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Figure 1: Number of papers published, in press, and submitted across the five years (2009-2013) of this project. Baseline is the average of published articles/year during the period (2003-2007) that preceded the beginning of the Institute (data recorded on the project; no data for in press and submitted papers).

350 300

Cummulative number

250 200 Papers

150

Books TOTAL

100 50 0 1

Years Figure 2: Cummulative number of publications of INCT-ECCE (2009-2014): papers, books and book chapters, and total.

Given that the number of researchers in the Institute increased in the period, the average of articles/researchers [Statistics were based on a group of 31 researchers (seven more than in the first year). Publications of researchers from the foreign institution (UMASS) were included only when in co-authorship with Brazilian members of the Institute] gives a more precise account of the publication trends: across the five years the average was, respectively, 2.4, 2.6, 3.1, 3,6, and 3.3 (Figure 3). In the first two years, the ratio for peer reviewed scientific journals more than doubled and it continued to increase in the subsequent years. In the current year,

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

the ratio was slightly lower than in the fourth year, thus interrupting the increasing trend, despite the fact that the absolute number of papers was higher. This is due to the larger number of members (from 27 to 31), but the magnitude of the effect suggests that including younger researches in the group did not have a negative impact on the overall production of this group. These results support the decision of recruiting those members for the Institute.

Figure 3: INCT-ECCE: Papers/researcher across 5 years (2009-2014). The dashed line indicates the baseline (years 2003-2007).

The number of publications is only one indicator of the scientific production. Perhaps more relevant, is the quality of publications. Despite the difficulties in assessing quality, the content must be peer reviewed. Metrics of journals evaluation take in consideration several parameters that indirectly transfer to the papers the quality assigned to a vehicle. The QUALIS system developed by CAPES/Brazil classifies a journal according to a seven points scale (A1, A2, B1, B2, B3, B4, B5). Table 3 shows the distribution of papers produced by the Institute (published only) during the fifth year. The papers were submitted to 30 journals. More than half of the papers (34 – 56.7%) were published in the first two highest categories of QUALIS scale; and most of the papers (83.4% of 60 items) were classified in the range of A1 to B2, as illustrated in Figure 4 (distribution of journals to which the papers were submitted and distribution of papers). An important goal for the Institute is to increase the concentration of papers in the best qualified journals. The list of journals is presented in Appendix II, including their classification according to QUALIS. We also checked the indexing of journals. Publications this year were held in seven (out of 30) indexed journals: Psicologia: Reflexão e Crítica (JCR 0.168), Cadernos de Saúde Pública (JCR 0.826), Genetics and Molecular Research (JCR 0.994), Learning and Behavior (JCR 1.882), Journal of the Experimental Analysis of Behavior (JCR 1.07), Plos One (JCR 3.73), and Psychological Record (JCR 0.693).

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Table 3: Distribution of published papers according with QUALIS classification of the journals during the fifth year (2013-2014). Cumulative QUALIS

Number

Percentage Percentage

31.7

25.0

56.7

6.7

63.4

20.0

83.4

1.7

85.1

3.3

88.4

1.7

90.1

No QUALIS (NQ)

10.0

100.1

Total

31.7

Journals 7 6

Number

5 4 3 2 1 0 A1

QUALIS Papers 20

Number

15 10 5 0 A1

QUALIS Figure 4: Distribution of journals (top panel) and papers (bottom panel) according to their classification (QUALIS / CAPES). NQ indicates journals not classified.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Another trend of the publications is the larger distribution of papers in international than in national journals during the last year, as represented in FigureÂ 5. During the first year, more than 60% of the papers were published in national vehicles, but the papers have been increasingly submitted to international journals. The average of all publications (2009-2014) in international journals was 48%, and when considering only the last year the percentage increased to 61.2%. It is interesting that the number of papers in national journals has been relatively stable across the years, what means that the increase in the number of papers has been due to papers send to foreign journals. The group is aware of the need to share the work with the international community, but at the same time considerers important to collaborate for strengthening Brazilian journals, especially those close to the research topic of the Institute.

40 35

Frequency

30 25 20

National

International

10 5 0 2009

2010

2011

2012

2013

Years Figure 5: Distributions of papers in national and international journals across the five years. International journals include some Brazilian journals with international insertion. The numbers differ slightly from other tables because the data correspond to regular years (January-December, and not May - April); 2013 includes papers published up to April-2014.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

The academic program: shaping scientific competencies

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Teaching and supervision in research training The objectives of the Institute related to the professional development of young scientists within the program have been explored through teaching at the undergraduate and graduate levels, supervising research projects of undergraduate, graduate, and postdoctoral participants, and establishing ongoing, well-defined mentor-mentee relationships between senior and mid-career faculty who participate in the program. At the undergraduate level, disciplines on topics such as learning, behavior analysis, cognition, human development, motivation, research methods, and tactics of scientific research provide the conceptual and methodological foundations for the investigation of basic behavioral processes that are requisites for the students’ involvement in research projects; teaching activities in these disciplines have been an important source of student recruitment. The disciplines usually combine a strong emphasis on both teaching and research (basic and applied). Providing opportunities of participation in research activities to all students enrolled in the disciplines (not only to a few students) has been a systematic practice of this group. At the graduate level, six of the seven nationally affiliated institutions maintain graduate programs in which the members supervise research and teach disciplines directly relevant to the focus of the Institute. There are six programs in psychology, one in special education, one in neuroscience, two in communication disorders, one in computer science. Table 4 lists the programs, relevant concentration areas, research lines relevant to the work developed by the affiliated members, level of the courses, and evaluation of each course by CAPES/Brazil (Coordination for the Improvement of Higher Education Personnel). The INCT-ECCE has given strong support to the investigative efforts in these programs and played a role in the creation of the Speech Therapy Course at UNESP/Marilia. The Institute’s members at UNCISAL teach at the undergraduate level. Some of the programs (e.g., UFPA, Theory and Research on Behavior; UNESP – Bauru, Learning and Development) improved their grades in the recent evaluation conducted by CAPES. Table 5 summarizes the number of students at different levels who participated in research projects during 2013-2014: 63 completed their work during this period, and 143 are currently participating in ongoing projects (206 total). During the period covered by this report, the faculty supervised the projects of 61 undergraduate students (22 completed and 39 underway), 73 doctoral dissertations (16 approved and 57 ongoing), and 12 post-doctoral fellows (1 completed and 11 underway). Six students had scholarships for technical training (supported by the INCT program). The number of graduate students in the year covered by this report (127; 38 finished during the period, and 89 are in progress) exceeded the number estimated in the original proposal (a flow of 80 students per year). Figure 5 presents the cumulative number of doctoral dissertations and master’s theses defended across the five years since the beginning of this project. The dashed lines indicate the

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

expected numbers according to our original plan: 10 dissertations (green lines) and 15 theses (blue lines) per year. The data show a steady increasing trend. The number of doctoral dissertations remained slightly above the initial objectives over the years, and the number of master theses was well above. By the end of five years our students had conducted 58 doctoral dissertations and 110 master theses (respectively, 8 and 35 more than predicted). Table 4: Graduate Programs/Courses, Concentration Area, Course Level, and Evaluation by CAPES.

Institution

CA PES

Program/Course

Concentration Area (Research Lines)

a. Psychology

Behavior and Cognition (Behavioral analysis of cognition)

5/5

b. Special Education

Teaching Individuals with Special Needs (Learning and cognition)

6/6

2 USP/SP

Psychology

Experimental Psychology (The analysis of operant behavior)

7/7

USP/Bauru

Speech Therapy

Speech Therapy (Speech processes and disorders Hearing processes and disorders Voice and oral function Processes and disorders)

4/4

3 UFPA

a. Theory and Research on Behavior

Experimental Psychology (Basic psychological processes Development of behavioral technology)

5/5

b. Neurosciences and Cellular Biology

Neurosciences (Human vision psychophysics and electrophysiology Neurophysiology and neuroanatomical of primate visual system)

4/4

c. Computer Science

Computer systems

4 UnB

Behavioral Sciences

Behavioral analysis Cognition and neurosciences (Basic behavioral processes Experimental analysis of behavior)

4/4

5 UFMG

Psychology

Human development (Early language development)

5/5

6 UNESP/Bauru

Psychology

Development and learning (Learning and teaching Behavior and health)

UNESP/Marilia

Speech Therapy

Human Communication Disorders (Bio-psycho-social bases of human communication; Prevention, assessment, and therapy)

1 UFSCar

Level

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Figure 6: Cumulative number of master theses (blue lines) and doctoral dissertations (green lines) supervised by members of INCT-ECCE across five years (2009-2013). The dashed lines represent the goals for 5 years (10 dissertations and 15 theses per year).

Table 5: Distribution of students who participated in the INCT-ECCE research projects during the fifth year (2013-2014).

LEVEL

UNIVERSITY UFSCar

USP

UFPA

UNB

UNESP

TOTAL UFMG

UNCISAL

COMPLETED PROJECTS Undergraduate

Master’s

Doctoral

Postdoctoral

Technical Training

SUBTOTAL

ONGOING PROJECTS

Undergraduate

Master’s

Doctoral

Post-Doctoral

Technical Training

SUBTOTAL

143

TOTAL

206

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Table 6 shows the distribution of scholarships from funding agencies that supported the studentsâ&#x20AC;&#x2122; scientific development; 164 of the 206 (79.6%) students listed in Table 6 had scholarships under the supervision of members of the INCT-ECCE. This modality of funding is essential for the permanence of students in the laboratories and for the continuity of their engagement in research activities. Some of the scholarships were granted to the INCT, but the advisors were responsible for obtaining most of the resources. The average of students was higher for projects completed during the year (87.3%; range, 77.3-100%) than for projects in progress (74.8%; range, 66.7-100.0%). Information is not available for scholarships granted to graduate students recruited for the first academic semester of 2014.

Table 6: Distribution of fellowships for participation in INCT-ECCE research projects during 2013-2014.

LEVEL (n)

FUNDING AGENCY CNPq

CAPES

FAPESP (SP)

TOTAL

FAPESPA FAPEAL (PA) (AL)

Other

COMPLETED PROJECTS Undergraduate (22)

17 (77.3%)

Masterâ&#x20AC;&#x2122;s (21)

19 (90.5%)

Doctoral (16)

15 (93.8%)

Postdoctoral (1)

1 (100.0%)

Technical Support (3)

3 (100.0%)

Subtotal (63)

55 (87.3%)

ONGOING PROJECTS IC (39)

29 (74.3%)

MS (33)

22 (66.7%)

D (57)

44 (77.2%)

PD (11)

9 (81.8%)

AT (3)

3 (100%)

Subtotal (143)

107 (74.8%)

TOTAL (206)

162 (78.6%)

The participation of students is essential for the development of the scientific program of the INCT and for the accomplishment of its goals concerning the formation of human resources. Several undergraduate students have been

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

accepted to graduate programs. Master’s students have been accepted to doctoral programs. An important indication that the INCT is accomplishing its goals in training human resources is the hiring of young researchers that participated in the Institute’s programs as faculty teachers in several public universities (e.g., Lidia M. Postalli at UFSCar; Edson M. Huziwara and Viviane V. Rico at UFMG; Paulo Delage at UEPA; Aline Costa, Andreia Schmidt, Marcelo Benvenuti, and Miriam Mijares at USP). The Institute has also contributed to post-doctoral training of faculty members of several institutions (e.g., Roberta G. Azzi – UNICAMP; Elizeu Batista Borloti, UFES; Silvia Regina de Souza – UEL; Paulo Prado – UNESP). The Institute’s efforts to develop human resources for research has been compatible with the goals set for this program in terms not only of the number students in training, but especially due to the experience provided by the scientific environment created by the Institute’s activities. An important aspect of this work is the opportunity for students at different levels to work together during laboratory routines, in meetings for discussions of ongoing work (i.e., reflections on directions for research and significance of data), and during scientific meetings. These practices produce a circulation of shared knowledge within the broad range of the research issues under investigation, procedures, techniques, and problem-solving strategies, among others, that are fundamental to the preparation of researchers with an open and critical perspective of their research area. At least a portion of these students will maintain symbolic functioning as the focus of their studies or professional careers, thus attaining the Institute’s goal to develop future leadership in the area. The results of the program for human resources development (in connection with the scientific program), are listed in Appendix III as doctoral dissertations, master’s theses, and undergraduate projects supervised by members of the Institute during the period of May 2013 to April 2014. The abstracts of dissertations and theses will be soon available at http://www.inctecce.com.br.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Outreach: sharing knowledge with the external community and with the educational sector

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

This INCT developed an innovative line of instructional procedures and materials to promote relational learning and symbolic behavior (from simple discrimination, to reading, writing, and mathematics). Besides offering instructional packages for schools and parents, INCT-ECCE has invested in promotion of knowledge about learning processes, about learning difficulties arising from unfavorable conditions (such as neurological and sensory syndromes) or from impoverished environments (such as illiterate adults). Above all, the Institute is involved in intensive dissemination about the advantages of intensive intervention with effective teaching procedures. These developments are presented schematically in the next paragraphs.

Teaching procedures for early reading and remediative reading ●● Development of assessment instruments for analysis and description of reading abilities; ●● Development of a teaching program to establish prerequisites for learning to read; ●● Development of a main curriculum (Aprendendo a ler e a escrever em pequenos passos [Learning Reading and Spelling in Small Steps]), organized in two modules programmed for individual instruction via microcomputer, available through Internet (20 lessons in Module 1; 80 lessons in Module 2); ●● Adaptation of the main curriculum for individuals in disadvantage (intellectual impairment, hearing impairment, ASD, illiterate adults); ●● Development of several procedures to teach specific contents (dictation-taking, sentence construction); ●● Production of written guides for users of the teaching Modules 1 and 2; ●● Production of video clips for diffusion of the teaching programs and for training teachers on how to use the programs (how to access and use the teaching programs, decision-making based on student’s performance, problem-solving).

Teaching procedures for elementary mathematics ●● Production of assessment instruments for description of prerequisites for mathematics; ●● Development of several procedures to teach specific contents (the concept of number, counting, solving addition and subtraction problems; solving fractions).

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

●● Development of a comprehensive proposal for a curriculum to teach math. The programs developed experimentally (contents and procedures) will be incorporated into the implementation of the curriculum, planned for next year.

Service for persons with ASD (CAIS-USP and APRENDE-UFPA) ●● Initial evaluation of the repertoire of children through validated tests and observational recordings; ●● Goal setting (with parents participation) for the development and implementation of individualized intervention plans for establishing prerequisite behaviors (sit, attend to the name, wait, imitate, eye contact, visual tracking, etc.), and verbal repertoire; ●● Development of protocols for conducting and recording teaching sessions with children; ●● Semi-intensive and continuous direct care to children diagnosed with autism; ●● Monitoring the results of the intervention (including parents evaluation) ●● Training parents and caregivers of those children for conducting teaching procedures at home; ●● Development of instructional materials and procedures for parent training and staff training; ●● Production of written guides for parents; ●● Production of video clips to illustrate procedures and strategies for behavioral engineering; ●● Conducting parent and staff training;

Interviews, workshops, courses of short duration Members of INCT-ECCE taught many workshops on teaching basic discriminative repertoires, shaping basic repertoires for participating in experimental and teaching sessions, reading, mathematics, and other general teaching issues, including a pilot experience on distance teaching of learning principles, for teachers. Some workshops and short courses were conducted as part of the program of scientific meetings (Sociedade Brasileira de Psicologia, Sociedade Brasileira para o Progresso da Ciência, Associação Brasileira de Psicoterapia e Medicina Comportamental, Academia Brasileira de Audiologia). Others were offered in school settings, ONGs, and in the University settings (e.g., the colloquia on Mathematics

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

offered at UFSCar; the Annual Simposium conducted by the APRENDE group at UFPA); Interviews for different sectors and medias: TV, radio broadcast, newspapers, magazines, newsletters (For example, in Belem, PA, Romariz Barros presented a statement on a special session of the City Council dedicated to the cause of autism awareness). The broad diffusion of the procedures for promoting successful learning and reducing school failure among schools and schoolteachers has been and will be an important commitment of the Institute. Publications aimed at a broader audience than the strict scientific community in the area of the project have helped and will help in the diffusion of the results of the scientific program of the INCT (for example, the special issue of the journal Deficiência Intelectual, from the Fundação APAE – São Paulo, published in 2013, addressed the themes of the Institute, behavior, cognition and learning, for an audience of teachers and other professionals that work mostly with children with intellectual disabilities).

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Impact of research, training, and outreaching activities

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Research According to the Committee of Assessment of the INCT Program (CGEE, 2º Seminário de Acompanhamento e Avaliação de Projeto), which evaluated INCT-ECCE,

As pesquisas realizadas no âmbito do INCT contribuem para colocar o Brasil na fronteira do conhecimento nessa área, desenvolvendo atividades relevantes e de ponta, tanto na produção de conhecimento básico de forte cunho interdisciplinar, como na produção de material relevante para uso em contextos de aplicação.

[The research carried out under the INCT contribute to put Brazil on the frontier of knowledge in this area, developing relevant and cutting edge activities, both in the production of basic knowledge of strong interdisciplinary nature, as well as in the production of material relevant for use in contexts of application]. That said, it is important to consider that most of the research conducted by

INCT-ECCE requires long periods of data collection and analysis. Impact of this research also takes a long time to mature. Therefore, most of the description of impact from previous years is still valid for the present year. Researchers of the INCT maintained an increasing rate of publications in peerreviewed journals, as shown in Figure 1. The majority of papers were published in well-qualified journals according to CAPES standards (56.7% were distributed in the first two higher levels of the QUALIS instrument, A1 and A2; 83.4 were in the range from A1 to B2). Although only a few Brazilian journals in this area are indexed, seven of the journals in which the papers were published are indexed by the ISI (see Results section). In the first year of this project, the proportion of papers published in international journals was around 30%; in the current year, the proportion increased to 61%; this does not mean a nominal decrease in Brazilian publications; rather the effect is due to an overall increase in publications, proportionally higher in international journals. The group continued to contribute for the development of instructional materials and programs for a broad range of repertoires relevant to symbolic functioning. Delivery of these technologies outside the laboratory (e.g., the software platform for delivering programs at distance to teach reading and writing and assist teachers and parents in teaching those repertoires; see Results section, item 7A) has increased, although much remains to be done in this regard. The reading program has been adapted for different populations, such as individuals with intellectual disabilities,

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

illiterate adults, deaf children users of LIBRAS, and of cochlear implants. For the latter, reading has proved to be an effective way to improve speech intelligibility. As mentioned before, the original work on reading acquisition published in the Journal of Applied Behavior Analysis has been widely cited in national and international journals, dissertations, and theses across the country and is considered a prototypical development for Equivalence Based Instruction (EBI; e.g., the textbook by Cooper, Heron, & Heward, 2007). In Brazil, other research groups have used the teaching methodology (e.g., at Federal University of Santa Catarina and the State University of Londrina) to investigate the effects of other relevant variables. Subsequent research on the reading program has also attracted much interest and a large number of citations in the national and international literature.

Additional research and new projects nurtured by the Institute ERP lab

The Laboratory of electrophysiology has been set up and already produced an article accepted in a prestigious journal (Bortoloti et al., in press). Other articles are being prepared for publication. Setting up this lab involved significant technical challenges and the competencies developed by the researchers at this phase are now helping to set up another electrophysiological lab, at UNESP, serving INCT researchers at Marilia and Bauru. This lab will conduct mostly electrophysiological research with neurological patients with language disorder. The Institute’s researcher most involved in setting up these labs has also interacted with ERP researchers throughout the country (and also abroad) and provided assistance to labs using similar equipment. Extension of the equivalence work to social attitudes

Previous work of researchers of the group on reversal of equivalence classes was extended to the investigation of social attitudes and factors that influence attitude change. Previous work with a measure of implicit cognition, the IRAP, was also extended to the investigation of social attitudes. One of these articles (Rabelo, Bortoloti, and Souza, 2014), published online before the publication in print, is listed as one of the most accessed articles of the journal (The Psychological Record). FM Systems for hearing accessibility

The interaction among laboratories of the INCT-ECCE and disciplines focused on the symbolic development of persons with auditory impairment and their inclusion in the educational system has resulted in an important effort to evaluate the technology of frequency modulation (FM) systems and the impact of their use in resource classrooms on the academic repertoire of the targeted population.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Coordinated by teams at UFSCar and USP- Bauru (Deisy de Souza and M. Cecilia Bevilaqua) in collaboration with the Brazilian Association of Audiology, the project was approved in 2011, with support from FNDE (TC 15.850: R$1.700.000,00) and implemented in 2012. The research was conducted with 202 students (each received a FM System for experimental evaluation) and 99 teachers from 106 schools that attained the eligibility criteria. The project was an important byproduct of INCT-ECCE and its results provided input for the definition of a major public policy for this population: Recent decision of the Ministry of Health (Ordinance No. 21, May 7, 2013) provided that the equipment will available for deaf students, through the Unified Health System (SUS). Intervention in schools with low performance in Prova Brasil

Members of the INCT (Camila Domeniconi, coordinator) proposed to the Edital 049/2012/CAPES/INEP – Programa Observatório da Educação, a project for intervention in schools in which students are doing poorly in reading and writing. The project has been designed to evaluate whether the teaching program already developed, as a technology of teaching will have any effect in improving the student’s performance in Reading. The effects will be measured with the same instrument that identified the poor performances at the beginning (Prova Brasil, an instrument applied to all students in elementary schools across the country). The use of this external instrument will allow the assessment of the external validity of the teaching programs developed by INCT-ECCE. With this grant (R$ 1.401.007,00) the project provides fellowships not only for undergraduate students and technical assistants, but also mainly for elementary school teachers who dedicate part time to the research. This way, at the same time that contribute in collecting data, 28 teachers are having the opportunity to learn about both the teaching and the computational technologies required by the Project. Research projects with international funding

Due to their collaboration with researchers at the University of Massachusetts Medical School, INCT researchers are also participating in two collaborative projects funded by international agencies. The project Translational Studies of Neurobehavioral Effects of Mercury Exposure (O.F. Galvão – local coordinator; NIH - U.S. Dollars: $ 109,200.00) is underway; the work involves a combination of experimental studies and the development of procedure to assess a series of cognitive abilities with riverine populations on the banks of the Tapajós River. The project Optimizing Initial Communication in Children with Autism (D.G. de Souza – local coordinator; NIH - U.S. Dollars $63,300.00) has three main targets: (a) auditory perception, discrimination, and relational learning, (b) basic and emergent symbol-referent mapping, and (c) intra- and cross-modal equivalence class formation. The experimental design will contrast the performance of children

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with Autism Spectrum Disorder (ASD), individuals with Down syndrome, children with pre-lingual deafness who are recent recipients of devices that establish hearing capabilities (e.g., cochlear implants), and typically developing children. Children with pre-lingual deafness also exhibit variability in acquisition of symbolic relations, thus presenting a contrast population whose symbolic relational deficits are attributable to sensory deprivation rather than ASDs. Data collection for this project is accelerating. INCT researchers are mostly involved in research with â&#x20AC;&#x153;contrast populationsâ&#x20AC;?, i.e. children with typical development and deaf children. The research network

As also pointed out in the assessment of the Institute, it focus on a quite defined subject matter (symbolic behavior), articulated from an integrated set of questions dealt with from a common approach, shared by all participants in the network, and directed by a clearly defined research methodology, which provides interaction among team members and between these and other actors in society. The individual commitment to the project, combined with the structural organization (involving coordinators of research programs and site coordinators), has helped the Institute to achieve such integration. Figure 7 depicts the interactions between the Brazilian members of the INCT in terms of co-authorship of published production in the first year (top panel) and over the five years (lower panel) of this project: the Institute initially had a network established from previous cooperation in PRONEX program. This network grew stronger over the years. Because of this network, all the work (research, teaching, publishing, delivering services to schools and parents) wins a dimension that could never be achieved by individual researchers.

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Figure 7: The network of interactions among INCT-ECCE researchers. Top panel: 2009; bottom panel: 2009-2013.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Training: human resources As summarized in the Results section, members of INCT-ECCE participate in several graduate programs (see Table 5). During the five years of the Institute, 110 of its students obtained a master degree, and 58 obtained a doctoral degree. Of the masters graduated by the Institute, at least 47 (43%) are continuing graduate studies at the PhD. level, at programs connected to the INCT or elsewhere. Two master graduates of the INCT (M. P. de Carvalho and T. A. Ribeiro) have obtained very competitive doctoral fellowships at Universidade do Minho, Portugal, and one (G. B. Leugi) has obtained a CAPES fellowship to pursue doctoral studies at the University of South Australia. Of the PhDs graduated from the Institute, at least 11 (approximately 20%) obtained post-doctoral fellowships. At least 15 graduates or post-doctoral fellows from the Institute obtained positions at Brazilian public universities: 1. Aline R. Costa, USP-Bauru 2. Camila Muchon de Melo, UEL 3. Daniela Ribeiro, UFAL 4. Edson M. Huziwara, UFMG 5. Gustavo Paiva Carvalho, UFAM 6. Lidia M. M. Postalli, UFSCar 7. Marcelo F. Benvenuti, USP 8. Maria Clara de Freitas, UFSCar (Temporary) 9. Maria Glaucimara Pires, UFSM 10. Miguel Angelo Lessa, Universidade Regional do Cariri (URCA) 11. Miriam Mijares, USP 12. Paulo Delage, UEPA 13. Paulo Ferreira, UFGD 14. Tony Nelson, UFMA 15. Viviane Verdu Rico, UFMG Other 20 graduates obtained positions at private institutions: 1.

Adriana Cunha Cruvinel, PUC-MG

Ana Letícia de Moraes Nunes, UNAMA

Camila G. S. Gomes, Fac. de Ciências Médicas, MG

Eduardo Neves Pedrosa de Cillo, Universidade Anhembi-Morumbi

Eliana Isabel de Moraes Hamasaki, Uninove

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Erick Rôso Huber, Faculdade Padrão

Ilara dos Reis Nogueira da Cruz, Faculdade Pitágoras

Ingrid Schunlaus Nikolak Jacometto, ESAMAZ

Janaína Tauchen Quesado Filgueiras, Instituto de Ensino Superior de Brasília (IESB)

10. João Henrique Almeida, Universidade Norte do Paraná (UNOPAR) 11. Juliana Ribeiro Diniz Souza, Instituto Luterano de Ensino Superior 12. Lauro José Barata de Lima, Centro Universitário do Estado do Pará 13. Luciana Verneque, Instituto de Ensino Superior de Brasília (IESB) 14. Márcio Borges Moreira, Centro Universitário de Brasília (CEUB) 15. Mariliz Vasconcellos, Uninove 16. Paola Espósito de Moraes Almeida, PUC-SP 17. Pedro Bordini Faleiros, UNIMEP – Piracicaba 18. Saulo M. Velasco, Instituto Paradigma 19. Thaise Löhr, Faculdade Evangélica do Paraná 20. William Perez, Instituto Paradigma Former graduate students at the INCT are now accredited as advisors in graduate programs (Camila M. Melo – Master course in Psychology – UEL; Edson Huziwara, UFMG; Lidia Postalli – Master course in Special Education at UFSCar; Marcelo Benvenutti and Miriam Mijares – Experimental Psychology at USP; Paulo Goulart, UFPA; Saulo M. Velasco and William Perez – Professional Master Course at Instituto Paradigma). This suggests that the Institute is beginning to effectively fulfill its goal of forming high-level human resources for the development of the area in the country. Along the same line, five graduates or post-doctoral fellows of INCT-ECCE were invited to join the INCT and are now among new members recruited from 2010 to 2013 (Edson Huziwara, Marcelo Benvenuti, Miriam Mijares, Paulo Goulart, and Renato Bortoloti). Finally, several other graduates obtained positions in governmental agencies (FAB, SERPRO, SEMA-Pará; SEDEST) or in Research Institutes (two at Centro Nacional de Primatas; one at Núcleo de Medicina Tropical). One important gain for preparation of human resources this year was the implementation of a multidisciplinary Graduate Course in Neuroscience and Behavior, at UFPA, proposed and coordinated by members of INCT-ECCE (Olavo F. Galvão, coordinator; Paulo Goulart, Ana Leda Brino; with the collaboration of Júlio de Rose, from UFSCar). Recently approved by CAPES, the course consists of another important alternative for graduating masters and doctors in the north of Brazil. INCT-ECCE researchers also supervised at least 136 students in undergraduate research projects (the numbers in successive years were 19, 33, 37, 25 and 22), either as a thesis required for obtaining their degrees or as projects of “scientific

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initiation”, sponsored or not by grant agencies. At least 25 (18%) of these former undergraduate students started graduate studies in programs connected to the INCT. A very significant impact of the Institute is expressed in the number of fellowships obtained from funding agencies in Brazil [Quantitative data have been reported in tables in each partial report. See Table 6, this report, for the amount of fellowships in the current year]. Along the Institute’s term, a total of 322 supervisions were concluded, 280 (90%) with fellowships; 140 supervisions are underway, 104 (74%) with fellowships. The total number of students supported along the five years was 384. Fellowships obtained were 27 for post-doctoral researchers (16 finished; 9 underway), 88 for doctoral students (44 defended; 44 underway), 114 for master students (92 defended; 22 underway), and 157 undergraduate fellowships (128 finished; 29 underway). To this number must be added at least 20 scholarships for internships in foreign countries (22.7% of the doctoral students). This modality of funding is essential for the permanence of students in the laboratories and for the continuity of their engagement in research activities. A significant proportion of the scholarships were granted to the INCT, but the advisors were responsible for obtaining most of the resources in funding agencies, especially state foundations. In São Paulo, for example, an expressive proportion of these fellowships were obtained from FAPESP. These fellowships are awarded on the basis of quality of research project, and scientific status of the applicant and supervisor, so the high number of fellowships awarded by FAPESP is a particularly significant measure of competitiveness of INCT researchers and students. Interchange of students

The number of graduate students taking internships in international universities has increased markedly. This is particularly true for graduate students in the state of São Paulo, which benefit from ample support by FAPESP. This interaction certainly produces widespread and long-term gains. Some results are already visible: Heloisa Campos has published an article as first author in the most prestigious behavior analytical journal (Campos, Urcuioli, and Swisher, 2014) as a result of her internship at Purdue University. Mariéle Cortez is also publishing an article as first author in a prestigious journal in the field (Cortez, de Rose, & Miguel, in press) as a result of her internship at the California State University at Sacramento. The internship of Lucas Garcia and Leonardo Marques at the University of Massachusetts Medical School provided them with training in the use of research software that is benefiting many Institute researchers. Earlier internships of former graduate students such as Edson Huziwara (now a researcher of the Institute), Saulo Velasco, and Antonio Mauricio Moreno, also resulted in publications in prestigious international journals. The relationship with international researchers fostered by these interchanges has also resulted in increased interest of international researchers to make visits to sites of the Institute in Brazil.

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Summarizing, “this Institute has a relevant and clearly interrelated production, expressing high convergence of the activities among all members of the teams that constitute the INCT. This convergence can also be observed in theses and dissertations produced under INCT-ECCE. This is a production clearly linked to the research undertaken by the Institute, which benefits from the contributions of resources and intellectual environment created by the INCT. It is relevant to note that the network includes several departments located in emerging institutions in academically peripheral areas, which increases the impact of the performance of this INCT concerning this dimension” ((Committee of Assessment of the INCT Program [CGEE, 2º Seminário de Acompanhamento e Avaliação de Projeto]).

Outreach: Diffusion of knowledge and services

“This INCT developed a fundamentally innovative line of educational procedures and materials for learning. The developed material has great potential for replication and therefore represents a significant contribution to addressing the problems of education in Brazil, especially in the early grades, and in situations of disadvantage… From a technological standpoint, the highlight is the development of a computerized interactive model of teaching for students in early literacy, aimed at addressing specific problems that can not be resolved in the classroom”. (Committee of Assessment of the INCT Program [CGEE, 2º Seminário de Acompanhamento e Avaliação de Projeto]).

The broad diffusion of the procedures for promoting successful learning and reducing school failure among schools and schoolteachers has been and will be an important impact of the Institute. Progress in this direction was significant in the previous year, but much remains to be done. We taught many workshops on reading, mathematics, and other general teaching issues, including a pilot experience on distance teaching of learning principles, for teachers (Lorena, ongoing doctoral dissertation), and parent training for parents and caregivers of children with Autism Spectrum Disorder. Following a suggestion of the assessment committee, ongoing work has been devoted to constructing an instrument for the evaluation of the quality of the service delivery in terms of teaching programs. We are planning to evaluate, with a group of school agents and parents, expectations at the beginning, and perception of results, at the end of a school year. We hope to be able to include data on that topic in the final report of this project. Publications aimed at a broader audience than the strict scientific community in the area of the project have helped and will help in the diffusion of the results of the scientific program of the INCT. The book Comportamento Simbólico: Bases Conceituais e Empíricas [Symbolic Behavior: Conceptual and empirical Bases] is in press in co-edition of Cultura Academica Editora / Oficina Universitária, and is expected to be ready by the end

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of May. Publication of this book is very significant because it summarizes previous work that is the basis of the current project of the Institute. INCT-ECCE researchers published several books along the Institute’s five years, and a much larger number of book chapters. Some of these were academic publications, but there were also several publications that aimed for a larger audience. These included the book Temas Clássicos da Psicologia sob a Ótica da Análise do Comportamento [Classical Psychological Themes according to the Approach of Behavior Analysis], which was organized by INCT researcher Martha Hubner and INCT doctoral student Márcio Borges Moreira and comprised chapters written mostly by INCT’s graduate students under supervision of their supervisors. Another relevant book was Psicologia da Criança e da Educação [Psychology of Children and Education] by INCT member João dos Santos Carmo and the doctoral student Priscila Gualberto. Célia Giacheti, member of the Institute, and her colleague organized the book Perspectivas Multidisciplinares em Fonoaudiologia: da Avaliação à Intervenção [Multidisciplinary Perspectives in Speech Pathology: From Assessment to Intervention] published this year. The book has chapters from INCT members (Cristiana Ferrari; Célia Giacheti) and will be an important resource for use as a textbook in the graduate course in SpeechTherapy and Language Disorders At UNESP-Marilia. Among the publications attempting to reach a larger audience, the INCT organized a special issue of the journal Deficiência Intelectual, from the Fundação APAE. This special issue, published in 2013, addressed the themes of the Institute, behavior, cognition and learning, for an audience of teachers and other professionals that work mostly with children with intellectual disabilities. This was an important collaboration with the INCT of Translational Neuroscience, leaded by the coordinator, Dr. Esper Cavalheiro. Research and Service For Persons with ASD

Institute Members are involved in services to ASD in APRENDE-Belém (Romariz S Barros and Carlos B.A. de Souza) and CAIS-São Paulo (M. Martha C. Hübner). Both cores were organized to conduct research, provide education and intervention services, and train staff and parents to deal with ASD. Both have also been engaged in the dissemination to the general public, about the characteristics of ASD and the alternatives to therapeutic and educational interventions. Undergraduate and graduate students have been developing research for their theses and dissertations, involving multiple aspects of ASD and the demands that it poses on parents and educators: basic processes of children’s learning, development and evaluation of teaching and assessment protocols, parent and staff training, development and evaluation of the effectiveness of guides for parents, among other topics. CAIS has been involved in productive interaction with the University Hospital at USP, and also with two other INCTs, those on Psiquiatria do Desenvolvimento para Infância e Adolescência (Developmental Psychiatry for Children and Adolescents), and Células Tronco em Doenças Genéticas Humanas (Institute of Stem-cells in Genetic Disorders).

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New facilities and improvements to existing facilities

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Finally, at the beginning of the sixth year of the INCT, the UFSCar team received the building funded by FINEP, which was under construction over the past few years. The official opening will take place on May 16, but since February it was possible to install equipment and initiate research in three main laboratories where INCT researchers and his students at different levels work: Laboratório de Estudos do Comportamento Humano [Laboratory for the Study of Human Behavior] (J. C. de Rose, D.G. de Souza, C. Domeniconi, J.S. Carmo, M.S. Gil), Unidade de iniciação à leitura [Classrooms for Beginning Readers] (D.G. de Souza, J.C. de Rose, C. Domeniconi) and Laboratório de Processos e Práticas Educativas [Laboratory of Educational Processes and Practices] (D.H. Souza and T.M. de Rose). The building also houses two other laboratories of the Department of Psychology and the new facilities resulted in considerable improvement in the working conditions of researchers, students and research participants. This new building offers the headquarters of the Institute the facility that it required from the beginning of its operation and should enable to accelerate the pace and to increase the amount of research projects. Resources for the INCT-ECCE also allowed the establishment of a new laboratory for the electrophysiological investigation of event-related potentials (ERPs), which can detect symbolic relations. Implemented as a sector of the Laboratory for Studies of Human Behavior (LECH-UFSCar), this new facility has made possible to expand the scope of research on symbolic functioning. Setting up this lab involved significant technical challenges and the competencies developed by the researchers at this phase are now helping to set up another electrophysiological lab, at UNESP, serving INCT researchers at Marilia and Bauru. This lab will conduct mostly electrophysiological research with neurological patients with language disorder. For this purpose, the necessary equipment was acquired (approximately U$ 100,000.00) and the researchers received technical support and some training from the equipment seller. Also, one INCT member travelled to USA for an internship of short duration and he has, since then, shared his expertise with the research team. At UFPA we began the construction of the new facilities for housing the capuchin monkeys for the Escola Experimental de Primatas [Experimental School for Primates]. It is expected that the new housing considerably improve the environment of these animals, which corresponding impact on their health and on their participation in research on basic learning processes. During this year, we also acquired new equipment for laboratories at USP, UFSCar, UNB, and UFPA. New computers, cameras, and touch-screens were acquired for the laboratories at UFSCar, improving the conditions for experimental investigations with human participants. Some resources were used in the construction of equipment for work with dogs (unavailable commercially). The laboratories at UNB (including the computerized reading classroom) were upgraded with desktop and notebook computers, printers, software, and other accessories.

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Appendix I References to publications (2013-2014)

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JOURNAL ARTICLES Published (60) Alvarenga, K. F., Araújo, E. S., Melo, T. M., Martinez, M. A. N. S., & Bevilacqua, M.C. (2013). Questionário para monitoramento do desenvolvimento auditivo e de linguagem no primeiro ano de vida [A questionnaire for monitoring the auditory and language development in the first year of life]. CoDAS, 25, 16-21. Antoniazzi, M., Domeniconi, C., & Schmidt, A. (2014). Efeito da pré-exposição ao objeto no desempenho por exclusão e na aprendizagem da relação nome-objeto [Effect of object pre-exposure on exclusion performance and name-object relation learning]. Acta Comportamentalia, 22, 23-36. Bandini, H. H. M., de Souza, D. G., & Santos, F. H. (2013). Levels of phonological awareness, working memory, and lexical knowledge in elementary school children. Paidéia, 23, 329-337. doi:10.1590/1982-43272356201307. Barros, R. S., Souza, C. B. A, & Costa, T. D. (2013). Functional class formation in the context of a foraging task in capuchin monkeys. Journal of the Experimental Analysis of Behavior, 100, 79-87. DOI: 10.1002/jeab.27. Bevilacqua, M. C., Costa, O. A., Castiquini, E. A. T., Zambonato, T. C. F., Morettin, M., Moret, A. L. M., & Amantini, R. C. B. (2013). Hearing aid fitting at SUS (Brazilian Public Care System) compared with a compact fitting model. Brazilian Journal of Otorhinolaryngology, 79(3), 276-284. Bonci, D. M. O., Neitz, M., Neitz, J., Silveira, L. C. L., & Ventura, D. F. (2013). The genetics of new world monkey visual pigments. Psychology & Neuroscience, 6, 133-144. Bortoloti, R., Rodrigues, N. C., Cortez, M. C. D., Pimentel, N. S., & de Rose, J. C. (2013). Overtraining increases the strength of equivalence relations. Psychology & Neuroscience, 6, 357-364. Campos, R. S., Brino, A. L. F., & Galvão, O. F. (2013). Expansão de repertório de relações arbitrárias em Sapajus sp. via exclusão [Expanding the repertoire of arbitrary relations inSapajus sp. via exclusion]. Temas em Psicologia, 21, 31-48. Campos, H. C., Urcuioli, P. J., & Swisher, M. (2014). Concurrent identity training is not necessary for associative symmetry in successive matching. Journal of the Experimental Analysis of Behavior, 101, 10-25. (Special issue on stimulus-stimulus relations). Canovas, D. S., de Souza, D. G., & Barros, R. S. (2013). Simple successive discrimination and functional class formation in preschool children. The Psychological Record, 63, 525-544. D.O.I. 10.11133/j. tpr.2013.63.3.009. Carmo, J. S., & Prado, P. S. T (2013). Aprendendo a ler textos acadêmicos: algumas habilidades necessárias a universitários [Learning to read academic texts: Some skills necessary for university students]. Didáskomai: Revista de Investigaciones sobre la Enseñanza, 4, 25-43. Cippola, N. S., Domeniconi, C., & Machado, A. (2014). Responding by exclusion in temporal discrimination tasks. Journal of the Experimental Analysis of Behavior, 101, 215-229. Cortez, M. D., de Rose, J. C., & Montagnoli, T. A. S. (2013). Treino e manutenção de correspondência em autorrelatos de crianças com e sem história de fracasso escolar [ Training and maintenance of correspondence in self-reports of children with and without a history of school failure ]. Acta Comportamentalia, 21, 139-157. Costa, A. R. A., Grisante, P. C., Domeniconi, C., de Rose, J. C., & de Souza, D. G. (2013). Naming new stimuli after selection by exclusion. Paidéia, 23, 217-224. Costa, A. R. A., Schmidt, A., Domeniconi, C., & de Souza, D. G. (2013). Emparelhamento com o modelo simultâneo e atrasado: Implicações para a demonstração de equivalência de estímulos por crianças [Simultaneous and delayed matching to sample: implications for stimulus equivalence demonstration by children]. Temas em Psicologia, 21, 469-482.

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Cruvinel, A., & Hübner, M. M. C. (2013). Analysis of the acquisition of verbal operants in a child from 17 months to 2 years of age. The Psychological Record, 63, 735-750. Danieli, F., & Bevilacqua, M. C. (2013). Reconhecimento de fala em crianças usuárias de implante coclear utilizando dois diferentes processadores de fala [Speech recognition in children with cochlear implant, using two differente speech processors]. Audiology Communication Research, 18, 17-23. de Carvalho, M. P., & de Rose, J. C. (2014). Understanding racial attitudes through the stimulus equivalence paradigm. The Psychological Record. DOI 10.1007/s40732-014-0049-4. de Souza, D. G., Postalli, L. M. M., & Schmidt, A. (2013). Extending equivalence classes to sentences and to instruction following. European Journal of Behavior Analysis, 14, 105-116. Del Prette, Z. A. P., Domeniconi, C., Amaro, L. C. P., Benitez, P., Laurenti, A., & Del Prette, A. (2013). La tolerancia y el respeto a las diferencias: Efectos de una actividad educativa en la escuela [Tolerance and respect for differences: Effects of an educational activity in the school]. Apuntes de Psicología, 31, 59-66. Dias, T. P., Gil, M. S. C. A., & Del Prette, Z. A. P. (2013). Multimodal analysis of estimated and observed social competence in preschoolers with/without behavior problems. Paidéia, 23, 197-205. Domingues. C.E.F., Oliveira, C. M. C., Oliveira, B. V., Juste, F. S., Andrade, C. R. F., Giacheti, C. M., MorettiFerreira, D., & Drayna, D. (2014). A genetic linkage study in Brazil identifies a new locus for persistent developmental stuttering on chromosome 10. Genetics and Molecular Research, 13, 2094-2101. Ganthous, G., Rossi, N. F, & Giacheti, C. M. (2013). Aspectos da fluência na narrativa oral de indivíduos com transtorno do espectro alcoólico fetal. [Aspects of fluency in oral narrative of individuals with fetal alcohol spectrum disorder] Audiology - Communication Research, 18, 37-42. Garcia, L. T., Almeida, N. V. F., & Gil, M. S. C. A. (2013). Conflitos e agressões entre bebês e diferentes atributos de brinquedos [Conflict and aggression among infants and different attributes of toys]. Interação em Psicologia, 17, 27-36. Garcia, L.T., & de Souza, D.G. (2011*). Análise do livro “The resilience of language”: implicações para o estudo do comportamento verbal [Analysis of the book “The resilience of language”: Implications for the study of verbal behavior]. Revista Brasileira de Análise do Comportamento, 7(2), 82-88. [* Publicado em 2013]. Grisante, P. C., de Rose, J. C., & McIlvane, W. J. (2014). Controlling relations in stimulus equivalence classes of preschool children and individuals with Down Syndrome. The Psychological Record. DOI 10.1007/s40732-014-0021-3. Henklain, M. H. O., & Carmo, J. S. (2013). Contribuições da análise do comportamento à educação: Um convite ao diálogo [Contributions of behavior analysis to education: An invitation to dialogue]. Cadernos de Pesquisa, 43, 704-723. Henklain, M. H. O., & Carmo, J. S. (2013). Equivalência de estímulos e redução de dificuldades na solução de problemas de adição e subtração [Stimulus equivalence and difficulties in solving addition and subtraction problems]. Psicologia: Teoria e Pesquisa, 29, 341-350. Henklain, M. H. O., & Carmo, J. S. (2013). Stimulus equivalence and increase of correct responses in addition and subtraction problems. Paidéia, 23, 349-358. Huziwara, E. M., Velasco, S. M., Tomanari, G. Y., de Souza, D. G., & Machado, A. (2013). Emergent relations in pigeons following training with temporal samples. Learning & Behavior, 41, 192-204. Khoury, E. D. T., Souza, G. S., Silveira, L. C. L., Costa, C. A., Araújo, A. A. K., & Pinheiro, M. C. N. (2013). Estudo comparativo de manifestações neurológicas em ribeirinhos de áreas expostas e não expostas ao mercúrio na Amazônia brasileira [Neurological manifestations in riverine populations from areas exposed to mercury in the Brazilian Amazon]. Cadernos de Saúde Pública, 29, 2307-2318. Lorena, A. B., Castro, J. F. Z., & Carmo, J. S. (2013). Habilidades numéricas básicas: Algumas contribuições da análise do comportamento [Basic numerical skills: some contributions from behavior analysis]. Estudos de Psicologia, 18, 439-446.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Loureiro, C. P., & Souza, D. H. (2013). A relação entre teoria da mente e desenvolvimento moral em crianças pré-escolares [The relationship between theory of mind and moral development in preschool children]. Paidéia, 23, 93-101. Man, T. S L., Galvão, O. F., & Goulart, P. R. K. (2014). Efeitos de treino discriminativo no pareamento ao modelo por identidade [Effects of discriminative training on identity matching-to-sample]. Revista Brasileira de Psicologia, 1, 27-42. Marques, L. B., & de Souza, D. G. (2013). Behavioral evaluation of preference for game-based teaching procedures. International Journal of Game-Based Learning, 3, 51-62. D.O.I. 10.3922/j.psns.2013.3.14. Melo, C. M., & de Rose, J. C. (2013). The concept of culture in Skinnerian radical behaviorism: Debates and controversies. European Journal of Behavior Analysis, 14, 321-328. Melo, R. M., Carmo, J. S., & Hanna, E. S. (2014). Ensino sem erro e aprendizagem de discriminação [Errorless teaching and discrimination learning]. Temas em Psicologia, 22, 207-220. Morettin, M., Santos, M. J. D., Stefanini, M. R., Antonio, F. L., Bevilacqua, M. C., & Cardoso, M. R. A. (2013). Measures of quality of life in children with cochlear implant: Systematic review. Brazilian Journal of Otorhinolaryngology, 79, 382-390. Nagahama, M., & Souza, C. B. A. (2013). Escola experimental de primatas: Análise da coerência entre pressupostos e práticas empíricas [Experimental school for primates: Analysis of the consistence between assumptions and empirical practices]. Revista Brasileira de Terapia Comportamental e Cognitiva, 15(3), 72-87. Pascualon-Araújo, J. F., & Schelini, P. W. (2013). Escala de avaliação da metacognição infantil: Evidências de validade baseadas no conteúdo e análise semântica [Scale to assess metacognition in children: Evidence of validity and semantic analysis]. Avaliação Psicológica, 12, 147-156. Passarelli, A. C. P. M., Oliveira, T. P., Golfeto, R. M., Cardinali, R., Rezende, J. V., & Fenner, M. C. (2013). Discriminação auditivo-visual com pistas orofaciais em crianças deficientes auditivas [Auditoryvisual discrimination with lip reading clues in death children]. Acta Comportamentalia, 21, 175-192. Perez, W. F., & Tomanari, G. Y. (2013). Inferindo a ocorrência dos controles por seleção e por rejeição em tarefas de emparelhamento com o modelo: Uma revisão metodológica [Inferring the occurrence of select and reject controls in matching-to-sample tasks: A methodological review)]. Acta Comportamentalia, 21, 211-225. Queiroz, L. Barros, R.S., Brino, A. L. F., & Truppa, V. (2011*). Análise do controle de estímulos resultante da manipulação do número de escolhas em treino discriminativo com macacos-prego (Sapajus Sp.) [Analysis of stimulus control that results from manipulation of the number of choices in discriminative training with capuchin monkeys (Sapajus Sp.)]. Revista Brasileira de Análise do Comportamento, 7, 17-28. [* Publicado em 2013]. Rabelo, L. Z., Bortoloti, R., & Souza, D. H. (2014). Dolls are for girls and not for boys: Evaluating the appropriateness of the implicit relational assessment procedure for school-age children. The Psychological Record, 64, DOI 10.1007/s40732-014-0006-2. Regacone, S. F., Giacheti, C. M., & Frizzo, A. C. (2014). Potenciais evocados auditivos de longa latência em escolares com transtornos específicos de aprendizagem [Long latency auditory evoked potentials in students with specific learning disorders]. Audiology Communication Research, 19, 13-18. http://dx.doi. org/10.1590/S2317-64312014000100004. Reis, T., Postalli, L. M. M., & de Souza, D. G. (2013). Teaching spelling as a route for reading and writing. Psychology & Neuroscience, 6, 365-373. Rossi, N., Lindau, T., Cardoso, A., & Giacheti, C. (2014). Anatomical changes and audiological profile in branchio-oto-renal syndrome: A literature review. International Archives of Otorhinolaryngology, 18, 68-76. Schelini, P. W., Almeida, L. S., & Primi, R. (2013). Aumento da inteligência ao longo do tempo: Efeito Flynn e suas possíveis causas [Increase of intelligence over time: Flynn effect and its possible causes]. Psico-USF, 18, 45-52.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Sella, A. C., Ribeiro, D. M., Bandini, C. S. M., Bandini, H. H. M., & Bonfim, F. M. S. (2013). Efeitos de um programa de ensino de discriminação de categorias estruturais implícitas de histórias em crianças [Effects of a teaching program on the discrimination of implicit story categories in children]. Psicologia: Reflexão e Crítica, 26, 701-710. Silva, A. T. B., Almeida-Verdu, A. C. M., Carrara, K., Melchiori, L. E., Leite, L. P., & Calais, S. L. (2013). Ampliando comportamentos pró-éticos dos alunos: Relato de pesquisa e intervenção com educadores do ensino fundamental [Extending pro-ethical behavior of students: research and intervention with primary school teachers]. Temas em Psicologia, 21, 347-359. Soares, P. F. R., Assis, G. J. A., & Brino, A. L. F. (2013). Controle condicional sobre a produção de sentenças: Efeitos da ordem de treino do tipo de sentence [Conditional control over sentence production: effects of the order of sentences’ types in training]. Acta Comportamentalia, 21, 193-210. Sousa, N. M., Souza, C. B. A., & Gil, M. S. C. A. (2013). Aprendizagem rápida de comportamento de ouvinte por um bebê [Rapid acquisition of listening behavior in an infant]. Interação em Psicologia, 17, 67-78. Souza, C. B. A., Dahas, L., & Barros, R.S. (2011*). Discriminação simples e pareamento ao modelo com estímulos bidimensionais em macacos-prego infantes e adultos [Simple discrimination and matchingto-sample with two-dimensional stimuli in infant capuchin monkeys ]. Revista Brasileira de Análise do Comportamento, 7, 45-54. [* Publicado em 2013]. Souza, C. B. A., Fonseca, A. R., & Dahas, L. (2011*). Discriminação simples e pareamento ao modelo com objetos em macacos-prego infants [Simple discrimination and matching-to-sample with objects in infant and adult capuchin monkeys]. Revista Brasileira de Análise do Comportamento, 7, 1-10. [* Publicado em 2013]. Souza, F. C., Almeida-Verdu, A. C. M., & Bevilacqua, M. C. (2013). Ecoico e nomeação de figuras em crianças com deficiência auditiva pré-lingual com implante coclear [Echoic and picture naming in prelingual impaired hearing children with cochlear implant)]. Acta Comportamentalia, 21, 325-339. Souza, G. S., Lacerda, E. M. C. B., Silveira, V. A., Araújo, C. S., & Silveira, L. C. L. (2013). A visão através dos contrastes [Vision through contrasts]. Estudos Avançados, 27, 45-60. Varella, A.A.B., & de Souza, D. G. (2011*). O uso do procedimento blocado no ensino de discriminações condicionais de identidade para pessoas com autismo: efeitos do emprego de três estímulos modelo [Using a blocked-trial procedure to teach identity conditional discrimination in individuals with autism: Effect of using three sample stimuli]. Revista Brasileira de Análise do Comportamento, 7(2), 55-71. [* Publicado em 2013]. Vendramine, C. M., & Benvenuti, M. F. (2013). Promoção de mudanças de comportamentos em crianças: O papel do automonitoramento do comportamento dos cuidadores [Promoting behavior change in children: The role of caregivers selfmonitoring]. Revista Brasileira de Terapia Comportamental e Cognitiva, 15, 5-20. Zaine, I., Domeniconi, C., & de Rose, J. C. (2014). Simple and conditional discrimination and specific reinforcement in teaching reading: An intervention package. The Analysis of Verbal Behavior.  DOI 10.1007/s40616-014-0010-2. Zampieri, M., & Schelini, P. W. (2013). O uso de medidas intelectuais na análise do monitoramento metacognitivo de crianças [The use of intellectual measures in the analysis of metacognitive monitoring of children]. Psicologia: Teoria e Pesquisa, 29, 81-88.

In Press (42) Almeida-Verdu, A. C. M., & Oliveira, F. M. (In press, 2014). Precisão em ditado após fortalecimento de leitura e cópia em um escolar de risco [Dictation accuracy after strenghtening of reading and copying responses in a student at risk]. Estudos de Psicologia, 31 (1). Almeida, J. H., Bortoloti, R., Ferreira, P. R. S., Schelini, P. W., & de Rose, J. C. (In press, 2014). Análise da validade e precisão de instrumento de diferencial semântico [Analysis of the validity and accuracy of semantic differential]. Psicologia: Reflexão e Crítica, 27.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Anastacio-Pessan, F. L., Almeida-Verdu, A. C. M., Bevilacqua, M. C., & de Souza, D. G. (in press, 2014). Relações de equivalência em crianças com deficiência auditiva e implante coclear: de leitura a nomeação [Equivalence relations in children with hearing loss and cochlear implant: From reading to naming]. Psicologia: Reflexão e Crítica. Andrade, P. E., Prado, P. S. T., & Carmo, J. S. (In press, 2014). Representações numéricas e pensamento matemático culturalmente construído: uma análise crítica da literatura e dos modelos de cognição numérica atuais [Culturally construed numerical representations and mathematical thinking: A critical analysis of the current literature and models of numerical cognition]. Temas em Psicologia. Antonelli, C. S., Girotto, M., Neves, A. J., & Almeida-Verdu, A. C. M. (in press, 2014). Efeitos da aprendizagem da relação entre palavra ditada e figura sobre a nomeação de figuras: relações entre o ouvir e o falar [Effects of learning the relations between picture and dictated word on picture naming: Listening and speaking relations]. Psicologia em Revista, 20 (3). Antoniazzi, L.C.K., Aggio, N., & Domeniconi, C. (In press). Formação de classes de estímulos equivalentes em idosos com idade avançada. [Formation of stimulus equivalence classes in the elderly]. Revista Brasileira de Análise do Comportamento. Bacelar, F. T., & Souza, C. B. A. (In press). Intervenções comportamentais no ensino de atenção conjunta para crianças com autismo: Uma revisão de literature [Behavioral interventions in teaching joint attention to children with autism: A review of literature]. Interação em Psicologia Bandini, C. S. M., Bandini, H. H. M., Sella, A. C., & de Souza, D. G. (In press, 2014). Emergence of reading and writing in illiterate adults after matching-to-sample tasks. Paidéia. Beazim, M.C.M., Silva, R.G., & Giacheti, C.M. (In press). Compreensão oral em adultos com afasia, disartria e apraxia de fala [Auditory comprehension in adults with aphasia, dysarthria and apraxia of speech]. Arquivos de Ciências da Saúde. Benitez, P., & Domeniconi, C. (In press, 2014). Capacitação de agentes educacionais: proposta de desenvolvimento de estratégias inclusivas. Revista Brasileira de Educação Especial. Biscouto, K. D., Schmidt, A., Veiga, D. I. (In press, 2014). Seguimento de instruções não correspondentes em crianças de diferentes idades [Following no corresponding instructions in children of different ages]. Interação em Psicologia. Bortoloti, R., Pimentel, N., & de Rose, J.C. (In press, 2014). Electrophysiological investigation of the functional overlap between semantic and equivalence. Psychology & Neuroscience. Brino, A. L. F., & Goulart, P. R. K. (In press). A emergência gradual da equivalência de estímulos [Delayed emergence of stimulus equivalence]. Revista Brasileira de Análise do Comportamento. Brino, A. L. F., Galvão, O. F., Picanço, C. R. F., Barros, R. S., Souza, C. B. A., Goulart, P. R. K., & Mcilvane, W. J. (In press, 2014). Generalized identity matching to sample after multiple-exemplar training in capuchin monkeys. The Psychological Record. 2014. Carvalho Neto, M. B., Costa, J. R., Barros, R. S., Farias, D. C., & Rico, V. V. (In press, 2014). Discriminação com três tipos de contingência em S-delta [Discrimination with three types of S-delta contingencies]. Interação em Psicologia. Cortez, M. D., de Rose, J. C., & Miguel, C. F. (In press, 2014). The role of correspondence training on children’s self-report accuracy across tasks. The Psychological Record. Deffendi, L. T., & Schelini, P. W. (In press, 2014). Relação entre autoestima, nível intelectual geral e metacognição em estudantes [Relationship between students’ self-esteem, general intellectual level and metacognition]. Revista Brasileira de Psicologia Escolar e Educacional. Domeniconi, C., de Rose, J. C., & Perez, W. (In press, 2014). Effects of correspondence training on selfreports of errors during a reading task. The Psychological Record.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Domingues, C. E., Oliveira, C. M. C., Oliveira, B. V., Juste, F. S., Andrade, C. R. F., Giacheti, C.M., MorettiFerreira, D., & Drynna, D. (In press, 2014). A genetic linkage study in Brazil identifies a new locus for persistent developmental stuttering on chromosome 10. Genetics and Molecular Research. Esteves, R. C., Lucchesi, F. M., & Almeida-Verdu, A. C. M. (In press). Ensino de ecoico, tato e mando: uma revisão bibliográfica dos artigos do Journal of Applied Behavior Analysis (JABA) [Teaching echoic, tact and mand: A literature review of articles from the Journal of Applied Behavior Analysis (JABA)]. Revista Brasileira de Terapia Comportamental e Cognitiva. Faccioli, J., & Schelini, P. W. (In press, 2014). A frequência de pensamentos contrafactuais em pessoas com e sem indicativos de depressão [The frequency of counterfactual thoughts in people with and without signs of depression]. Boletim de Psicologia. Flores, E. F., Pires, L. F., & Souza, C. B. A. (In press). Leitura dialógica de um romance infanto-juvenil: Efeitos sobre a compreensão textual [Dialogic reading of a juvenile novel: Effects on textual comprehension]. Paidéia. Ganthous, G., Rossi, N. F., & Giacheti, C.M. (In press, 2014). Linguagem no transtorno do espectro alcoólico fetal: uma revisão [Language in fetal alcohol spectrum disorder: A review]. Revista CEFAC. Golfeto, R. M., & de Souza, D. G. (In press). Sentence recognition by prelingually deaf children users of cochlear implants. Journal of Applied Behavior Analysis. Haase, V.G., Santos, A. O., Giacheti, C. M., Chagas, P. P., & Carvalho, M. R. (In press, 2014). Impaired acuity of the approximate number system in 22q11.2 microdeletion syndrome. Psychology & Neuroscience. Lindau, T. A., Rossi, N. F., & Giacheti, C. M. (In press, 2014). Preschool Language Assessment Instrument (PLAI-2) em crianças falantes do português brasileiro [Preschool Language Assessment Instrument (PLAI-2) for speakers of Brazilian Portuguese]. CoDAS. Mendes, A. C., & Carmo, J. S. (In press, 2014). Atribuições dadas à matemática e ansiedade ante a matemática: o relato de alguns estudantes do ensino fundamental [Atributions to mathematics and mathematics anxiety: An account of some elementary school students]. BOLEMA : Boletim de Educação Matemática. Miccione, M., Assis, G. J., Carmo, J. S., & Lopes Jr, J. (In press, 2014). Uma proposta de demarcação da análise descritiva do comportamento ordinal no contexto da literatura operante [A proposal for demarcation of the descriptive analysis of ordinal behavior in the context of the operant literature]. Revista Brasileira de Terapia Comportamental e Cognitiva. Moreira, M. B., & Hanna, E. S. (In press). Emergência de classes de equivalência após separação e recombinação dos estímulos compostos utilizados no treino [Emergence of equivalence classes after separation and recombination of compound stimuli used in training]. Revista Brasileira de Análise do Comportamento. 2 Moreno, A. M., & de Souza, D. G. (in press, 2014). Emparelhamento por identidade em abelhas do gênero Melipona (M. quadrifasciata e M. rufiventris) [Identity matching in meliponas (M. quadrifasciata e M. rufiventris)]. Revista Brasileira de Análise do Comportamento. Moreno, A. M., Varella, A. A. B, Canovas, D. S., Postalli, L. M. M., Ventura, D. S. F., & de Souza, D. G. (In press, 2014). Assessing restricted stimulus control in typically developing preschool children and bees (Melipona quadrifasciata). Psychology Neuroscience. Neves, A. J., & Almeida-Verdu, A. C. M. (In press, 2014). Efeitos de ensino envolvendo equivalência entre palavra ditada, palavra escrita e objeto sobre a inteligibilidade da fala em adolescente com hipoplasia cerebellar [Effects of teaching equivalence between dictated word, written word and object on the intelligibility of speech in adolescent with cerebellar hypoplasia]. Revista CEFAC. Nunes, D. A., Takahaji, M., Benitez, P., Domeniconi, C., & Ferreira, P. R. S. (In press, 2014). Ensino informatizado de leitura em contexto de educação informal. Revista Brasileira de Análise do Comportamento.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Picanço, C. R. F., & Barros, R. S. (In press, 2014). Symmetry evaluation by comparing successive (go/no-go) matching to sample training. The Psychological Record. Schmidt, A., Costa, A. R. A., Norberto, M. C., & Voss, A. (In press, 2014). Ocorrência de classes gramaticais na fala espontânea de crianças de 18 a 41 meses com pares [Occurrence of grammatical classes in the spontaneous speech of children 18 to 41 months with peers]. Psicologia: Reflexão e Crítica. Seno, M. P., Giacheti, C. M., & Moretti-Ferreira, D. (n press, 2014). Linguagem, narrativa e fluência na síndrome de Down: uma revisão [Language, narrative and fluency in Down syndrome: A review]. Revista CEFAC. Sousa, N. M., Garcia, L. T., & Gil, M. S. C. A. (In press, 2014). Differential reinforcement in simple discrimination learning in 10-t0 20-month old toddlers. The Psychological Record. Souza, C. B. A., Costa, G. O., Machado, F., & Barros, R. S (In press, 2014). Discriminação simples com estímulos auditivos em macacos-prego [Simple discrimination with auditory stimuli in capuchin monkeys]. Revista Brasileira de Análise do Comportamento. Straatmann, G., Almeida, S. S., & de Rose, J. C. (In press, 2014). Computerized assessment of food preferences in adolescents undergoing the stimulus equivalence paradigm. Temas em Psicologia. Velasco, S. M., & Tomanari, G. Y. (In press). Assessing emergent conditional relations under reinforcement conditions. The Psychological Record. Verneque, L., & Hanna, E. S. (In press, 2014). Tempo de exposição a estímulos multidimensionais e topografias de controle de estímulo [Exposure time to multidimensional stimuli and stimulus control topographies]. Revista Brasileira de Análise do Comportamento. Zaine, I., Costa, A. R. A., & Domeniconi, C. (In press, 2014). Exclusion performance in visual simple discrimination in dogs (Canis familiaris). Psychology & Neuroscience.

Papers submitted to scientific journals (40) Allán, S., & Souza, C. B. A. (Submitted). Intencionalidade e linguagem: As propostas de Tomasello e Skinner [Intentionality and Language: The proposals of Tomasello and Skinner]. Acta Comportamentalia. Allán, S., & Souza, C. B. A. (Submitted). Intencionalidade e linguagem: M. Tomasello, J. Searle e D. Dennett [Intentionality and Language: M. Tomasello, J. Searle, and D. Dennett]. Acta Comportamentalia. Almeida-Verdu, A. C. M., Giacheti, C. M., Lucchesi, F. M., Freitas, G. R., Dutka, J. C. R., Rovaris, J. A., & Marques, P. F. (Submitted). Inteligibilidade e apraxia da fala: efeitos do fortalecimento de relações verbais [Speech intelligibility and apraxia: Effects of strengthening verbal relations]. CEFAC. Almeida-Verdu, A. C. M., Gomes, F. P., & Bevilacqua, M. C. (Submitted). Controle de estímulos e nomeação de figuras em crianças no início da alfabetização e usuárias de implante coclear [Stimulus control and picture naming in children, users of cochlear implant, exposed to early literacy]. Psicologia: Teoria e Prática. Almeida-Verdu, A. C. M., & Bevilacqua, M. C. (Submitted). Aquisição de relações condicionais auditivovisuais, formação de classes e vocalização em deficientes auditivos pré-linguais com implante coclear: investigações e análises. [Acquisition of auditory-visual relations, class formation and vocalization in pre-lingually hearing impaired individuals with cochlear implant: Investigations and analyses]. Avances en la Psicologia Latinoamerica. Almeida, C. G. M., Almeida-Verdu, A. C. M., & Cavalcante, M. R. (Submitted). Descrição de contingências durante a leitura de histórias e o comportamento de crianças: um estudo exploratório [Description of contingencies in reading stories and children’s behavior: An exploratory study]. Psicologia em Revista. Almeida, J. H., & de Rose, J. C. (Submitted). Change of stimulus meaning after reorganization of equivalence classes: Effects of delayed matching. The Psychological Record.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Assis, G. J. A., Motta, C. M., & Almeida-Verdu, A. C. M. (Submitted). Emergência de relações condicionais com sentenças afirmativas e negativas por sobreposição de palavras [The emergence of conditional relations with affirmative and negative sentences envolving overlapping words]. Acta Comportamentalia. Barbosa, B. F., Gomes, G. F., & Schmidt, A. (Submitted). Aprendizagem de relações nome-objeto após uma tentativa de exclusão: efeito de dicas sociais [Learning name-object relations after a single exclusion trial: The effect of social cues]. Temas em Psicologia. Benitez, P. A., & Domeniconi, C. (Submitted). Uso de um software de leitura e escrita por familiares de indivíduos com deficiência intelectual. [Using a software for teaching reading and writing by family members of individuals with intellectual disabilities]. Psicologia: Teoria e Pesquisa. Borba, M. M. C., Barros, R. S., Monteiro, P. C. M., Barboza, A. A., & Trindade, E. N. (Submitted). Intervenção via cuidadores para o ensino de tato com autoclítico em crianças com diagnóstico de autismo [Intervention via caregivers for teaching tact and autoclitic to children diagnosed with autism]. Revista Brasileira de Análise do Comportamento. Canovas, D. S., Debert, P., & Pilgrim, C. (Submitted). Functional and equivalence classes established using simple discrimination training procedures. Journal of the Experimental Analysis of Behavior. Carmo, J. S., Fioraneli, R. C., Castro-Canguim, J. F., & Gualberto, P. M. A. (Submitted). Avaliação de habilidades matemáticas básicas em estudantes do Ensino Fundamental. [Assessment of basic mathematics skills in elementary school children]. Temas em Psicologia. Carmo, J. S., Prado, P. S. T., Lorena, A. B., & Lopes, N. L. (Submitted). Concepções de contagem e de conceito de número na perspectiva de professores do ensino fundamental e pós-graduandos em educação. [Conceptions of counting and number in elementary school teachers and graduate students in education]. Zetetiké (Unicamp). Costa, J. R., Carvalho-Neto, M. B., & Barros, R. S. (Submitted). Insight em macacos-prego (Sapajus spp.) com diferentes contextos de treino das habilidades pré-requisito [Insight in capuchin monkeys (Sapajus spp.) with different training contexts of prerequisite skills]. Interação em Psicologia. da Hora, C., Debert, P., LaFrance, D., & Miguel, C. (Submitted). Inadvertent establishment of location control in matching-to-sample tasks in individuals with autism. Journal of Applied Behavior Analysis. Dahás, L. J. S., Brasiliense, I. C. S., & Souza, C. B. A. (Submitted). Reversões repetidas de discriminações simples combinadas com estímulos olfativos em cães domésticos I [Repeated simple discrimination reversals combined with olfactory stimuli in domestic dogs I]. Interação em Psicologia. Dahás, L. J. S., & Souza, C. B. A. (Submitted). Reversões repetidas de discriminações simples combinadas com estímulos olfativos em cães domésticos II [Repeated simple discrimination reversals combined with olfactory stimuli in domestic dogs II]. Interação em Psicologia. Dias, K. K., Brino, A. L. F., & Barros, R. S. (Submitted). Interferência de controle pela posição do estímulo em treino de discriminações condicionais arbitrárias em macaco-prego ( Sapajus sp.) [Interference of control by stimulus location in training arbitrary conditional discrimination in capuchin monkeys (Sapajus sp.)]. Revista Brasileira de Análise do Comportamento. Fioraneli, R. C., & Carmo, J. S. (Submitted). Efeitos do treino de contagem sobre a aquisição de comportamento conceitual numérico. [Effects of counting training on the acquisition of numeric conceptual behavior]. Psicologia: Teoria e Pesquisa. Garcia, V. A., Falcão, A. P., Almeida-Verdu, A. C. M. (Submitted). O treino de operantes de cópia, leitura e intraverbal durante o comportamento de estudar e relações com o desempenho academico [Copy, reading and intraverbal operant training during the studying behavior and relations with academic performance ]. Educação em Revista. Haber, G. M., Galvão, O. F., Baptista, M. Q. G., & Souza, C. B. A. (Submitted). Verbal behavior and music score reading: An operant analysis. Revista Brasileira de Análise do Comportamento.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Henklain, M. H. O., & Carmo, J. S. (Submitted). Algumas contribuições da Análise do Comportamento ao estudo do sentido de número em bebês. [Some contributions of behavior analysis to the study of number meaning in infants]. Psicologia: Reflexão e Crítica. Huziwara, E. M., Montagnoli, T. A. S., & de Souza, D. G. (Submitted). Treino discriminativo em cães utilizando estímulos visuais e procedimento automatizado [Discriminative training in dogs using visual stimuli and an automated procedure]. Revista Brasileira de Análise do Comportamento. Langsdorff, l C., Gomes, C. G. S., & Domeniconi, C. (Submitted). Learning by exclusion in children diagnosed with autism spectrum disorders. The Psychological Record. Langsdorff, L. A. O. C., Schmidt, A., Domeniconi, C. (Submitted). Aprendizagem de relações auditivo-visuais por meio de tentativas de exclusão [Learning auditory-visual relationships through exclusion trials]. Interação em Psicologia. Lucchesi, F. M., Almeida-Verdu, A. C. M., Buffa, M. J. M. B., & Bevilacqua, M. C. (Submitted). Análise dos passos de um ensino programado de leitura e escrita a crianças com deficiência auditiva e implante coclear [Analyzing the units of a programmed curriculum to teach reading and writing to children with hearing loss and cochlear implant]. Acta Comportamentalia. Lucchesi, F. M., Almeida-Verdu, A. C. M., Buffa, M. J. M. B., & Bevilacqua, M. C. (Submitted). Leitura e inteligibilidade da fala: efeitos de ensino programado com crianças usuárias de implante coclear [Reading and speech intelligibility: Effects of programmed instruction with children with cochlear implant]. Psicologia: Reflexão e Crítica. Melo, C. M., Castro, M. S. L. B., & de Rose, J. C. (Submitted). Some relations between culture, ethics, and technology in B. F. Skinner. Behavior and Social Issues. Moreira, M. B., & Hanna, E. S. (Submitted). Emergência de relações arbitrárias após treino de discriminações simples simultâneas com estímulos compostos. [Emergence of arbitrary relations after simultaneous simple discrimination training with compound stimulus]. Acta Comportamentalia. Nogueira da Cruz, I. R., Picanço, C. R. F., & Barros, R. S. (Submitted). Utilização da máscara na verificação de relações de controle de estímulos em macacos-prego. [Using a mask to verify stimulus control relations in capuchin monkeys]. Revista Brasileira de Análise do Comportamento. Nunes, A. L., Pontes, L. B., Assis, G., & Souza, C. B. A (Submitted). Aprendizagem e emergência de sequências numéricas: Efeitos do ensino por sobreposição em pré-escolares [Learning and the emergence of numerical sequences: Effects of stimulus overlapping in preschoolers]. Psicologia: Teoria e Pesquisa. Pereira, V. A., Canovas, D. S., & de Souza, D. G. (Submitted). Avaliação dos efeitos de um ambiente virtual sobre a aprendizagem de discriminações simples em pré-escolares [Evaluation of the effects of a virtual environment on simple discrimination learning in preschool children]. Revista Brasileira de Análise do Comportamento. Quinteiro, R. S., Hanna, E. S., & de Souza, D. G. (Submitted). Emergência de leitura Braille recombinativa em pessoas com deficiência visual [Emergence of Braille reading in adults with visual impairment]. Revista Brasileira de Análise do Comportamento. Rebello, M., Yu, L. S., Bertoldo, M., Duckur, R., Vernucio, R., & Debert. P. (Submitted). Ensino de ideogramas a partir do procedimento matching de identidade com estímulos compostos [Teaching ideograms through identity matching-to-sample with compound stimuli]. Revista Brasileira de Análise do Comportamento. Rocha, J. F., Almeida-Verdu, A. C. M., & Silva, A. T .B. (Submitted). Treino de habilidades sociais em pessoas com fobia social [Social skills training in persons with social phobia]. Perspectivas em Análise do Comportamento. Schmidt, A. (Submitted). Learning the name-object relationship after a single exclusion trial in children of 18 to 48 months. The Psychological Record.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Soares-Filho, P. S. D., Silva, A. J. M., Velasco, S. M., Tomanari, G. A. Y., & Barros, R. S. (Submitted). Assessing the property of symmetry by comparing the acquisition of symmetric and nonsymmetric conditional relations in capuchin monkeys. The Psychological Record. Souza, M.F., & Schmidt, A. (Submitted). Responding by exclusion in Wistar rats in a simultaneous visual discrimination task. Journal of the Experimental Analysis of Behavior. Varella, A. A. B., & de Souza, D. G. (Submitted). Emergence of auditory-visual relations from a visual-visual baseline with class-specific auditory consequences. Journal of the Experimental Analysis of Behavior.

BOOKS Published (1) Giacheti, C. M., & Gimeniz-Paschoal, S. R. (2013). Perspectivas multidisciplinares em fonoaudiologia: da avaliação à intervenção [Multidisciplinary perspectives in speech pathology: From assessment to intervention] (1ª ed.). Marília, SP: Oficina Universitária / São Paulo: Cultura Acadêmica. 364 p. ISBN: 978-85-7983-452-3.

In press (1) de Rose, J. C., Gil, M. S. C. A., & de Souza, D. G. (In press). Comportamento simbólico: bases conceituais e empíricas [Symbolic behavior: Conceptual and empirical bases]. (1ª. ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. ISBN 978-85-7983-516-2.

BOOK CHAPTERS Published (11) Bueno, I. A. F., Picoli, R. M. M., & Carmo, J. S. (2013). Informações fundamentais para o ensino de habilidades matemáticas básicas a crianças com ou sem limitações intelectuais [Fundamental information for teaching basic math skills to children with and without intellectual limitations]. In A. I. A. Oliveira, D. A. Zaparolli, G. J. A. Assis, & M. A. Pinheiro (Eds.), Desenvolvimento humano: Contribuições para aprendizagem e a inclusão social [Human development: Contributions to learning and social inclusion] (pp. 89-98). Belém: Editora da Universidade do Estado do Pará. Ferrari, C. (2013). Avaliação de habilidades de percepção de sons de fala: Questões metodológicas [Assessment of speech sounds perception abilities: Methodological issues.]. In C. M. Giacheti, & S. R. Gimeniz-Paschoal (Eds.), Perspectivas multidisciplinares em fonoaudiologia: Da avaliação à intervenção [Multidisciplinary perspectives in speech pathology: From assessment to intervention] (pp. 253-273). Marília: Oficina Universitária / São Paulo: Cultura Acadêmica. Giacheti, C. M. (2013). Os distúrbios da comunicação e a genética. In C. M. Giacheti, & S. R. GimenizPaschoal (Eds.), Perspectivas multidisciplinares em fonoaudiologia: Da avaliação à intervenção [Multidisciplinary perspectives in speech pathology: From assessment to intervention] (pp. 73-91). Marília: Oficina Universitária / São Paulo: Cultura Acadêmica. Gomes, C. G. S., & de Souza, D. G. (2013). Transtornos do espectro do autismo de alto funcionamento e aprendizagem de conteúdos acadêmicos [Disorders of high-functioning autism spectrum and learning academic content]. In W. Camargos Jr. (Ed.), Síndrome de Asperger e outros transtornos do espectro do autismo de alto funcionamento: Da avaliação ao tratamento [Asperger’s syndrome and other disorders of high-functioning autism spectrum: From assessment to treatment](pp. 301-314). 1a. ed. Belo Horizonte: ArteSã.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Guida, H. L., Giacheti, C. M., & Zorzetto, N. L. (2013). Neuroanatomia do processamento auditivo [Neuroanatomy of auditory processing]. In C. M. Giacheti, & S. R. Gimeniz-Paschoal (Eds.), Perspectivas multidisciplinares em fonoaudiologia: Da avaliação à intervenção [Multidisciplinary perspectives in speech pathology: From assessment to intervention] (pp. 57-72). Marília: Oficina Universitária / São Paulo: Cultura Acadêmica. Hübner, M. M. C. (2013). Análise do comportamento aplicada: Reflexões a partir de um cenário internacional e das perspectivas brasileiras [Applied behavior analysis: Reflections from an international scenario and Brazilian perspectives]. In C. E. Costa, C. R. X. Cançado, D. R. Zamignani, & S. R. S. Arrabal-Gil (Eds.), Comportamento em foco [Behavior in focus]. Vol. 2 (pp. 9-14). São Paulo: ABPMC. Melo, C. M., & de Rose, J. C. (2013). A verdade como efetividade na proposta científica de B. F. Skinner [Truth as effectiveness in the scientific proposal of B.F. Skinner]. In C. E. Costa, C. R. X. Cançado, D. R. Zamignani, & S. R. S. Arrabal-Gil (Eds.), Comportamento em foco [Behavior in focus]. Vol. 2 (pp. 17-23). São Paulo: ABPMC. Miccione, M., Carmo, J. S., & Assis, G. J. (2013). Aprendendo a formar participantes colaborativos em pesquisa empírica: Algumas considerações sobre variáveis metodológicas em sessões de coleta de dados [Learning to shape collaborative participants in empirical research: Some considerations on methodological variables in data collection sessions]. In C. E. Costa, C. R. X. Cançado, D. R. Zamignani, & S. R. S. Arrabal-Gil (Eds.), Comportamento em foco [Behavior in focus]. Vol. 2 (pp. 93-104). São Paulo: ABPMC. Passarelli, A. C. P. M., & Oliveira, T. P. (2013). Contingências experimentais no ensino de relações entre estímulos auditivos e visuais para crianças pequenas usuárias de implante coclear [Experimental contingencies in teaching auditory -visual relations to young children users of cochlear implant]. In C. E. Costa, C. R. X. Cançado, D. R. Zamignani, & S. R. S. Arrabal-Gil (Eds.), Comportamento em foco [Behavior in focus]. Vol. 2 (pp. 77-92). São Paulo: ABPMC. Pereira, A. B. C., Souza Jr., G. N., Monteiro, D. C., & Marques, L. B. (2013). A fuzzy system for educational tasks for children with reading and writing disabilities. In I. Hatzilygeroudis, & V. Palade (Eds.), Combinations of intelligent methods and applications (pp. 57-78). New York, NJ: Springer. Souza, D. L., Teixeira, O. N., Monteiro, D. C., & Oliveira, R. C. L. (2013). A new cooperative evolutionary multi-swarm optimizer algorithm based on CUDA architecture applied to engineering optimization. In I. Hatzilygeroudis, & V. Palade (Eds.), Combinations of intelligent methods and applications (pp. 95-115). New York, NJ: Springer.

In Press (11) Almeida Verdu, A. C. M., da Silva, W. R., Golfeto, R. M., Bevilacqua, M. C., & de Souza, D. G. (In press). Investigação da função simbólica adquirida por estímulos elétricos em crianças com implante coclear [Investigation of the acquired symbolic function of electrical stimuli in children using cochlear implant]. In de J.C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª. ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. Benvenuti, M. F., & Tomanari, G. A. T. (In press). Atenção, observação e a produção do comportamento simbólico e do responder relacional [Attention, observation, and the production of symbolic behavior and relational responding]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª. ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Bortoloti, R., & de Rose, J. C. (In press). Relações de equivalência como modelo de relações semânticas [Equivalence relations as a model of semantic relations]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª. ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. Costa, A. R., Domeniconi, C., & de Souza, D. G. (In press). Controle de estímulos, mapeamento simbólico emergente e aquisição de vocabulário [Stimulus control, emergent symbolic mapping, and vocabulary acquisition]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª.ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. de Souza, D. G., Hanna, E. S., Albuquerque, A. R., & Hübner, M. M. C. (In press). Processos recombinativos: algumas variáveis críticas para o desenvolvimento de leitura [Recombinative processes: Some critical variables in reading development]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª.ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. Debert, P. (In press). Procedimentos go/no-go com estímulos compostos no estudo da aprendizagem relacional [Go/no-go procedures with compound stimuli in the study of relational learning]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. Galvão, O. F., & Barros, R. S. (In press). Sobre o desenvolvimento de um modelo animal do comportamento simbólico [On the development of an animal model of symbolic behavior]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. Gil, M. S. C. A. (In press). Pergunte aos bebês: definição de classes de respostas e de estímulos no estudo de precursores do comportamento simbólico em bebês [Ask babies: Definition of response and stimulus classes in the study of precursors of symbolic behavior in infants]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. Hübner, M. M. C., Souza, A. C., & Souza, S. (In press]. Uma revisão da contribuição brasileira no desenvolvimento de procedimentos de ensino para a leitura recombinativa [A review of the Brazilian contribution to the development of procedures to teach recombinative reading]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª. ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. Melo, R. M., & Hanna, E. S. (In press). Comportamento conceitual: treino discriminativo simples simultâneo e formação de classes de estímulos relacionais [Conceptual behavior: Simple simultaneous discrimination training and the formation of relational stimulus classes]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª. ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica. Schmidt, A., Postalli, L. M. M., & de Souza, D. G. (In press). Formação de classes de estímulos equivalentes como um dos processos na origem da compreensão de instruções [Stimulus class formation as a basic processes in the origin of instruction comprehension]. In de J. C. de Rose, M. S. C. A Gil, & D. G. de Souza (Eds.). Comportamento simbólico: bases conceituais e empíricas. [Symbolic behavior: conceptual and empirical bases]. (1ª. ed.). Marília, SP: Oficina Universitária / São Paulo, SP: Cultura Acadêmica.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Other relevant journal articles, not directly related to the institute’s research program (These items did not count for data in tables and graphics) Published Araújo, C. S., Souza, G. S., Gomes, B. D., & Silveira, L. C. L. (2013). Visual evoked cortical potential (VECP) elicited by sinusoidal gratings controlled by pseudo-random stimulation. Plos One, 8, e70207. Carmo, J. S., & Ferraz, A. C. T. (2013). Ansiedade relacionada à matemática e diferenças de gênero: Uma análise da literature [Mathematics anxiety and gender differences: A literature review]. Psicologia da Educação, 35, 53-71. Carvalho, A. C., Schwarz, M., Souza, G. S., Gomes, B. D., Rosa, A. A. M., Ventura, A. M. R. S., de Souza, J. M., Silveira, L. C. L., & Kremers, J. (2013). Multifocal electroretinographic evaluation in malaria patients that had high daily dose of chloroquine intake for a short period. Journal of Ophthalmic Vision Research, 8, 193-198. de Siqueira, L. V., Rico, E. P., Bulla, M. C., Bellini, L., Silveira, L. C. L., Vinade, L., Souza, D. O. G., & Moreira, J. D. (2013). Dietary omega-3 fatty acids deficiency affects the glutamatergic transport system in rat retina: Modulatory effects after high intraocular pressure. Food and Nutrition Sciences, 4, 195-201. Sales, A. M. N., Cola, P. C., Santos, R. R. D., Motonaga, S. M., Giacheti, C. M., & Silva, R. G. (2013). Análise quantitativa da deglutição orofaríngea em indivíduo gastrostomizado com lipofuscinose ceróide neuronal: Relato de caso [Quantitative analysis of oropharyngeal swallowing in a gastrostomized individual with neuronal ceroid lipofuscinosis: Case report]. Revista CEFAC, 15, 1718-1722. Silveira, V. A., Souza, G. S., Gomes, B. D., Rodrigues, A. R., & Silveira, L. C. L. (2014). Joint entropy for space and spatial frequency domains estimated from psychometric functions of achromatic discrimination. Plos One, 9, e86579. Souza, G. S., Gomes, B. D., Lacerda, E. M. C. B., Saito, C. A., Silva Filho, M., & Silveira, L. C. L. (2013). Contrast sensitivity of pattern transient VEP components: Contribution from M and P pathways. Psychology euroscience, 6, 191-198.

In Press de Carvalho, A. C., Schwarz, M., Souza, G. S., Gomes, B. D., Rosa, A. A. M., Ventura, A. M. R. S., de Souza, J. M., Silveira, L. C. L., & Kremers, J. (In press, 2013). Multifocal electroretinographic evaluation in malaria patients that had high daily dose of chloroquine intake for a short period. Journal of Ophthalmic Vision Research.

Software 1. Capobianco, D., Orlando, A. F., Teixeira, C. A. C., de Rose, J.C., & de Souza, D. G. (2013). GEIC-LECH

0.11 – Gerenciador de ensino individualizado por computador (GEIC) [Manager for computerized, individualized teaching].

Software multi-plataforma para elaboração de programas de ensino e procedimentos de pesquisa, aplicação online e gerenciamento de alunos, de equipes e de dados [Multi-platform software for developing programs for teaching and research procedures, online application and management of students, teams and data].

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

This software was initially developed in 2008 and has been systematically improved across the years; in the period covered by this report, it evolved to versions 0.8 to 0.11. Later developments include an improved data analysis system. 2. HĂźbner, M. M. C. et al. Equivium: Matching-to-sample procedures to teach auditory-visual conditional discriminations and equivalence relations.

This software is currently being adapted for controlling experimental procedures and recording data using ipad devices. This will allow greater flexibility in data collection with young children 3. Tomanari, G.A.Y. Match 1.0. Programming matching-to-sample procedures to teach conditional discriminations. 4. Tomanari, G.A.Y. Mult 1.0. Programming reinforcement schedules to study observational responding. 5. Marcicano, D., Carmo, J. S., & Prado, P. S. T. ProgMTS. 6. Silveira, M. V, Finco, A. T., Moreno, A. M., & de Souza, D. G. (2013).Â B-Learning 0.1.Â A software for

programming operant bar pressing, schedules of reinforcement, and discrimination learning procedures for honey bees.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Appendix II Journals of published articles

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

List of journals in which the articles were published (2013-2014), number of papers in each journal (F) and QUALIS category Journals

QUALIS

Acta Comportamentalia

International (17) Apuntes de Psicología

Audiology Communication Research

Brazilian Journal of Otorhinolaryngology

Didáskomai: Revista de Investigaciones sobre la Enseñanza

European Journal of Behavior Analysis

Genetics and Molecular Research

International Archives of Otorhinolaryngology

Journal of Game-Based Learning

Journal of the Experimental Analysis of Behavior

Learning & Behavior

Paidéia

Psicologia: Reflexão e Crítica (Psychology)

Psychology & Neuroscience

The Analysis of Verbal Behavior

The Psychological Record

Sub-total

37 National (13)

Avaliação Psicológica

Cadernos de Pesquisa

Cadernos de Saúde Pública

CoDAS

Estudos Avançados

Estudos de Psicologia

Interação em Psicologia

Psico-USF

Psicologia: Teoria e Pesquisa

Revista Brasileira de Análise do Comportamento

Revista Brasileira de Psicologia

Revista Brasileira de Terapia Comportamental e Cognitiva

Temas em Psicologia

Sub-Total

Total

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Appendix III Dissertations, theses, and undergraduate research projects (2013-2014)

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

The Academic Program: Human Resources Development (May, 2013 - April, 2014) This section presents the students supervised by members of the Institute and the research projects in which they participated during the year. The list begins with the completed research in the period ( post-doctoral projects, doctoral dissertations, master theses, undergraduate research, and fellowships for technical support). A second list presents the list of supervisions in progress.

Concluded Research Post-doctoral research (1) [Scholarships: FAPESP: 01] Saulo Missiaggia Velasco (GAY Tomanari). Equivalência de estímulos em infra-humanos (Columba livia): em busca de um modelo animal para o estudo do comportamento simbólico [Stimulus equivalence in non-humans (Columba lívia): In search of an animal model to study symbolic behavior]. 2009-2013. USP. FAPESP.

Doctoral Dissertations (16) [Scholarships: FAPESP: 06; CAPES: 3; CNPq: 5] = 14/16 (87,5%) André Augusto Borges Varella (DG de Souza). Formação de classes de equivalência em pessoas com autismo: requisitos comportamentais para a emergência de desempenhos novos. [Equivalence class formation in persons with autism: Behavioral requisits for the emergence of novel behavior]. Tese (Doutorado em Psicologia). UFSCar. FAPESP. Jul/2013. Ariene Coelho Souza (MMC Hübner). Efeito da aquisição de leitura combinatória no responder diferencial às unidades mínimas em leitura recombinativa [Effects of combinative reading on differential responding to minimal units in recombinative reading]. Tese (Doutorado em Psicologia [Psicologia Experimental]). USP. CAPES. 2013. Daniela de Souza Canovas (P Debert). Discriminações simples, classes funcionais e classes de equivalência [Simple discrimination, functional and equivalence classes]. Tese (Doutorado em Psicologia [Psicologia Experimental]). USP. FAPESP. 2013. Debora Correa Lima (D.G. de Souza CO/ C. M. Martinez O). Desempenho em vocabulário, leitura e escrita: prematuridade tardia como fator associado [Performance in vocabulary, reading and writing: Late preterm birth as an associated factor]. Tese (Doutorado em Educação Especial). UFSCar. CNPq. Fev/2014. Heloisa Cursi Campos (P Debert). Emergência da relação de simetria por meio do procedimento go/no-go com estímulos compostos em pombos [Emergence of symmetry relation using the go/no-go procedure with compound stimuli in pigeons]. Tese (Doutorado em Psicologia [Psicologia Experimental]). USP. FAPESP. Dez/2013. João Henrique de Almeida (JC de Rose). Estudos experimentais sobre relações derivadas e transferência de significado [Experimental studies on derived relations and transfer of meaning]. Tese (Doutorado em Psicologia). UFSCar. FAPESP. Ago/2013.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Marcos Roberto Garcia (MMC Hübner). Controle instrucional do autoclítico em tarefas de formação de classes de equivalência e em sequências intraverbais [Instructional control by autoclitics in tasks of equivalvence class formation and on intraverbal sequences]. Tese (Doutorado em Psicologia [Psicologia Experimental]). USP. CNPq. 2013. Mariana Morais Miccione (JS Carmo – co-orientador). Produção de sequências com base na análise experimental de relações ordinais em pré-escolares [The production of sequences derived from the experimental analysis of ordinal relations in preschoolders]. Tese (Doutorado em Teoria e Pesquisa do Comportamento). UFPA. CNPq. 2013. Marilu Michelly Cruz de Borba. (R. S. Barros). Intervenção ao autismo via ensino de cuidadores [Intervention to autismo via caregivers training]. Tese (Doutorado em Teoria e Pesquisa do Comportamento). UFPA. 2014. Marina Lopes Bezerra de Castro (JC de Rose). O naturalismo ético no behaviorismo radical de B. F. Skinner [The ethical naturalism in the radical behaviorism of B. F. Skinner]. Tese (Doutorado em Filosofia). UFSCar. FAPESP. 2013. Miguel Angelo Monteiro Lessa (OF Galvão). Bem-estar de macacos-prego no cativeiro: engenharia comportamental no enriquecimento ambiental e análise da dinâmica espacial [Welfare of capuchin monkeys in captivity: Behavioral engineering in environmental enrichment and analysis of spatial dynamics]. Tese (Doutorado em Psicologia [Teoria e Pesquisa do Comportamento]). UFPA. CAPES. 2014. Naiara Minto de Sousa (MSCA Gil). Procedimentos e processos: uma delicada relação na aprendizagem de discriminações por bebês [Procedures and processes: a subtle relation in discrimination learning by infants]. Tese (Doutorado em Psicologia). UFSCar. CAPES (INCT-ECCE) / FAPESP. Ago/2013. Paulo Roberto Abreu (MMC Hübner). Efeitos de instruções sobre respostas de checagem [Effects of instructions on checking behavior]. Tese (Doutorado em Psicologia [PsicologiaExperimental]). USP. CNPq. 2013. Peter Endemann (GAY Tomanari). O aprendizado sobre a ir(relevância) dos estímulos [Learning on the ir(relevance) of stimuli]. Tese (Doutorado em Psicologia [Psicologia Experimental]). USP. CNPq. 2013. Priscila Mara de Araújo Gualberto (JS Carmo). Avaliação de habilidades pré-aritméticas e ensino de soma e subtração para crianças: contribuições da Análise do Comportamento [Assessment of pre-arithmetic skills and teaching addition and subtraction to children: Some contributions of the Behavioral Analys]. Tese (Doutorado em Psicologia). UFSCar. Ago/2013. Tony Nelson (OF Galvão / C. Ferrari CO). Estudos sobre a avaliação da afasia expressiva: material e procedimentos [Studies on the assessment of expressive aphasia: Materials and procedures]. Tese (Doutorado em Psicologia [Teoria e Pesquisa do Comportamento]). UFPA. CAPES. 2013.

Master Theses (21) [Scholarships: FAPESP: 4; CNPq: 3; CAPES: 12] = 19/21 (90,5%) Ailton Barcelos da Costa (MSCA GIL). Estímulos táteis e auditivos no ensino de frações a crianças cegas [Tactile and auditory stimuli in teaching ratios to blind children]. Dissertação (Mestrado em Educação Especial). UFSCar. CAPES. Mar/2014. Antonio Carlos Leme Júnior (JC de Rose). Determinantes da apreciação da interpretação musical: hábitos de escuta, escolaridade e área de formação acadêmica [Determinants of appreciation of musical interpretation: listening habits, education and area of academic training]. Dissertação (Mestrado em Psicologia) . UFSCar. CAPES. 2013. Caio Carvalho Moreira (M Ribeiro Filho). Navegação, reconhecimento de gestos e controle de interface no Sistema ITV utilizando o dispositivo Kinect. [Navigation, gesture recognition, and interface control at the ITV system using the Kinect device] Dissertação (Mestrado em Engenharia Elétrica). UFPA. CNPq. 2013.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Carlos Rafael Fernandes Picanço (RS Barros). Avaliação de simetria por comparação de treinos de emparelhamento ao modelo sucessivo (go/no-go) [Evaluation of symmetry by comparing successive matching-to-sample training (go / no-go)]. Dissertação (Mestrado em Psicologia [Teoria e Pesquisa do Comportamento]). UFPA. CAPES. 2013. Denise Bachega (JS Carmo). Uma leitura comportamental sobre o Método Paulo Freire de alfabetização: convite ao diálogo entre analistas do comportamento e educadores freireanos [A behavioral reading about Paulo Freire’s method of literacy: invitation to a dialogue between behavior analysts and Freirean educators]. Dissertação (Mestrado em Psicologia). UFSCar. CAPES. Mar/2014. Diego Felipe Silveira Seabra (JS Carmo). Relações de equivalência entre elementos de funções do primeiro grau por alunos do ensino fundamental [Equivalence relations between elements of first degree functions in elementary school students]. Dissertação (Mestrado em Psicologia). UFSCar. CAPES. Mar/2014. Edson Luiz Nascimento dos Santos (CBA Souza). Integração dos repertórios de falante e ouvinte (naming) com crianças autistas: efeitos do ensino com objetos e figuras [Integrating speaking and listening repertories (naming) in autistic children: Effects of teaching with objects and pictures]. Dissertação (Mestrado em Psicologia). UFPA. CNPq. 2014. Eugênia Andréa Leão Santos (RS Barros). Formação de classes de equivalência via consequências específicas em crianças com autismo [The formation of equivalence classes via specific consequences in autistic children]. Dissertação (Mestrado em Psicologia [Teoria e Pesquisa do Comportamento]). UFPA. CAPES. 2014. Flávia de Azevedo Lacerda (RM Melo). Leitura e repertório recombinativo: Efeito da tarefa de resposta construída com atraso e da possibilidade de consulta a dicas [Reading and recombinative repertoire: Effect of the delayed constructed response task and the possibility of consulting cues]. Dissertação (Mestrado em Ciências do Comportamento). UNB. CAPES. 2013. Florença Lucia Coelho Justino (PW Schelini). Efeito da vitimização sobre o pensamento contrafactual [Effects of victimization on counterfactual thinking]. Dissertação (Mestrado em Psicologia). UFSCar. FAPESP. 2014. Glaucy Oliveira Costa (CBA de Souza). Ensino de linguagem receptiva para crianças com autismo: comparando dois procedimentos [Teaching receptive language to children with autism: Comparing two procedures]. Dissertação (Mestrado em Psicologia). UFPA. CNPq. 2014. Graziele Thomasinho de Aguiar (MSCA Gil). Classificação do comportamento verbal e aquisição de discriminações condicionais por bebês [Categorization of verbal behavior and the acquisition of conditional discriminations by infants]. Dissertação (Mestrado em Psicologia). UFSCar. Ago/2013. Giulia Ganthous (CM Giacheti). Caracterização da narrativa oral de histórias de indivíduos com Transtorno do Espectro Alcoólico Fetal [Characterization of the oral storytelling of individuals with Fetal Alcohol Spectrum Disorder]. Dissertação (Mestrado em Fonoaudiologia). UNESP/Marilia. FAPESP. 2014. Jonathan Melo de Oliveira (ES Hanna). Mudanças no treino discriminative de pseudopalavras e seus efeitos sobre a observação dos estímulos e o controle pelas letras [Changes in the discriminative training of pseudowords and their effect on the observation of the stimuli and on the control by letters]. Dissertação (Mestrado em Ciências do Comportamento). UNB. CAPES/REUNI. 2014. Leonardo Dutra Henriques (PRK Goulart CO). Avaliação de visão de cores em um indivíduo albino de Sapajus sp (Cebus sp) [Assessment of color vision in an albino individual Sapajus sp (Cebus sp)]. Dissertação (Mestrado em Neurociências e Comportamento). USP. FAPESP. 2013. Leylanne Martins Ribeiro de Souza (MSCA Gil). Ensino de discriminações condicionais para bebês por meio do responder por exclusão [Teaching conditional discriminations to infants via exclusion responding]. Dissertação (Mestrado em Psicologia). UFSCar. CAPES. Mar/2014. Mayra Lais de Carvalho Gomes (C. Domeniconi). Ensino de leitura a indivíduos com atraso no desenvolvimento comparando procedimentos de discriminação simples e condicional [Teaching of reading to individuals with developmental delay comparing simple and conditional discrimination procedures]. Dissertação (Mestrado em em Psicologia). UFSCar. CAPES. Mar/2014.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Natália Benincasa Velludo (DH Souza). A criação de amigos imaginários: Um estudo com crianças brasileiras [The creation of imaginary companions: A study with Brazilian children]. Dissertação (Mestrado em em Psicologia). UFSCar. CAPES. Mar/2014. Patricia Andreia Caldas (CM Giacheti). Caracterização das habilidades auditivas em crianças com desnutrição [Characterization of hearing abilities in children with malnutrition]. Dissertação (Mestrado em Fonoaudiologia). UNESP/Marilia. 2014. Tâmara Andrade Lindau (CM Giacheti). Adaptação transcultural do Preschool Language Assessment Instrument (PLAI-2) em falantes do português brasileiro com desenvolvimento típico de linguagem [Cross-cultural adaptation of the Preschool Language Assessment Instrument (PLAI-2) in Brazilian Portuguese speakers with typical language development]. Dissertação (Mestrado em Fonoaudiologia). UNESP/Marilia. FAPESP. 2014. Tiago Porto França (ES Hanna). Aprendizagem Recombinativa aplicada ao ensino de Karate-do Shotokani [Recombinative learning applied to teaching Karate-do Shotokanl]. Dissertação (Mestrado em Ciências do Comportamento). UNB. CAPES. 2013.

Undergraduate research/Iniciação científica (22) [Scholarships: CNPq: 15;CAPES: 1; FAPEAL: 1 - 17/22] = 77.2 Ana Paula Bemerguy Assumpção (OF Galvão). Discriminações condicionais abstratas em macacos-prego: ensino de relações de continuidade com estímulos em movimento [Arbitrary conditional discrimination in capuchin monkeys: Teaching continuity relations with moving stimuli]. Graduanda em psicologia. UFPA. CNPq. 2013. André Pereira dos Santos (ES Hanna). Projeto Observatório da Educação [The Education Observer Projetc]. Graduando em psicologia. UNB. CAPES/ Edital OBEDUC. 2013. Bianca da Nóbrega Rogosky (CBA de Souza). Leitura dialógica com crianças alfabetizadas: efeitos sobre a nomeação, a caracterização e a identificação de sentimentos dos personagens durante a recontação [Dialogic reading with literate children: Effects on naming, and on characterization and identification of the characters’ feelings when retelling a story.]. Graduando em psicologia. UNB. CNPq. 2013. Caroline Stephanie da Silva (CM Giacheti). Comportamento e qualidade de vida em indivíduos com Doença de Huntington [Behavior and quality of life in individuals with Huntington’s Disease]. Graduando em Fonoaudiologia. UNESP/ Marília. 2013. Gabriela Costa(CM Giacheti). Caracterização do perfil comportamental de indivíduos com a síndrome de22q11.2 [Characterization of the behavioral profile of individuals with the de22q11.2 Syndrome]. Graduando em fonoaudiologia. UNESP/Marilia. PROEX. 2013. Gabriella de Oliveira Peixoto (HHM Bandini). Associações entre consciência fonológica, memória de trabalho fonológica, competência de leitura e escrita em crianças surdas [Associations between phonological awareness, phonological working memory, reading and writing skills in deaf children]. Graduando em Fonoaudiologia. UNCISAL. CNPq. 2013. João Pedro Alves Campos (ES Hanna). Efeito do tipo de treino discriminativo sobre a aprendizagem de leitura musical: ampliação da amostra [Effect of the type of discriminative training on learning music reading: A larger sample]. Graduando em psicologia. UNB. CNPq/INCT. Julio Cezar Pereira de Oliveira (PRK Goulart). Avaliação da visão de cores em um macaco guariba (Alouatta caraya) infante [Assessment of color vision in an infant howler monkey (Alouatta caraya)]. Graduando em psicologia. UFPA. CNPq. 2013.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Larissa dos Reis Stella (MG Mijares). O estudo da possibilidade de ocorrência de insight em ratos [The study of the possibility of insight in mice]. (Graduando em Psicologia). USP. 2013. Letícia Regina Fava (ACM Almeida-Verdu). Efeito do ensino de seleção de palavras e de sílabas impressas sobre a leitura em criança com necessidades educacionais especiais [The effects of teaching matching printed words and syllables on reading in a child with educational special needs] . Graduando em psicologia. UNESP/Bauru. CNPq. 2013. Marília Cerqueira Pereira (CSM Bandini). Nomeação: independência funcional entre repertórios de falante e ouvinte [Naming: functional Independence of speaker and listener repertoires]. Graduando em psicologia. CESMAC. 2013. Nathan Nunes Alves (ES Hanna). Efeito do tamanho da unidade de ensino sobre a aprendizagem de leitura musical: ampliação da amostra [[Effects of the size of the teaching unit on learning musical reading – expanding the sample]. Graduando em Música. UNB. CNPq/INCT. Nayane Liberato Milhoci (ACM Almeida-Verdu). Efeitos da frequência de bigramas sobre a produção da fala em crianças com deficiência auditiva e implante coclear [Effects of bigram frequency on speech production in children with hearing loss and cochlear implant]. Graduando em psicologia. UNESP/Bauru. CNPq. 2013. Rafael Gomes de Oliveira dos Santos (HHM Bandini). Influência do nível socioeconômico no desenvolvimento do vocabulário, consciência fonológica, leitura e escrita de escolares [Effects of socioeconomic status on vocabulary development, phonological awareness, reading and writing in school aged children]. Iniciação (Graduando em Fonoaudiologia). Início: 2012. UNCISAL. CNPq/INCT. Raissa Melo de Goes (MG Mijares). Desvalorização pelo atraso e probabilidade em jogadores patológicos [Probability and delay discounting in pathological gamblers]. (Graduando em Psicologia). USP. 2013. Rayssa de Andrade França (CSM Bandini). Ensino computadorizado de palavras complexas da língua portuguesa para deficientes auditivos por meio de sistema FM [Computerized teaching of Portuguese complex words in individuals with hearing impairment using the FM system ]. (Graduando em Fonoaudiologia). UNCISAL. FAPEAL. 2013. Rodolfo da Silva Campos (ALF Brino). Expansão de repertório de relações arbitrárias em Sapajus spp. via exclusão [Expansion of arbitrary relations repertoire in Sapajus spp. via exclusion]. Graduando em psicologia. UFPA. CNPq/INCT. 2013. Rodrigo Harder Ferro Dicezare (MG Miajares). Efeito de diferentes consequências de reforço no treino de habilidades pré-requisitos em uma tarefa de insight [Effect of different reinforcing consequences in training prerequisite skills for a insight task]. (Graduando em Psicologia). USP. CNPq. 2013. Suelen Bertin Marcuci (JS Carmo). Efeitos de procedimentos de auxílio a estudantes com dificuldades em contextos formais de ensino e aprendizagem da matemática [Effects of prompt procedures to help students with difficulties in formal teaching contexts and Math learning]. (Graduando em Pedagogia). UFSCar. CNPq. 2013. Suellen Raquel da Silva (DG de Souza). Relações entre desempenho em leitura e ditado em aprendizes iniciantes [Relationship between reading and dictation performance in beginning learners]. UFSCar. CNPq/INCT. 2013 Tamyres Roberta Colares Leal (ALF Brino). Pareamento ao modelo com atraso em Sapajus spp.: Comparação de manutenção de desempenho em tarefas de identidade e arbitrárias [Delayed matching-to-sample in Sapajus spp.: Comparing the maintenance of performance in identity and arbitrary tasks]. Graduando em psicologia. UFPA. CNPq. 2013. Xilander Rocha Resende (TP Oliveira). Aprendizagem relacional e aquisição de função simbólica [Relational learning and the acquisition of symbolic function]. Graduando em Psicologia. UFMG. CNPq. 2013.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Supervisions in progress Ongoing Post-doctoral research (11) [Scholarships: FAPESP: 04; CNPq: 03; CAPES: 02] = 9/11 (81.8%) André Augusto Borges Varella (DG de Souza). Efeitos do estabelecimento de repertórios conceituais “maior que” e “menor que” na emergência de relações ordinais em indivíduos com autismo [Effects of establishing conceptual repertoires “greater than” and “less than” on the emergence of ordinal relationships in individuals with autism]. Início: Dez/2013. UFSCar. FAPESP. Antonio Mauricio Moreno (DG de Souza). Relações entre aprendizagem operante e síntese de proteínas cerebrais em abelhas (melipona quadrifasciata) [Operant learning and brain protein synthesis in bees (melipona quadrifasciata)]. Início: Out/2012. UFSCar. FAPESP. Camila Graciela Santos Gomes (DG de Souza). Capacitação de pais para o ensino de habilidades a indivíduos com autismo [Parent training focuesed on teaching skills to individuals with autism]. Inicio: Mar/2012. UFSCar. (sem bolsa). Maria Clara de Freitas (JC de Rose). Avaliação e aperfeiçoamento de programas computadorizados de ensino de habilidades de leitura e escrita [Evaluation and improvement of computerized programs for the teaching of reading and writing]. Início: 2013. UFSCar. CNPq/PNPD. Mariéle Cortez Diniz (JC de Rose). Avaliação de diferentes parâmetros de treino na transferência de significado entre estímulos equivalentes [Assessment of training parameters in transfer of meaning among equivalent stimuli]. Inicio: abr/2013. UFSCar. FAPESP. Naira Minto de Sousa (MSCA Gil). Aquisição de linguagem e de discriminações por bebês - procedimentos de ensino e reflexões [Language acquisition and discrimination by infants - teaching procedures and reflections]. Início: 2014. UFSCar. (sem bolsa). Naiene Pimentel (JC de Rose). Correlatos eletrofisiológicos da atividade relacional simbólica [Electrophysiological correlates of the symbolic relational activity]. Inicio: 2012. UFSCar. CNPq/PNPD. Natalia Freitas Rossi (CM Giacheti). Aspectos da narrativa oral de história de indivíduos com transtorno do neurodesenvolvimento: correlatos eletrofisiológicos [Aspects of narrative of roal history in individuals with neurodevelopmental disorder: Electrophysiological correlates]. Início: 2013. UNESP/Marilia. CAPES/ PNPD. Priscila Crespilho Grisante (GAY Tomanari). Efeitos de diferentes histórias de treino no desenvolvimento dos controles por seleção e por rejeição e na emergência de relações condicionais em humanos [Effects of different training histories on the development of selection and rejection control and the emergence of conditional relations in humans]. Início: Jul/2013. USP. FAPESP. Raquel Melo Golfeto (DG de Souza). Tecnologia comportamental para a reabilitação auditiva de indivíduos com surdez prelingual [Behavioral technology for auditory rehabilitation of prelingually deaf individuals]. Início: 2011. UFSCar. CNPq/PNPD. Renato Bortoloti. (ACM Almeida-Verdu). Investigação de condições que afetam o grau de relacionamento de estímulos equivalentes por meio de potenciais relacionados ao evento [Investigation of conditions that affect the degree of relatedness of equivalent stimuli through event-related potentials]. Início: 2014. UNESP/Bauru. CAPES.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Ongoing Doctoral Dissertations (57) [Scholarships: FAPESP: 11; CNPq: 9; CAPES: 20; FAPESPA: 1] = 41 (71.9%) Adriana Oliveira (ES Hanna). Formação de classes a partir de treino de discriminação simples com apresentação de distratores [Class formation following simple discrimination training with the presence of distractors]. Tese (Doutorado em Ciências do Comportamento). Inicio: 2012. UnB. Ailton Barcelos da Costa (MSCA GIL). Construção de conceitos matemáticos em crianças com deficiência visual usando o discreto e o contínuo [Construction of mathematical concepts in children with visual impairment using discrete and continuous variables]. Tese (Doutorado em Educação Especial). Inicio: 2014. UFSCar. Alcides Renato da Silva Pamplona Junior (M Ribeiro Filho). ITV - Instruções técnicas virtuais. [VTI- Virtual technical instructions]. Tese (Doutorado em Engenharia Elétrica). Início: 2011. UFPA. Alessandra Corne Canosa (MSCA Gil). Discriminações condicionais arbitrárias na formação de conceitos por crianças com deficiência visual [Arbitrary conditional discriminations in concept formation by children with visual impairment]. Tese (Doutorado em Educação Especial). Início: 2013. UFSCar. Alex Bacadini França (PW Schelini). Escala de Metacognição Sênior: evidências de validade, precisão e normatização para a população idosa [Senior metacognition scale: evidence of validity, accuracy and standardization for the elderly population]. Tese (Doutorado em Psicologia). Início: 2013. UFSCar. FAPESP. Alvaro Arturo Clavijo Alvarez (GAY Tomanari). Processos de discriminação visual [Processes of visual discrimination]. Tese (Doutorado em Psicologia [Psicologia Experimental]). Início: 2009. USP. CAPES. Andrea Callonere (MMC Hübner). Efeitos de um programa de orientações de pais sobre a interação pais e filhos: uma replicação sistemática de Weber [Effects of a parent training program on parent-child interactions: A systematic replication of Weber]. Tese (Doutorado em Psicologia Experimental). Inicio: 2012. USP. CAPES. Angela Bernardo de Lorena ( JC de Rose). Programação de ensino e educação à distância (EaD): contribuições da análise do comportamento para a formação inicial e continuada de professores de matemática [Teaching programming and distance education: Contributions of behavior analysis to the education of Math teachers]. Tese (Doutorado em Psicologia). Início: 2011. UFSCar. CAPES. Angelo Augusto Silva Sampaio (MF Benvenuti). Complexidade na evolução cultural: efeitos da interação entre mediação verbal e separação de produto agregado e consequência cultural sobre a seleção por metancontingências [Complexity in cultural evolution: effects of interaction between verbal mediation and the separation of the aggregate product and the cultural consequence of selection by metancontingências]. Início: 2013. Tese (Doutorado em Psicologia [Psicologia Experimental]). Início: 2013. USP. Christiana Gonçalves Meira Almeida (MSCA Gil). Formação de classes de equivalência de estímulos em bebês [Stimulus equivalence class formation in infants]. Início: 2010. Tese (Doutorado em Psicologia). Início: 2010. UFSCar. CAPES. Dhayana Inthamoussu Veiga (DG de Souza). Estudos exploratórios sobre variáveis motivadoras envolvidas em um programa de ensino de leitura informatizado [Exploratory studies on motivating variables involved in a computerized reading program]. Tese (Doutorado em Psicologia). Início: 2010. UFSCar. CNPq.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Diana Catalina Serrano (GAY Tomanari). Respostas de observação sob contingências de reforçamento negative [Observing responding under contingencies of negative reinforcement]. Tese (Doutorado em Psicologia [Psicologia Experimental]). Início: 2014. USP. CNPq. Djenane Brasil da Conceição (JC de Rose). Ensino de leitura na análise do comportamento e na linguística estrutural: convergências e divergências. [Teaching of reading in Behavior Analysis and Structural Linguistics: similarities and differences]. Tese (Doutorado em Psicologia). Início: 2011. UFSCar. Eliza Maria da Costa Brito Lacerda (LCL Silveira). Avaliação psicofísica visual e neuropsicológica de sujeitos expostos de forma crônica ocupacional a solventes orgânicos [Psychophysical and neuropsychological assessment of individuals chronically exposed to organic solvents]. Tese (Doutorado em Teoria e Pesquisa do Comportamento). Início: 2011. UFPA. CAPES. Fabiane da Silva Pereira (OF Galvão / ACM Almeida-Verdu CO). Avaliação de um programa de ensino de leitura e escrita de sentenças em crianças com deficiência auditiva pré-lingual e implante coclear [Evaluation of a program for teaching reading and writing sentences to children with pre-lingual hearing loss and cochlear implant]. Tese (Doutorado em Psicologia [Teoria e Pesquisa do Comportamento]). Início: 2013. UFPA. CNPq. Fernanda Augustini Pezzato (MG Mijares). Envolvimento das vias serotonérgicas na etiologia de sintomas autistas: avaliação em ratos com lesão eletrolítica do núcleo mediano da rafe [Involvement of serotonergic pathways in the etiology of autistic symptoms: Assessment in rats with electrolytic lesions in the raphe’s median nucleus]. Tese (Doutorado em Psicologia [Psicologia Experimental]). Início: 2010. USP. CAPES. Fernando Del Mando Lucchesi (DG de Souza/ ACM Almeida-Verdu CO). Leitura e inteligibilidade da fala em crianças usuárias de implante coclear [Reading and speech intelligibility in children using cochlear impant]. Tese (Doutorado em Psicologia). Início: 2014. UFSCar. Flávia Teresa Silva (CBA de Souza). Discriminações auditivo-visuais em bebês: papel da atenção conjunta e da aprendizagem por exclusão [Auditory-visual discriminations in infants: The role of joint attention and learning by exclusion]. Tese (Doutorado em Teoria e Pesquisa do Comportamento). Início: 2012. UFPA. FAPESPA. Florença Lucia Coelho Justino (PW Schelini). O que poderia ter sido? O pensamento contrafactual de mulheres vítimas de violência doméstica [What could have been? The counterfactual thought of women victims of domestic violence]. Tese (Doutorado em Psicologia). Início: 2014. UFSCar. CAPES. Giovana Mendes Ferroni (MSCA GIL). Ensino de conceitos para crianças com deficiência visual [Teaching concepts to individuals with visual impairment]. Tese (Doutoradao em Educação Especial). Início: 2012. UFSCar. CAPES/REUNI. Graziele Thomasinho de Aguiar (MSCA Gil). Aquisição do comportamento verbal e equivalência de estímulos em bebês até 24 meses: à procura de relações [Acquisition of verbal behavior and stimulus equivalence in babies up to 24 months: searching for relationships]. Tese (Doutorado em Psicologia). Início: 2014. UFSCar. CAPES. Hernando Borges Neves Filho (MG Mijares). Variáveis definidoras da resolução de problemas do tipo insight. [Definying variables in insight problem solving). Tese (Doutorado em Psicologia Experimental). Início: 2011. USP. CNPq. Isabela Zaine (C. Domeniconi). Estabelecimento de discriminações simples emergentes em cães (Canis familiaris) por meio de relações indiretas a conseqüências diferenciais [Establishing emergent simple discriminations in dogs (Canis familiaris) using indirect relations with differential consequences]. Tese (Doutorado em Psicologia). Início: 2011. UFSCar. FAPESP. Jacqueline Pimentel Tenório (DG de Souza). Efeitos do ensino de leitura sobre o desenvolvimento de fala de criancas com deficiência auditiva [The effects of teaching reading on the development of speech in hearing impaired children]. Tese (Doutorado em Educação Especial). Início: 2013. UFSCar. CNPq. Janaina de Fátima Castro Caneguim (JS Carmo). Programa de ensino de pré-requisitos de habilidades aritméticas: planejamento, implementação e avaliação [A program to teach prerequisites of arithmetic skills: planning, implementation and evaluation]. Tese (Doutorado em Psicologia). Início: 2012. UFSCar.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Juliana Sarantopoulos Faccioli (PW Schelini). O pensamento contrafatual em estudantes universitários com indicativos de transtornos depressivos [Counterfactual thinking in university students with signs of depressive disorders]. Tese (Doutorado em Psicologia). Início: 2013. UFSCar. CAPES. Jussara de Fátima Pascualon (PW Schelini). Escala de metacognição: evidências de validade, precisão e estabelecimento de normas [Metacognition Scale: evidence of validity, accuracy and establishing norms]. Tese (Doutorado em Psicologia). Início: 2012. UFSCar. FAPESP. Katarina Kataoka Dias (RS Barros). Formação de classes de estímulos em macacos-prego Cebus sp [Stimulus class formation in capuchin monkeys Cebus sp]. Tese (Doutorado em Psicologia [Teoria e Pesquisa do Comportamento]) . Início: 2010. UFPA. CAPES. Larissa Helena Zani Santos de Carvalho (ACM Almeida-Verdu CO). Análise dos efeitos do treinamento de habilidades sociais com professores em crianças autistas [Analysis of the effects of training teachers social skills on the behavior ou autistic children] Tese (Doutorado em Psicologia). Início: 2013. UFSCar. CAPES. Leonardo Brandão Marques (DG de Souza). Variáveis motivacionais no ensino de leitura: o jogo como recurso complementar [Motivational variables in the teaching of reading: games as supplementary resources]. Tese (Doutorado em Psicologia). Início: 2010. UFSCar. FAPESP. Leylanne Martins Ribeiro de Souza (MSCA Gil). Identificação de variáveis que interferem nos procedimentos de ensino por exclusão em bebês [Identification of variables that interfere with teaching procedures via exclusion in babies]. Tese (Doutorado em Psicologia). Início: 2014. UFSCar. Lidianne Lins de Queiroz (Romariz S. Barros). Efeitos da manipulação do número de escolhas sobre o desempenho em tarefas de discriminação simples em macaco-prego (Cebus apella) [Effects of manipulating the number of choices on the performance of capuchin monkeys (Cebus apella) in simple discrimination tasks]. Tese (Doutorado em Psicologia [Teoria e Pesquisa do Comportamento]). Início: 2011. UFPA. CNPq. Lívia Ferreira Godinho Aureliano (MMC Hübner). Efeitos da implementação de um modelo de gestão comportamental em uma organização pública de ensino e atendimento ao autism [Effects of the implementation of a model of behavioral management in a public organization providing education and care to autism]. Tese (Doutorado em Psicologia [Psicologia Experimental]). Início: 2013. USP. Lucas Tadeu Garcia (DG de Souza). Avaliação de aprendizagem por exclusão e formação de classes de equivalência em indivíduos com deficiência auditiva profunda, privados de linguagem [Evaluation of exclusion learning and equivalence class formation in individuals with profound hearing loss]. Tese (Doutorado em Psicologia). Início: 2010. UFSCar. FAPESP. Luiza Costa Langsdorff (C Domeniconi). Formação de classes de estímulos equivalentes em cães [Equivalence class formation in dogs]. Tese (Doutorado em psicologia). Início: 2014. UFSCar. FAPESP. Luiza de Moura Guimarães (JS Carmo). Desenvolvimento de aplicativo educativo para ensino de indivíduos com autism [Development of an educational app for teaching individuals with autism]. Tese (Doutorado em Psicologia). Início: 2014. UFSCar. Marcelo Vitor da Silveira (JC de Rose). Transferência de função entre estímulos equivalentes mediada por estímulos reforçadores específicos [Transfer of function among equivalent stimuli mediated by specific reinforcers]. Tese (Doutorado em em Psicologia). Início: 2011. UFSCar. FAPESP. Marcileyde Tizzo (ES Hanna). Adaptação de um programa computadorizado de ensino para instalar repertório de leitura em crianças com necessidades especiais de ensino [Adaptation of a computerized teaching program to establish a reading repertoire in children with special education needs]. Tese (Doutorado em Ciências do Comportamento). Início: 2012. UnB. Marilu Michelly Cruz de Borba (RS Barros). Comparação da intervenção semi-intensiva direta com a intervenção via pais no atendimento a crianças autistas [Comparing the direct semi-intensive intervention and intervention with parents on the treatment of autistic children]. Tese (Doutorado em Teoria e Pesquisa do Comportamento). Início: 2009. UFPA.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Miguel Angelo Monteiro Lessa (OF Galvão). Engenharia comportamental: enriquecimento ambiental para o bem-estar e desenvolvimento de repertórios [Behavioral engineering: environmental enrichment for well-being and development of repertoires]. Tese (Doutorado em Teoria e Pesquisa do Comportamento). Início: 2009. UFPA. CAPES. Nagi Hanna Salm Costa (HS Hanna). Tamanho da unidade de ensino e recombinação em leitura musical. [Size of the teaching unit and recombination in musical reading]. Tese (Doutorado em Ciências do Comportamento). Início: 2012. UnB. CAPES. Natalia Maria Aggio (JC de Rose). Investigação sobre o estabelecimento de falsas memórias por meio do paradigma de equivalência de estímulos [Investigating the establishment of false memories using the stimulus equivalence paradigm]. Tese (Doutorado em Psicologia). Início: 2010. UFSCar. FAPESP. Natália Maria Sertori (MSCA Gil). O responder por exclusão em bebês pré- termo e baixo peso [The exclusion responding in preterm low weight babies]. Tese (Doutorado em Educação Especial). Início: 2013. UFSCar. Natália Santos Marques (MF Benvenuti). Análogos experimentais de superstições [Experimental analogues of superstitious behavior]. Tese (Doutorado em Psicologia Experimental. Início: 2012. USP. CNPq. Nathalia Sabaine Cippola (C. Domeniconi). Os efeitos da ansiedade na discriminação temporal em ratos [The effects of anxiety on temporal discrimination in rats]. Tese (Doutorado em Psicologia). Início: 2013. UFSCar. CAPES. Paula Hisa Parnaíba Goto (MSCA Gil). Treino de mães em habilidades sociais educativas e o brincar cooperativo de crianças com deficiência visual [Training mothers in educational social skills and cooperative playing of children with visual impairment]. Tese (Doutorado em Educação Especial). Início: 2013. UFSCar. CAPES. Paulo Sergio Dillon Soares Filho (GAY Tomanari). Respostas de observação e topografias de controle de estímulos na tarefa de MTS: comparação entre diferentes estruturas de treino [Observing responses and stimulus control topographies in matching-to-sample tasks: A comparison between training structures]. Tese (Doutorado em Psicologia [Psicologia Experimental]). Início: 2011. USP. CAPES. Pebertli Nils Alho Barata (M. Ribeiro Filho). Reconhecimento eficiente de gestos em um sistema body tracking para treinamento de operadores e mantenedores [Effective gesture recognition using a body tracking system in the training of professionals (for operation and maintenance of electrical systems)]. Tese (Doutorado em Engenharia Elétrica). Início: 2011. UFPA. CNPq. Priscila Afonso Benitez (C. Domeniconi). Ampliação das atividades de um programa informatizado de leitura e escrita para aprendizes com deficiência: inserindo pais e professores da escola regular [Expanding the activities of a computerized program designed to teach reading and writing to learners with intellectual disabilities: The inclusion of parents and teachers]. Tese (Doutorado em Psicologia). Início: 2011. UFSCar. FAPESP. Regiane de Souza Quinteiro (DG de Souza). Ensino de Braille a adultos com deficiência visual [Teaching Braille to adults with visual impairment]. Tese (Doutorado em Psicologia). Início: 2010. UFSCar. Robson Brino Faggiani (MMC Hübner). Desenvolvimento e avaliação de um tutorial online para ensinar ABA para pais de crianças autistas [Development and evaluation of an online tutorial for the teaching of ABA to parents of autistic children]. Tese (Doutorado em Psicologia Experimental). Início: 2010. USP. CAPES. Rogério Crevelenti Fioraneli (JS Carmo). Reversão de significado de estímulos numéricos, com base no paradigma de equivalência, em indivíduos com ansiedade à matemática [Meaning reversal of numerical stimuli based on the equivalence paradigm in individuals with Math anxiety]. Tese (Doutorado em Psicologia). Início: 2013. UFSCar. FAPESP. Sabrina Roberta Oliveira (A. Schmidt). Equivalência de estímulos e ensino por exclusão de verbos e substantivos para idosos com afasia de Broca e Wernicke [Stimulus equivalence and learning by exclusion of verbs and nouns in elderly patients with Broca’s and Wernicke’s aphasia]. Tese (Doutorado em Psicobiologia). Início: 2013. USP. FAPESP.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Silvana Lopes dos Santos (JC de Rose). A influência do significado da marca de produtos alimentícios em escolhas e preferências de crianças com base no paradigma de equivalência de estímulos [Effects of the meaning of food brands on children’s choices and preferences based on the stimulus equivalence paradigm]. Tese (Doutorado em Psicologia). Início: 2012. UFSCar. Solange Calcagno (DG de Souza). Ensino de leitura e escrita a adultos analfabetos: identificando adaptações necessárias em um programa de ensino informatizado [Teaching reading and writing to illiterate adults: identifying needs of adaptation in a computerized teaching program]. Tese (Doutorado em Psicologia). Início: 2011. UFSCar. CAPES. Tereza Cristina Rodrigues Villela (MSCA Gil). Interação e comunicação mãe-criança com deficiência visual: promovendo estratégias [Interaction and communication between mother and child with visual impairment: promoting strategies]. Tese (Doutorado em Educação Especial). Início: 2012. UFSCar. CAPES. Thiago de Barros Santos (ES Hanna). Comportamento de observação e desenvolvimento de controle de estímulos irrelevante [Observing behavior and developing control of irrelevant stimuli]. Tese (Doutorado em Ciências do Comportamento). Início: 2012. UnB. CNPq.

Ongoing Master Theses / Dissertações de Mestrado (33) [Scholarships: FAPESP: 04; CNPq: 03; CAPES: 15] = 22/33 (66.7%) Adriana Saavedra Moreno (GAY Tomanari). Avaliação de um protocolo para aferir reforçadores alimentares em Callithrix jacchus [Evaluation of a protocol to assess food reinforcers in Callithrix jacchus]. Dissertação (Mestrado em Psicologia Experimental). Início: 2012. USP. CAPES. Adriano Barboza (RS Barros). Variáveis que afetam a eficácia da aplicação de protocolos analíticocomportamentais no atendimento de crianças diagnosticadas com autismo [Variables affecting success of behavior-analytic protocols in the treatment of children diagnosed with autism]. Dissertação (Mestrado em Teoria e Pesquisa do Comportamento). Início: 2013. UFPA. CNPq. Ana Carolina Cabral Carneiro (CBA Souza). Indução da integração de repertórios de ouvinte e falante (naming) em crianças com autismo: Efeitos de correções com e sem reforço [Inducing the integration of listener and speaker (naming) repertoires in children with autism]. Dissertação (Mestrado em Teoria e Pesquisa do Comportamento). Início: 2013. UFPA. CAPES. Anderson Jonas das Neves (ACM Almeida-Verdu). Compreensão e produção de sentenças em crianças com deficiência auditiva pré-lingual usuárias de implante coclear [Sentence comprehension and production in children with prelingual hearing impairment with cochlear implant]. Dissertação (Mestrado em Psicologia do Desenvolvimento e Aprendizagem). Início: 2012. UNESP-Bauru. FAPESP. Barbara Tegue (ACM Almeida-Verdu). Estabelecimento de repertório verbal de repetir uma palavra, rotular e solicitar um objeto em crianças com repertório restrito. [Establishment of verbal repertoire of repeating a word, labeling and requesting an object in children with restrict repertoire].Dissertação (Mestrado em Psicologia do Desenvolvimento e Aprendizagem). Início: 2013. UNESP. Carolina Coury Silveira (C. Domeniconi). Desenvolvendo habilidades pré requisito para aquisição de leitura por crianças com desenvolvimento típico: construindo parceria entre escola e Universidade [Developing prerequisite skills for Reading acquisition in typically developing children]. Dissertação (Mestrado em em Psicologia). Início: 2013. UFSCar. CAPES. Fábio Freire Laporte (RM Melo). Variáveis que afetam a formação de classes de estímulos [Variables affecting the formation of stimulus equivalence classes]. Dissertação (Mestrado em Ciências do Comportamento). Início: 2012. UnB. Felipe Pereira Gomes (MMC Hübner). O efeito de antecedentes verbais com autoclíticos qualificadores sobre o comportamento de escolha de jogos. [Effect of verbal antecedents on qualifying autoclitics on the behavior of choosing games]. Dissertação (Mestrado em Psicologia Experimental). Início: 2012. USP. CAPES.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Flávia de Azevedo Lacerda (RM Melo). Leitura e repertório recombinativo: efeito da tarefa de resposta construída com atraso e da possibilidade de consulta a dicas [Reading and recombinative repertoire: Effects of a delayed constructed-response task involving the availability of search for cues]. Dissertação (Mestrado em Ciências do Comportamento). Início: 2012. UnB. CNPq. Francisco Anderson Gonçalves Carneiro (MG Mijares). Condições de efetividade de controle de estímulos olfativos em ratos [Conditions of effectiveness of stimulus control by olfactory stimuli in rats]. Dissertação (Mestrado em Psicologia [Psicologia Experimental]). Início: 2011. USP. Gleiton N. de Azevedo (RM Melo). Aprendizagem de relações condicionais via reforçamento específico [Learning conditional relations via specific reinforcement]. Dissertação (Mestrado em Ciências do Comportamento). Início: 2011. UnB. CAPES/REUNI. Izabel Cristina da Silva Brasiliense (CBA Souza). Aprendizagem observacional em crianças com autismo [Relational learning in children with autism]. Dissertação (Mestrado em Teoria e Pesquisa do Comportamento). Início: 2013. UFPA. Izabela Bandeira de Melo (EM Huziwara). Ensino de relações auditivo-visuais a partir dos procedimentos de exclusão e modelagem do controle de estímulos [Teaching auditory-visual relations through exclusion and stimulus control shaping procedures]. Dissertação (Mestrado em Psicologia) Início: 2013. UFMG. Jenifer Muniz (RS Barros). Elaboração e implantação de protocolos analítico-comportamentais para desenvolvimento de repertórios pré-requisito no atendimento de crianças diagnosticadas com autismo [Elaboration and implementation of behavior-analytic protocols for the development of prerequisite repertoires in the treatment of children diagnosed with Autism]. Dissertação (Mestrado em Teoria e Pesquisa do Comportamento). Início: 2013. UFPA. CAPES. Junio Vieira de Rezende (TP Oliveira). Aprendizagem por exclusão na aquisição de linguagem em bebês entre 12 e 24 meses de idade [Learning by exclusion in language acquisition by infants between 12 and 24 months of age]. Dissertação (Mestrado em Psicologia). Início: 2013. UFMG. CAPES. Kelvis Rodrigo Sampaio Cruz (RM Melo). Equivalência de estímulos e construção de sentenças [Stimulus equivalence and sentence construction]. Dissertação (Mestrado em Psicologia). Ciências do Comportamento. Início: 2012. UnB. CAPES. Leomário Silva Machado (DC Monteiro). Avaliação, modernização e integração da rede Navega-Pará com tecnologias de comunicação heterogêneas: uma abordagem para a inclusão digital e social [Evaluation, modernization, and integration of the Navega-Pará network with heterogeneous communication technology: An approach for digital and social inclusion]. Dissertação (Mestrado em Ciências da Computação). Início: 2012. UFPA. Luciana Degrande Rique (ACM Almeida-Verdu). Ampliação de repertório verbal (de palavras a sentenças) em crianças usuárias de implante coclear [Expanding verbal repertoire (from words to sentences) in children with cochlear implants]. Dissertação (Mestrado em Psicologia do Desenvolvimento e Aprendizagem). Início: 2013. UNESP. CAPES. Luis Antonio Lovo Martins (MMC Hübner). O efeito de autoclíticos relacionais explícitos nos treinos de reflexividade e simetria e nos testes de transitividade e simetria da transitividade [Effects of explicit relational autoclitics on reflexivity and symmetry training and on transitivity and symmetry of transitivity tests ]. Dissertação (Mestrado em Psicologia Experimental). Início: 2011. USP. CAPES. Luma Tiziotto Deffendi (PW Schelini). Metacognição e criatividade verbal [Metacognition and verbal creativity]. Dissertação (Mestrado em em Psicologia). Início: 2013. UFSCar. CNPq. Marina Castana Fenner (DG de Souza/ EM Huziwara). Aprendizagem condicional e responder por exclusão em cães domésticos [Conditional learning and exclusion responding in domestic dogs]. Dissertação (Mestrado em Psicologia). Início: 2013. UFSCar. FAPESP. Marília Santana Alves (ES Hanna). Discriminação de estímulos compostos [Discrimination of compound stimuli]. Dissertação (Mestrado em Ciências do Comportamento). Início: 2012. UnB. CAPES.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Marlon Alexandre de Oliveira (JC de Rose). O autorrelato de crianças expostas a contingências de competição e cooperação em atividades computadorizadas [The self-report of children exposed to contingencies of competition and cooperation in computer activities]. Dissertação (Mestrado em Psicologia). Início: 2013. UFSCar. FAPESP. Milena Gandolfini (MSCA Gil). Caracterização das oportunidades de interação entre mãe e seu bebê com deficiência visual durante a alimentação [Characterization of opportunities for interaction between mother and baby with visual impairments during feeding]. Dissertação (Mestrado em Educacão Especial). Início: 2014. UFSCar. Nicolas Carsten Rossger (GAY Tomanari). Em busca de metodologias experimentais para análise do comportamento de Saguis (Callithrix jacchus) [In search of experimental methodologies for the analysis of behavior in Callithrix jacchus]. Dissertação (Mestrado em Psicologia [Psicologia Experimental]). Início: 2012. USP. Patrícia Caroline Madeira Monteiro (RS Barros). Emergência de relações auditivo-visuais via formação de classes de equivalência com crianças diagnosticadas com autismo [Emergence of auditory-visual relations via formation of equivalence classes in children diagnosed with autismo]. Dissertação (Mestrado em Teoria e Pesquisa do Comportamento. Início: 2014. UFPA. CAPES. Paulo Henrique Alves Lira (RM Melo). Equivalência de estímulos e comportamento conceitual [Stimulus equivalence and conceptual behavior]. Dissertação (Mestrado em Ciências do Comportamento). Início: 2012. UnB. Priscila Meireles Guidugli (ACM Almeida-Verdu). Efeito de ensino informatizado de leitura e escrita sobre comportamentos externalizantes concorrentes à aprendizagem [Effects of computerized teaching of reading on externalizing behaviors concurrent with learning]. Dissertação (Mestrado em Psicologia) Psicologia do Desenvolvimento e Aprendizagem. Início: 2012. UNESP-Bauru. FAPESP. Sidinei Fernando Ferreira Rolin (MCC Hübner). Tatos metafóricos e persuasão [Metaphoric tacts and persuasion]. Dissertação (Mestrado em Psicologia). Início: 2012. USP. Tamiris P. Gallano (DG de Souza). Responder por exclusão e a aprendizagem de relações simbólicas envolvendo palavras que designam ações (verbos) [Responding by exclusion and learning symbolic relations involving action words]. Dissertação (Mestrado em Psicologia). Início: 2014. UFSCar. CAPES. Táhcita Medrado Mizael (JC de Rose). Análise do preconceito racial com o paradigma da equivalência de estímulos [Analysis of racial prejudice using the paradigm of stimulus equivalence]. Dissertação (Mestrado em Psicologia). Início: 2013. UFSCar. CAPES. Vanessa Ayres Pereira (DG de Souza). Transferência de classes de equivalência entre ambientes virtual e natural em pré-escolares [Transference of equivalence classes from virtual to natural environments in pre-schoolers]. Dissertação (Mestrado em Psicologia). Início: 2013. UFSCar. CAPES. William Eduardo Pararroyo Serna (MG Mijares). Controle de estímulos adquirido por procedimentos operantes e respondentes sobre a resposta de auto-administração de drogas [Stimulus control on drug self-administration acquired through operant and respondent procedures]. Dissertação (Mestrado em Psicologia [Psicologia Experimental]). Início: 2012. USP.

Ongoing Undergraduate Research (39) [Scholarships: FAPESP: 03: CNPq: 15; CAPES: 11; FAPEAL: 02; FAPESPA: 01] = 32 (82.0%) Anália Maria Correia Ribeiro da Silva (HHM Bandini). Influencia da hierarquia de complexidade dos traços distintivos do Português Brasileiro sobre um programa informatizado de leitura e escrita [Influence of the hierarchy of complexity of the distinctive features of the Brazilian Portuguese on reading and writing through a computerized program]. Graduando em fonoaudiologia. Início: 2013. UNCISAL. FAPEAL.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

André Abraçado Pereira (CBA de Souza). Discriminação condicional: relação entre tato e repertório receptivo em criança com autism [Conditional discrimination: Relation between tact and receptive repertoire in children with autism]. Graduando em psicologia. Início: 2013. UFPA. Beatriz Fialho Scandiuzzi (ES Hanna) . Projeto Observatório da Educação [The Education Observer Projetc]. Graduando em psicologia. Início: 2013. UNB. CAPES/ Edital OBEDUC. Beatriz Machado Willman Saar (ES Hanna). Projeto Observatório da Educação [The Education Observer Projetc]. Graduando em psicologia. Início: 2013. UNB. CAPES/ Edital OBEDUC. Belanny Barbosa Lopes (ALF Brino). Aprendizagem de relações arbitrárias por exclusão e testes de simetria e transitividade em macacos-prego (Cebus apella) [Learning arbitrary relations by exclusion and simmetry and transitivity tests in capuchin monkeys (Cebus apela)] . Graduanda em Psicologia. Início: 2014. UFPA. CNPq Bruna Danieli de Carvalho (CSM Bandini). Aplicação de um programa de ensino de contação de histórias para crianças surdas usuárias de aparelho auditivo [Implementation of a program for teaching story telling to deaf children, users of hearing aid]. Iniciação científica. Graduando em Fonoaudiologia. Inicio: 2013. UNCISAL. FAPEAL. Caio Pinheiro de Carvalho (DC Monteiro). Desenvolvimento de jogos educacionais em plataformas móveis [Development of educational games on mobile platforms] . Graduando em ciência da computação. Início: 2013. UFPA. CAPES. Daniel Assaz (MG Mijares). Efeito da história sobre a topografias de resolução de problemas por humanos [Effect of history on the topographies of problem solving in humans]. Graduando em Psicologia. Início: 2014. USP. Danilo Figueiredo Costa DC Monteiro). Desenvolvimento de jogos educacionais em plataformas móveis [Development of educational games on mobile platforms] . Graduando em ciência da computação. Início: 2013. UFPA. CAPES. Eduardo Cunha Vilela (EM Huziwara). Ensino de relações auditivo-visuais a indivíduos com implante coclear [Teaching auditory-visual relations to individuals with cochlear implants] . Graduando em psicologia. Início: 2013. UFMG. CNPq. Eduardo Jorge Gomes Oliveira (CSM Bandini). Efeitos da desnutrição na aprendizagem discriminativa de ratos albinos Wistar [Effects of malnutrition on discriminative learning of albino Wistar rats]. Graduando em psicologia. Início: 2013. CESMAC (UNCISAL). CNPq. Eduardo Nascimento Trindade (RS Barros). Desenvolvimento e aplicação de protocolos de atendimento para aquisição de repertório verbal em crianças autistas em um programa de treinamento parental [Development and implementation of protocols for the acquisition of verbal repertoire in autistic children in a parental training program]. Graduando em psicologia. Início: 2013. UFPA. CNPq. Érika Larissa de Oliveira Jiménez (ALF Brino). Exclusão em macacos-prego infantes [Exclusion responding in infant capuchin monkeys]. Graduanda em Psicologia. Início: 2014. UFPA. FAPESPA. Fernanda Moisés Diaz (ES Hanna). Projeto Observatório da Educação [The Education Observer Projetc]. Graduando em psicologia. Início: 2013. UNB. CAPES/ Edital OBEDUC. Frederick Charles Hesse Corrêa Garcia (DC Monteiro). Desenvolvimento de jogos educacionais para crianças com dificuldade de leitura e escrita [Development of educational games for children with reading and writing difficulties]. Graduando em ciência da computação. Início: 2013. UFPA. Geisiane Flor da Silva (CBA de Souza). Integração dos repertórios de ouvinte e falante (naming) em crianças autistas: Efeitos do ensino com objetos e figuras [Integration of speaker and listener repertoires (naming) in autistic children: Effects of teaching with objects and pictures]. Graduando em psicologia. Início: 2013. UFPA. CNPq. Guilherme Towata Sato (P. Debert). Transferência de função respondente a partir do procedimento go/no-go com estímulos compostos [Transfer of respondent function using the go/no-go procedure with compound stimuli]. Graduando em psicologia. Início: 2012. USP. FAPESP.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Isabela Sbravatti Ferrari (DG de Souza). Análise dos erros apresentados por adultos iletrados ao longo de um programa informatizado de ensino de leitura e escrita [Analysis of the errors by illiterate adults across a computerized curriculum for teaching reading and writing]. Graduanda em psicologia. Início: 2014. UFSCar. CNPq/PIBIC. Julio Cezar Pereira de Oliveira (PRK Goulart). Testes de baixo custo para avaliação de discriminação de cores e de acuidade visual para sujeitos não humanos e populações não verbais [Low cost tests for evaluation of color discrimination and visual acuity for non-human subjects and nonverbal populations]. Graduando em Psicologia. Início: 2014. UFPA. CNPq. Kamila Regina Machado (EM Huziwara). Ensino de relações auditivo-visuais a indivíduos com implante coclear [Teaching auditory-visual relations to individuals with cochlear implants] . Graduando em psicologia. Início: 2013. UFMG. CAPES. Karen Portilho de Sá (RS Barros). Estabelecendo preferência por vozes e faces humanas em crianças diagnosticadas com autismo [Establishing preference for human faces and voices in children diagnosed with autism]. Graduanda em psicologia. Início: 2013. UFPA. CNPq. Larissa dos Reis Stella (MG Mijares). A ocorrência de insight em ratos Wistar: um aprofundamento voltado para repertórios ecologicamente relevantes [The occurrence of insight in Wistar rats: a deepening toward ecologically relevant repertoires]. Graduando em Psicologia. Início: 2013. USP. CNPq. Larissa Rodrigues Rosa (PRK Goulart). Avaliação da visão de cores em macacos guariba (Alouatta spp.) machos e fêmeas [Assessment of color vision in male and female howler monkeys (Alouatta spp)]. Iniciação científica Graduando em psicologia. Início: 2014. UFPA. CNPq. Leandro Augusto de Almeida Costa (ALF Brino). Efeitos da combinação de atrasos e intervalo entre tentativas (IET) sobre o desempenho no pareamento ao modelo com atraso arbitrário [Effects of combined delay and intertrial interval (IET) on the performance in delayed arbitrary matching]. Graduando em Psicologia. Início: 2014. UFPA. Livia Gabriela Campos Balog (C. Domenicioni). Efeito de diferentes consequências na manutenção e generalização de correspondencia no autorrelato em tarefa de leitura [Effect of different consequences on the maintenance and generalization of correspondence on self reporting in the reading task]. Graduanda em Psicologia. Início: 2014. UFSCar. FAPESP. Marcio Rodrigues dos Reis (DC Monteiro). Desenvolvimento de sistema computacional para fisioterapia [Development of computational system for physiotherapy]. Graduando em ciência da computação. UFPA. CAPES. Maria Clara Miceli Gonçalves (PW Schelini). A influência da extroversão na criatividade verbal e figural [The influence of extroversion on verbal and figural creativity]. Graduando em Psicologia. Início: 2014. UFSCar. FAPESP. Mariana Cachini Esperança (JS Carmo). Programação de ensino de habilidades pré-aritméticas por meio de tecnologia de controle de estímulos [Programmed teaching of pre-arithmetic skills through stimulus control technology]. Graduando em psicologia. Início: 2013. UNIP (UFSCar). Marina Aoki Basaglia (MSCA Gil). Procedimentos para a aprendizagem rápida por bebês [Procedures for rapid learning by infants]. Graduanda em psicologia. Início: 2013. UFSCar. CAPES. Matheus de Araújo Torres (EM Huziwara). Ensino de relações auditivo-visuais a indivíduos com implante coclear [Teaching auditory-visual relations to individuals with cochlear implants] . Graduando em psicologia. Início: 2013. UFMG. CAPES. Mayara da Silva Ferreira (DG de Souza). Otimização da comunicação inicial em crianças com autismo [Optimization of initial communication in autismo]. Graduanda em Psicologia. Início: 2014. UFSCar. CNPq/INCT. Paulo Victor de Lima Sfair Alvares (DC Monteiro). Desenvolvimento de jogos educacionais em plataformas móveis [Development of educational games on mobile platforms] . Graduando em ciência da computação. Início: 2013. UFPA. CAPES. Raissa Viviani da Silva (ACM Almeida-Verdu). Compreensão e produção oral de sentenças de cinco termos em crianças com deficiência auditiva pré-lingual usuárias de implante coclear [Comprehension and oral production of five term sentences in children with pre-lingual hearing loss, users of cochlear implant]. Graduanda em psicologia. Início: 2013. UNESP/Bauru. CNPq.

ANNUAL REPORT # 5 (2013-2014) Relational Learning and Symbolic Functioning: Basic and Applied Research

Stephanie Carolim Santos Almeida (JS Carmo). Efeitos do ensino de relações entre figuras e números no seguimento da rotina de atividades para crianças com transtorno do espectro do autismo [Effects of teaching relationships between pictures and numbers on following routines by children with autism spectrum disorder. Graduando em psicologia. Início: 2013. UFSCar. CNPq Suellen Raquel da Silva (DG de Souza). Otimização da comunicação inicial em crianças com autismo [Optimization of initial communication in autismo]. Graduanda em Psicologia. Início: 2014. UFSCar. CNPq/INCT. Thiago Pina Soares (M Ribeiro Filho). Projeto e Implementação de um Ambiente Educacional 3D WEB dos Monumentos de Belém [Design and implementation of a 3D WEB Educational Environment of Belem’s Monuments]. Graduando em engenharia de computação. Início: 2013. UFPA. Victor Luiz Santos Negrão (DC Monteiro). Desenvolvimento de sistemas embarcados para automação industrial [Development of embedded systems for industrial automation]. Graduando em Ciência da Computação. Início: 2014. UFPA. Victoria dos Reis Gonçalves da Costa (OF Galvão). Formação de classes categoriais em macacos-prego [The formation of categorical classes in capuchin monkeys]. Graduando em psicologia. Início: 2013. UFPA. CNPq. Yvan Pereira dos Santos Brito (DC Monteiro). (DC Monteiro). Desenvolvimento de jogos educacionais em plataformas móveis [Development of educational games on mobile platforms]. Graduando em ciência da computação. Início: 2013. UFPA. CAPES.

Fellowships for technical support Concluded (03) [Scholarships: CNPq/INCT: 03] = 3 (100.0%) Mainá Santana dos Santos (DG de Souza). Aprendizagem de leitura e escrita: dificuldades da língua. [Learning reading and writing: difficulties of the language]. Início: 2011. UFSCar. CNPq/INCT-ECCE. 2013. Natalia Dall’ Antonia Zopellari (DG de Souza). Supervisão de professores para monitorar a aplicação de um programa individualizado de ensino de leitura e escrita. [Supervising teachers to monitor the administration of an individualized program for the teaching of reading and writing]. UFSCar. CNPq/ INCT-ECCE. 2013. Pauliana do Nascimento Rodrigues (H.H.M. Bandini). Ensino computadorizado de palavras complexas da língua portuguesa para deficientes auditivos por meio de sistema FM. [Computerized teaching of complex words in the Portuguese language in individuals with hearing impairment using the FM system]. UNCISAL. CNPq/INCT-ECCE. 2013.

In progress technical assistance scholarships (03) [Scholarships: CNPq/INCT: 03] = 3 (100.0%) Diana Catalina Serrano Ramos (GAY Tomanari). Respostas de observação [Observing behavior]. Início: 2013. USP. CNPq/INCT-ECCE. Fernando Del Mando Lucchesi (ACM Almeida-Verdu). Efeitos da exposição a um programa de ensino de leitura sobre a inteligibilidade da fala em crianças com deficiência auditiva e implante coclear [Assessment of the effects of the exposure to a program to teach word reading on the speech intelligibility of children with auditory deficits and cochlear implant]. Início: 2013. UNESP. CNPq/INCT-ECCE. Layse Maria dos Santos Ferreira (HHM Bandini). Aquisição de leitura de indivíduos com deficiência auditiva usando Systema de FM [Reading acquisition of hearing impaired individuals using the FM System]. Início: 2012. UNCISAL. CNPq/INCT-ECCE.

ANNUAL REPORT # 5 (2013-2014) National Institute of Science and Technology on Behavior, Cognition and Teaching

Appendix IV Extended abstracts of selected papers

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ANIMAL MODELS OF RELATIONAL LEARNING Barros, R. S., Souza, C. B. A, & Costa, T. D. (2013). Functional class formation in the context of a foraging task in capuchin monkeys. Journal of the Experimental Analysis of Behavior, 100, 79-87. DOI: 10.1002/jeab.27.

DEVELOPMENT OF SYMBOLIC FUNCTION IN CHILDREN Canovas, D. S., de Souza, D. G., & Barros, R. S. (2013). Simple successive discrimination and functional class formation in preschool children. The Psychological Record, 63, 525-544. D.O.I. 10.11133/j. tpr.2013.63.3.009. Cruvinel, A., & Hübner, M. M. C. (2013). Analysis of the acquisition of verbal operants in a child from 17 months to 2 years of age. The Psychological Record, 63, 735-750. Rabelo, L. Z., Bortoloti, R., & Souza, D. H. (2014). Dolls are for girls and not for boys: Evaluating the appropriateness of the implicit relational assessment procedure for school-age children. The Psychological Record, 64, DOI 10.1007/s40732-014-0006-2.

FAST MAPPING / EXCLUSION Cippola, N. S., Domeniconi, C., & Machado, A. (2014). Responding by exclusion in temporal discrimination tasks. Journal of the Experimental Analysis of Behavior, 101, 215-229.

RELATIONAL LEARNING IN NEWLY HEARING CHILDREN Passarelli, A. C. P. M., Oliveira, T. P., Golfeto, R. M., Cardinali, R., Rezende, J. V., & Fenner, M. C. (2013). Discriminação auditivo-visual com pistas orofaciais em crianças deficientes auditivas [Auditoryvisual discrimination with lip reading clues in death children]. Acta Comportamentalia, 21, 175-192.

CORRESPONDENCE BETWEEN VERBAL AND NONVERBAL BEHAVIOR Cortez, M.D., de Rose, J.C., & Miguel, C.F. (in press). The role of correspondence training on children`s self-report accuracy across tasks. The Psychological Record.

RELATIONAL LEARNING IN BASIC ACADEMICS Henklain, M. H. O., & Carmo, J. S. (2013). Stimulus equivalence and increase of correct responses in addition and subtraction problems. Paidéia, 23, 349-358.

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One example of complex behavior is the ability of grouping dissimilar elements together in one class. For example, a monkey can learn that between several trees, there is a subset of trees that bear fruit during the Spring and another subset of trees that bear fruit during the Fall, although the trees are all physically dissimilar. The elements of a class (or subset) are considered equivalent with respect to the criteria used to put them together. The ability of class formation allows us to respond to every element of the class as they are the same. The monkey in the previous example may search for food in the trees belonging to Subset A in the Spring and in the trees of Subset B during Fall. Changing the way one responds to one particular element of the class may determine a change in the way one responds to all the elements of such class. Such functional class formation is rarely documented in non-human organisms. It can be due to insufficient procedural adaptation. The establishment of a procedure to produce functional class formation in non-human organisms (such as capuchin monkeys) would be useful to (1) make clearer that such repertoire is independent of verbal functioning and (2) advance the development of animal models of complex human behavior. Functional class formation via repeated reversals of simple discriminations was investigated in a foraging task in captive capuchin monkeys (Cebus cf. apella). Two capuchin monkeys were given simultaneous simple discrimination training and reversals with two (Phase 1), four (Phase 2), and six (Phase 3) visual stimuli (wooden boxes) in the context of searching for food in an apparatus. In other words, at the end of Phase 3, when an apparatus containing six wooden boxes was presented to a monkey, only three of them contained food. The monkey, trial by trial, had to learn which boxes had (positive function) and which had not food (negative function). When that happened, the function of the boxes was reversed. One particular kind of food for each potential sub-set of boxes (class) was used as reinforcer (class-specific reinforcement). After repeated functional reversals of two stimulus subsets, six tests for functional class formation were performed with each monkey. Each test consisted of functional reversal for only four out of the six boxes (with two of them â&#x20AC;&#x201C; one of each potential class - withheld out of reversal training). After reversal acquisition, the two remaining boxes were reintroduced in the apparatus. We evaluated if the reversal learning with the four boxes would determine the untrained reversal for the withheld pair of boxes (positive evidence of class formation). Our evaluation was based mainly on the first response given

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to the reintroduced pair of boxes. If the monkey selected between the boxes consistently with the reversed contingencies, that would suggest class formation. Both monkeys tracked the contingence reversals more and more quickly as the reversals were processes with two, four, and six stimuli (Phases 1, 2, and 3 respectively â&#x20AC;&#x201C; see Figure 2). Evidence of class formation was found in all of the tests. Both M18 and M23 selected between the probe stimuli consistently with the reversed contingencies in all six test session. That demonstrates class formation. Next, the same monkeys were given simultaneous simple discrimination training with variations of the location of the boxes between sessions. The class-specific reinforcement procedure was suspended. Tests for functional class formation were again performed. Evidence of class formation was found again. Stimulus selection consistent with the reversed contingencies was found in all six test session for M18 and five out of six for M23.

Figure 1: Experimental apparatus presenting the six stimuli.

The data suggest that some of the procedural difficulties in documenting class formation in nonhumans can be overcome with procedures that take advantage of the natural skills of the subjects. The current research replicated previous findings with pigeon and sea lions, documenting for the first time functional class formation in non-human primates. It also makes contributions for the development of animal models for complex behavior, such as arbitrary class formation.

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Figure 2: Total number of trials per reversal in Phases 1, 2, and 3 for both M18 (upper graph) and M23 (bottom graph) during repeated reversals of simple discrimination training. Dashed lines, placed at the level of seven total trials, show when the acquisition criterion (six successive correct trials) was reached in seven trials (fast acquisition).

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DEVELOPMENT OF SYMBOLIC FUNCTION IN CHILDREN Canovas, D. S., de Souza, D. G., & Barros, R. S. (2013).Â Simple successive discrimination and functional class formation in preschool children. The Psychological Record, 63, 525-544. D.O.I. 10.11133/j.tpr.2013.63.3.009.

Part of the complexity of human behavior is due to the ability of grouping dissimilar elements or stimuli into classes or categories. For example, a young girl can learn that between all the shirts she sees in the house, there is a subset of shirts that belongs to one of her two brothers and another subset of shirts that belongs to her other brother, although the clothes are all physically dissimilar. The elements of a class (or subset) are considered equivalent with respect to the criteria used to put them together. The ability of class formation allows us to respond to every element of the class as they are the same. The little girl in the previous example puts all the shirts belonging to Brother A in the first drawer of the cabinet and all the shirts belonging to Brother B in the second drawer. Changing the way one responds to one particular element of the class may determine a change in the way one responds to all the elements of such class. The first study that established an experimental procedure to study such functional class formation in laboratory used pigeon as participants and a successive (go/no-go) training procedure. Several other studies searched for similar data with human participants (adult and children), with some inter-subject variability. Nevertheless, none of the subsequent studies used the original successive (go/no-go) procedure. We asked if the inter-subject variability could be reduced by using the original procedure with children as participants. Then, the present study evaluated the effectiveness of a simple successive discrimination procedure in producing functional class formation, as a systematic replication of a previous study, but using the original successive (go/no-go) procedure. Five preschool children aged from 4-2 to 4-11 years old participated. They learned 3 simple successive discriminations. In other words, six stimuli were presented on the computer screen, one at a time. Three of them were arbitrary assigned by the experimenter as positive: if the child clicked on them, that would be considered as a correct response and some reinforcing consequence was provided; refraining from clicking on the stimulus would be considered an error and then no reinforcing consequence was provided. The other three stimuli were assigned as negative: if the child clicked on any of them, which would be considered an error, a 2-s black screen was presented; if the child refrained from clicking on them, which would be considered a correct response. When such set of discriminations was learned, children were given repeated reversals of the (positive and negative) function of the stimuli. Such reversal training was performed with all 6 stimuli. Four of these children learned a fourth discrimination and a new series of reversals with 8 stimuli.

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After the above described repeated reversal training, formal tests for functional class formation were performed with each child. Each test consisted of functional reversal for all stimuli but a pair of them (one of each potential class - withheld out of reversal training). After reversal acquisition, the two remaining stimuli were reintroduced. We evaluated if the reversal learning with most of the stimuli would determine the untrained reversal for the reintroduced pair of stimuli (positive evidence of class formation). Our evaluation was based mainly on the first response given to the reintroduced pair of stimuli. If the participant clicked (go response) the positive stimuli and did not click (no-go response) the negative stimuli consistently with the reversed contingencies in the first probe trial of each type, that would suggest class formation. Rapid reversals (learning set) occurred with 6 stimuli in 3 children and 8 stimuli in 4 children. Two children (Caco and Lulu) presented performance compatible with functional class formation.

Figure 1: Cumulative frequency of correct responses in the first probe trial for each of the seven probe sessions. Correct responding consisted of clicking the S+ (closed squares) and refraining from clicking the S- (open circles). Correct responding in the consecutive probes would be compatible with class formation.

Figure 1 shows the accumulated frequency of correct responses for both positive (squares) and negative (circles) stimuli in the first trial of the probe session. Caco and Lulu showed responding compatible with class formation on

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the first trial of several probe sessions. The correct responding for both positive and negative stimuli performed by Gica, and for the positive stimuli by Teo and Bibi and suggest delayed class formation. The appearance of correct responding late in the course of the discrimination reversals documented the moment in which the several contingence reversals started to determine class formation for those thee participants. It is possible that if more exemplars of discrimination reversals had been provided, clearer data on class formation would be obtained. Nevertheless, the results reported here did not differ from those reported in the previous study. Similar to the simultaneous procedure, the successive procedure effectively generated functional class formation with some, but not all, of the participants. The occurrence of errors inherent to the reversal procedure may be a source of variability. Future research should investigate other strategies to promote stimulus class formation on the basis of shared discriminative functions.

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Cruvinel, A., & Hübner, M. M. C. (2013). Analysis of the acquisition of verbal operants in a child from 17 months to 2 years of age. The Psychological Record, 63, 735-750.

The purpose of this study was to longitudinally investigate the acquisition of verbal operants in a typically developing child from 17 months to 2 years of age. Verbal responses emitted by the child and his caregivers in a natural setting were categorically analyzed based on Skinner’s verbal operants (1957). According to Michael (1984), the extensive literature on language acquisition does not often use the concepts, terms, or analyses presented in Verbal Behavior (Skinner, 1957). Even when terms describing elementary verbal relationships, such as mands, tacts, and others are used, they have not been associated with an important proposal: the use of them as the unit of analysis and the benefits of the distinctions made on Skinner’s functional taxonomy. By using verbal operants as tools for the analysis of verbal behavior, we can overcome some of the dilemmas encountered when traditional or structuralist analysis is made. Another issue draws attention to research on verbal behavior. According to Partington and Bailey (1993), few studies have utilized the concepts from Skinner’s book to analyze verbal behavior in typically developing children. According to these, because of the large number of behavioral analysts who work in the applied area with children with developmental delays, the research area has focused on defective verbal behavior. Few studies have investigated the normal development of verbal behavior. The rapid and simultaneous acquisition of multiple verbal operants by typically developing children can make the acquisition and development of verbal behavior in these children different from what occurs in children with atypical development (Partington and Bailey, 1993). Besides the typical development issue, longitudinal studies that investigate the acquisition of verbal behavior in typically developing children are lacking. Moerk (1976) argued that experimental studies are able to demonstrate what can be potentially taught by parents, but not what is actually taught by them. To understand the process of language acquisition, investigating in detail the contingencies between the behavior of the mother and child is necessary. In this direction, the present study longitudinally investigate the acquisition of verbal behavior in a typically developing child, adopting categories based on the verbal operants proposed by Skinner (1957) as the units of analysis. Verbal responses of the child and the caregivers were analyzed, identifying relationships between the emission of the categories of the child and the caregiver and investigating possible patterns of interaction in the acquisition of verbal behavior. The participants were one 17-month-old boy and his caregivers, including his parents, his 2-year, 7-month-old brother, his nanny, and other family members.

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Thirty-four sessions were recorded. They were recorded once per week. The recordings comprised 7 months of data collection, beginning when the child was 17 months old and ending 1 week after he reached 2 years of age. Each session lasted an average of 15 min. The child was with different relatives at the sessions. Transcriptions of the sessions registered the child´s verbal responses, their antecedents and consequences, describing the interaction between the child and caregivers. The same analysis was made for the caregiver´s verbal responses. Besides the categories proposed by Skinner’s (1957), other categories and subcategories were created to add specific features described by language acquisition research. Pure forms of the respective verbal operants are rare outside the laboratory or instructional contexts (Michael, Palmer, & Sundberg, 2011). Because verbal behavior is mostly under multiple control and responses are generally under the control of more than one stimulus simultaneously, the categories were not exclusive. Some examples of the Categories of the analysis of the child’s and caregivers’ verbal responses are: 1.Vocalizations of the child’s verbal responses; 2. Listener responses (only motor responses); 3. Mands; 4. Echoics; 4.1. Imperfect echoic; 5.Tacts; 5.1. Tacts occasioned by aspects of the physical and social environment; 5.2. Tacts occasioned by the child’s behavior; 6. Intraverbals. Some Categories that relate verbal operants emitted by the child and caregivers identify conditions established by the caregivers that may facilitate verbal operant acquisition by the child. This was planned to identify operants emitted by the caregivers that preceded the emission of specific operants by the child. This allows the observation of a response that is not controlled by a single stimulus, but occurs under the control of multiple factors. These categories applied only to operants emitted by the child. Some examples: 1.1. Echoic preceded by Mand; 1.2. Echoic preceded by Tact; 1.3 Tact preceded by tact; 2.2. Tact preceded by Mand. An overview of the results showed that the cumulative frequency of the mand, tact, echoic, and intraverbal categories emitted by the child increased gradually and simultaneously until approximately 20 months of age. From that point, the curves sloped, indicating a rapid and significant increase in the emission of these categories until the last session. This increase was more prominent in the tact and mand categories. The cumulative frequency of the mand category began to increase from the beginning of the 20th month and around 21 months went through an even more intense increase. Tacts went through this sudden increase in their cumulative frequency in the middle of the 20th month, and echoics went through this sudden increase in their cumulative frequency at the end of this month. The echoic category also increased rapidly between the 20th and 21st month. Unlike the mand, tact, and other categories, the cumulative frequency of echoics reverted to slower growth after 21 months.

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Figure 1: Cumulative frequency of operant categories emitted by the child per session over time.

Figure 1 shows the cumulative frequency of categories emitted by caregivers during the 34 sessions. These data indicate a relationship between the emission of verbal operants by the caregiver and the child. An interesting finding was that the most frequently emitted category by the caregiver was mands, prevailing over the other categories since the first session, while in the categories emitted by the child, the most frequently emitted category was tacts (Figure 1). Data also showing the cumulative frequency of mands and mands that were reinforced by the childâ&#x20AC;&#x2122;s verbal responses emitted by the caregivers suggest that their mands may play an important role in installing the childâ&#x20AC;&#x2122;s verbal repertoire. Another finding is that initially almost all echoics emitted by the child were imperfect echoics. As the sessions continued, the child acquired a generalized echoic repertoire and became able to properly echo new words that he heard. The results showed in Figure 1 are similar to others in the literature. Researchers who used different approaches agreed that one of the most representative phenomena in language acquisition is the fast learning of words related to objects, occurring between 18 and 24 months of age (Oliveira and Gil, 2007). Hart and Risley (1999) showed that childrenâ&#x20AC;&#x2122;s vocabulary increased gradually until 19 months of age, undergoing a rapid acceleration beginning in the 20th month.

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Figure 2: Cumulative frequency of operant categories emitted by the caregivers per session over time.

The significant increase in tacts and echoics appeared to occur simultaneously with a decrease in the acceleration of mands at between 20 and 21 months. Similar data were also presented by Moerk (1976) and Hart and Risley (1999). The data also indicate that echoics can play a facilitating role in the acquisition of other operants, which was already suggested by Skinner (1957). The child interaction pattern with caregivers changed three times during the researchâ&#x20AC;&#x2122;s period of observation. The last change shows that responses that were emitted as tacts began to be emitted as intraverbals. All of the changes indicate a transfer in stimulus control, which possibly facilitated the acquisition of new verbal operants. This is also attributable to the multiple control of verbal behavior. A response can be affected by more than one variable, and stimuli that were present at the time of emission of the response but did not have discriminative control over it, slowly began to exert control over the response. Thus, a verbal response that initially had the function of a specific verbal operant acquired new functions, and became a new verbal operant (e.g., from tact to intraverbal). Generally, the results indicate that caregivers arrange contingencies for the acquisition of verbal operants in the repertoire of the child. These results can contribute to the discussion about how verbal behavior is learned and to the debate of nativism and environmental factors (Schoneberger, 2010). Mands and echoics appear to be important operants used by the caregivers as teaching strategies.

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Longitudinal studies can be valuable for describing the acquisition of verbal repertoires in a natural environment. The adoption of verbal operants as the unit of analysis (Skinner, 1957) has provided new data on the knowledge for understanding language acquisition.

References Hart, B., & Risley, T. R. (1999). The social world of children learning to talk. Baltimore: P.H. Brookes. Michael, J. (1984). Verbal behavior. Journal of the Experimental Analysis of Behavior, 42(3), 363-376. Michael, J., Palmer, D. C. & Sundberg, M. L. (2011). The multiple control of verbal behavior. The Analysis of Verbal Behavior, 27, 3-22. Moerk, E. L. (1976) Processes of language teaching and training in the interactions of mother-child dyads. Child Development, 47, 1064-1078. Oliveira, T. P., & Gil, M. S. C. (2007). Elementos fundamentais para a aquisição de operantes verbais por bebês: análise comportamental da “atenção compartilhada.” Revista Brasileira de Terapia Comportamental e Cognitiva, 9(2), 217-225. Partington, J. W., & Bailey, J. S. (1993). Teaching intraverbal behavior to preschool children. Analysis of Verbal Behavior, 11, 9-18. Schoneberger, T. (2010). Three myths from the language acquisition literature. The Analysis of Verbal Behavior,26, 107-131. Skinner, B. F. (1957) Verbal behavior. Englewood Cliffs, N.J.: Prentice Hall.

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Rabelo, L. Z., Bortoloti, R., & Souza, D. H. (2014). Dolls are for girls and not for boys: Evaluating the appropriateness of the implicit relational assessment procedure for school-age children. The Psychological Record, 64, DOI 10.1007/ s40732-014-0006-2.

The Implicit Relational Assessment Procedure (IRAP; BarnesHolmes, Barnes Holmes, Power, Hayden, Milne, & Stewart, 2006) is a computer-based procedure designed to measure implicit cognition. More specifically, the IRAP measures latency, that is, the time elapsed between the onset of a trial and the emission of a correct response by a participant when he/she is under pressure to respond quickly and accurately. IRAP trials are comprised of the simultaneous presentation of one label stimulus (e.g., flower or insect), one target item (e.g., pleasant or unpleasant), and two relational terms (e.g., true and false). Its underlying rationale is that participants’ responses will have shorter mean response latencies when asked to confirm relations that are consistent with their pre-experimental learning histories than when asked to confirm relations that are inconsistent. For example, they will take longer to respond to the relation insect-pleasant-true than to the relation flower-pleasant-true (Barnes-Holmes, Murphy, Barnes-Holmes & Stewart, 2010). During the procedure, we also measure the IRAP effect, the difference in mean response latency between consistent and inconsistent trials, which is interpreted as evidence of attitude bias. The IRAP effect has been demonstrated and replicated across different domains, especially to assess implicit attitudes toward sensitive social matters. In recent years, studies using the IRAP procedure have contributed to our current understanding of the development of intergroup biases in children and adolescents which, in turn, represent the theoretical foundation for intervention programs designed to prevent discrimination and prejudice early in childhood (Brown & Bigler, 2005; Brown, Alabi, Huyn, & Masten, 2011; Leaper, 2011; Pahlke, Bigler, & Suizzo, 2012). However, to the extent of our knowledge, there is still no published work reporting IRAP use with children. Data on children’s implicit attitudes and beliefs may be especially relevant to research on gender and race stereotypes. Therefore, the present study aimed to evaluate the adequacy of the IRAP for studies with school-age children. In particular, we were interested in assessing children’s implicit attitudes toward toys that may be traditionally perceived as gender specific in the wider social community (e.g., dolls are only for girls and cars are only for boys). The IRAP procedure was used to measure children’s attitudes toward toys, that is, to assess whether they display gender stereotyped attitudes by responding faster when asked to relate specific toys traditionally associated with either girls or boys. Ten children participated in this study. The adopted parameters were very similar to those used in adult studies utilizing the IRAP. Each trial displayed two stimuli and two response options on a white background. Participants responded

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by pressing one of two keys on the computer keyboard. The response options were: “It matches” and “It doesn’t match” (translated from the Brazilian Portuguese expressions “Combina” and “Não combina”). The stimuli were two names, Maria and João (Mary and John in English), and colored pictures of two toy cars and two dolls (see Figure 1 for a pictorial representation of the task).

Figure 1: Four IRAP trial types. Names (“John” or “Mary”), toy pictures and response options were presented all together on each trial. Arrows and text boxes were not presented on screen.

Each child was asked to sit in front of the computer. Before the beginning of each IRAP block, the experimenter described in detail how the child should proceed in each of the four different trial types (John-matches/does not match-toy car; Johnmatches/does not match-doll; Mary-matches/does not match-doll; Mary-matches/ does not match-toy car (see Figure 1) and after giving the instructions, she asked the participant to tell her with his/her own words what she/he was supposed to do next. Individual response latency data were transformed into D-IRAP scores using the D-IRAP algorithm provided by the IRAP software. Latencies for the genderstereotyped-inconsistent blocks were subtracted from latencies for the consistent blocks. Thus, positive D-IRAP scores indicate that the participants responded more rapidly in the consistent blocks, whereas negative D-IRAP scores indicate more rapid responding in the inconsistent blocks. Mean IRAP scores for each of the four trial-types are presented in Figure 2.

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Figure 2: Mean D-IRAP scores from the participants who performed the test blocks.

Participants were faster to respond that dolls matched Mary and that dolls did not match John than when the opposite responses were required, that is, dolls did not match Mary and dolls matched John. The trials involving toy cars produced relatively small and no significant IRAP effects, suggesting that children responded with roughly equal speed when asked if cars matched or did not match John/Mary. In sum, our results suggest gender-stereotyped attitudes toward toys. In particular, we found that the effect was greater for the Mary-doll-matches and John-doll-does not match trial types. These findings are consistent with previous research showing that boys and girls receive differential treatment with regard to their toy and play preferences. More specifically, boys are more severely punished than girls when playing with cross-sex toys (Langlois & Downs, 1980) and they suffer more peer pressure than girls to behave in gender-normative ways (e.g., Carter & McCloskey, 1984). This differential treatment might explain why we did not find a big IRAP effect in the trials involving toy cars. The IRAP effect for John matches toy car trials was similar to the one found for Mary matches toy car trials. Therefore, girls may have more flexibility than boys with regard to their toy choices. The social message they receive seems to be: â&#x20AC;&#x153;It is all right for girls to play with cars, but it is not okay for boys to play with dollsâ&#x20AC;?. The present research has also proved the IRAP to be an adequate procedure for use with children, since the majority of participants were able to complete the sessions successfully. In spite of the fact that a plethora of research has been produced recently, we could not find any published studies that utilized the IRAP to investigate implicit attitudes in children. As our research suggests, the

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appropriateness of the IRAP for use with school-age children might open many possibilities to explore aspects of children’s cognition that cannot be assessed by explicit measures, especially when they do not have sufficiently sophisticated verbal repertoires to express their views on a particular topic.

References Barnes-Holmes, D., Barnes-Holmes, Y., Power, P., Hayden, E., Milne, R., & Stewart, I. (2006). Do you really know what you believe? Developing the Implicit Relational Assessment Procedure (IRAP) as a direct measure of implicit beliefs. The Irish Psychologist, 32(7), 169-177. Barnes-Holmes, D., Murphy, A., Barnes-Holmes, Y., & Stewart, I. (2010). The Implicit Relational Assessment Procedure: exploring the impact of private versus public contexts and the response latency criterion on pro-white and anti-black stereotyping among white Irish individuals. The Psychological Record, 60, 43-66. Brown, C. S., Alabi, B. O., Huynh, V. W., & Masten, C. L. (2011). Ethnicity and gender in late childhood and early adolescence: Group identity and awareness of bias. Developmental Psychology, 47(2), 463. Brown, C. S., & Bigler, R. S. (2005). Children’s perceptions of discrimination: a developmental model. Child Development 76(3), 533-553. Carter, D. B., & Mccloskey, L. A. (1984). Peers and the maintenance of sex-typed behavior: The development of children’s conceptions of cross-gender behavior in their peers. Social Cognition, 2, 294–314. Langlois, J. H., & Downs, A. C. (1980). Mothers, fathers, and peers as socialization agents of sex-typed play behaviors in young children. Child Development, 51, 1217–1247. Leaper, C. (2011). Research in developmental psychology on gender and relationships: Reflections on the past and looking into the future. British Journal of Developmental Psychology, 29(2), 347–356. Pahlke, E., Bigler, R. S., & Suizzo, M. A. (2012). Relations between colorblind socialization and children’s racial bias: evidence from European American mothers and their preschool children. Child Development, 83, 1164–1179. doi:10.1111/j.1467-8.

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Several studies have shown that, given the undefined sample SX, the subject tends to exclude C1 or C2, the comparisons previously related to samples other than the current sample, and choose CY, the comparison that also is undefined. The preference for CY given Sx occurs without any explicit training or teaching of the SX → CY relation. Studies have attested to the robustness of responding by exclusion in subjects with typical and atypical development (Dixon, Dixon, & Spradlin, 1983; McIlvane et al., 1992; McIlvane, Munson, & Stoddard, 1988; McIlvane & Stoddard, 1981; Stromer, 1986, 1989), in children of different ages (Costa et al., 2001; Domeniconi, Costa, de Souza, & de Rose, 2006; Ferrari, de Rose, & McIlvane, 1993), and in university students (McIlvane, Kledaras, Munson, King, de Rose, & Stoddard, 1987). However, researchers still do not know what are the minimal conditions required to obtain responding by exclusion. The present study simplified the stimulus samples so that they varied along a single dimension, duration. The defined samples corresponded to tones with distinct durations (e.g., 200 ms and 600 ms) and they were trained in the conditional relations S200 → C1 and S600 → C2. The undefined samples SX corresponded to tones with durations that (a) were not previously trained in any conditional relation and (b) were located at different distances from the trained values of 200 and 600 ms. Ten university students, 18 to 26 years of age, participated in the experimental sessions conducted in a quiet room of the Laboratory of Studies of Human Behavior at the Federal University of São Carlos. The subjects first learned two temporal discriminations. In the first discrimination, the subject heard a 200 or 600 ms tone at the beginning of each trial. Then, two circles, Red (R) and G (G), appeared in a random location on the computer screen. The choice of R was correct after the 200 ms tone and the choice of G was correct after the 600 ms tone (i.e., S200 → R and S600 → G). In the second discrimination, the procedure was similar, except that the subject heard a 600 or 1800 ms tone and then chose between two other circles, Blue (B) and Yellow (Y), with the correct mapping being S600 → B and S1800Y. Importantly, the longer sample in the first discrimination was the shortest sample in the second discrimination. Five testing sessions were conducted and all test trials were performed in extinction. Each test sample was followed by two comparisons, an undefined comparison (shape) that remained the same for each sample, and one of the four

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defined comparisons (colors; see last column of Table 1). Each testing session including the baseline and test trials that occurred in random order.

Table 1: Number of trials, sample and comparison stimuli presented in each session of the testing phase. On the exclusion test trials, U1, U2,â&#x20AC;Ś,U6 refer to the six undefined comparisons (black and white geometric shapes) and Ci, with i=R, G, B, or Y, refers to the four defined stimuli (circles of different colors). The frequency of each Ci was equal to the number of trials divided by four.

Baseline Trials

Samples

Exclusion Test Comparisons

Trials

Samples

Comparisons

S200

R+G

S200

Ci + U1

S600

R+G

S350

Ci + U2

S600

B+Y

S600

Ci + U3

S1800

B+Y

S1040

Ci + U4

S1800

Ci + U5

S7200

Ci + U6

Figure 1 shows the average performance on the exclusion tests. Consider the curve that corresponds to the R comparison (filled circles). Consistent with our hypothesis, the choice of the undefined stimulus was more likely as the duration of the sample moved away from 200 ms, the duration associated with R during training. Critically, the proportion of choices of the undefined stimulus increased to 1 for longer samples.

Figure 1: The curves show the average proportion of choices of the undefined stimulus as a function of sample duration with the defined comparison stimulus (R, G, B and Y) as a parameter. The values in parenthesis show the sample durations associated during training with the respective comparisons. The x-axis is on a log scale.

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In summary, the results of the four tests were consistent with the hypothesis that the more the test sample differed from the sample paired during training with the comparison present in the choice set (i.e., the more undefined the sample was with respect to the defined comparison stimulus), the more likely was the choice of the undefined comparison. To evaluate the statistical significance of the results, we performed four analyses of variance (ANOVAs), one for each defined comparison stimulus, with duration as the repeated measure. All of the analyses revealed a strong effect of the duration of the sample on the preference for the undefined stimulus (F5,45>7.7, p<.01). These results reveal the accuracy of the trained discriminations because the R comparison was conditionally trained with the shortest sample, and the Y comparison was conditionally trained with the longest sample. With respect to the G and B comparisons, the similarity of the curve profiles indicate that the subjects tended not to chose the undefined stimulus after the samples paired with G and B during training, and to choose it when the test sample were judged as sufficiently different from the samples paired with G and B during training. These results replicate the findings obtained with more complex stimuli that vary along multiple dimensions (e.g., Bates et al., 1979; Carey & Bartlett, 1978; Costa et al., 2001; Dixon, 1977; McIlvane et al., 1992; Stromer & Osborne, 1982; Wilkinson et al., 2009). The present study contributed to studies of exclusion by showing that responding by exclusion can take place with samples defined by duration, a stimulus modality not used in any other previous study. As for other modalities, the results showed that the undefined comparisons tended to be preferred to the defined comparisons after the new, undefined samples, but not after the trained, defined sample. The generality of responding by exclusion is thereby increased. In addition, and more generally, the study also contributed by showing that responding by exclusion also occurs under the relatively simple condition in which the samples vary along a single dimension or property. With one-dimensional samples and equally simple comparisons, it is hard to conceive of an even simpler situation in which phenomenon might take place. Hence, the present study may have defined some of the boundary conditions of responding by exclusion.

References Bates, E., Benigni, L., Bretherton, I., Camaioni, I., &Volterra, V. (1979). The emergence of symbols: cognition and communication in infancy. New York: Academic Press. Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17-29. Costa, A. R. A., de Rose, J. C., & de Souza, D. G. (2010). InterferĂŞncia de variĂĄveis de contexto em sondas de exclusĂŁo com substantivos e verbos novos. Acta Comportamentalia, 18, 35-54. Costa, A. R. A., Wilkinson, K. M., McIlvane, W. J., & de Souza, D. G. (2001). Emergent word-object mapping by children: further studies using the blank comparison technique. Psychological Record, 51, 343-355.

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Dixon, L. S. (1977). The nature of control by spoken words over visual stimulus selection.Journal of the Experimental Analysis of Behavior, 27, 433-442. Dixon, M. H., Dixon, L. S., &Spradlin, J. E. (1983). Analysis of individual differences of stimulus control among developmentally disabled children. In K. D. Gadow, & I. Bialer (Eds.), Advances in learning and behavioral disabilities, vol. 2 (pp. 85-110). Greenwich, C.T.: JAI Press. Domeniconi, C., Costa, A. R. A., de Souza, D. G., & de Rose, J.C. (2007).Responder por exclusão em crianças de 2 a 3 anos em uma situação de brincadeira. Psicologia Reflexão e Crítica, 20, 342-350. McIlvane, W. J., Kledaras, J. B., Lowry, M. J., & Stoddard, L. T. (1992).Studies of exclusion in individuals with severe mental retardation. Research in Developmental Disabilities, 13, 509-532. McIlvane, W. J., Kledaras, J. B., Munson, L. C., King, K. A., de Rose, J. C., & Stoddard, L. T. (1987). Controlling relations in conditional discrimination and matching by exclusion. Journal of the Experimental Analysis of Behavior, 48, 187-208. McIlvane, W. J., Munson, L. C., & Stoddard, L. T. (1988).Some observations on control by spoken words in children’s conditional discrimination and matching by exclusion Journal of Experimental Child Psychology, 45, 472-495. McIlvane, W. J., Wilkinson, K. M., & de Souza, D. G. (2000). As origens da exclusão. Temas em Psicologia, 8, 195-203. McIlvane, W.J., & Stoddard, L.T. (1981). Acquisition of matching-to-sample performances in severe mental retardation: learning by exclusion. Journal of Mental Deficiency Research, 25, 33-48. Stromer, R. & Osborne, J. G. (1982). Control of adolescents’ arbitrary matching-to-sample by positive and negative stimulus relations.Journal of the Experimental Analysis of Behavior, 37, 329-348. Stromer, R. (1986). Control by exclusion in arbitrary matching-to-sample. Analysis and Intervention in Developmental Disabilities, 6, 59-72.

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RELATIONAL LEARNING IN NEWLY HEARING CHILDREN Passarelli, A. C. P. M., Oliveira, T. P., Golfeto, R. M., Cardinali, R., Rezende, J. V., & Fenner, M. C. (2013). Discriminação auditivo-visual com pistas orofaciais em crianças deficientes auditivas [Auditory-visual discrimination with lip reading clues in death children]. Acta Comportamentalia, 21, 175-192.

A cochlear implant (CI) is a useful device to minimize the impacts related to profound hearing loss. The CI is surgically inserted into the cochlea and performs the function of absent or reduced amount of cells, transforming sound into electrical stimulation and providing the auditory sensation. Rehab helps cochlear implant users to develop auditory skills and produce intelligible speech (Almeida-Verdu, Bevilacqua, Souza, & de Souza, 2009; Costa Filho, & Bevilacqua, 2006). This study sought to verify whether reading orofacial cues would foster the learning of auditory-visual conditional relations between spoken words and pictures as well as between spoken words and textual stimuli by cochlear implant users. Participants were five Brazilian children with bilateral profound and prelingual hearing loss aged 4 to 7 years old, whose auditory deprivation time was 1 to 4 years and the age of implantation was between 1 year and 4 months to 3 years and 4 months. A preliminary training taught the matching-to-sample task. Following tests measured the receptive and expressive repertoires. These tests were performed with probes of matching pictures to spoken words, pictures to dictated sentences and reading orofacial cues, to observe if participants were lip reading without auditory stimulation. Furthermore, tests evaluated picture naming and echoing test stimuli. The procedure began with a pre-test to evaluate measure the participant’s language skills of: (a) picture naming; (b) echoic behavior (words vocal imitation); and (c) matching textual stimuli to pictures. After training tasks, there was a post-test using those same pre-test tasks. Training tasks were based on two teaching problems developed by Golfeto (2010), one with familiar words and the second with pseudo words. On each teaching problem training tasks were matching pictures to spoken words (AB relations) and textual stimuli to spoken words (AC). Training tasks used a blockedtrial procedure (Saunders & Spradlin, 1989) combined with differential response to the sample stimulus. The number of trials varied among blocks as the following: 8, 8, 4, 4, 4, 4, 12, 27, 16, and 16. One of three conditional relations between spoken word and picture (A1B1) was taught in Blocks 1, 3 and 5. A2B2 was the sample in Blocks 2, 4 and 6. Block 7 mixed A1B1 and A2B2 relations. Block 8 introduced the third relation (A3B3) mixed with the two other relations. The lasts two blocks

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of trial mixed all three relations. In the first and second blocks of trial, the first trial displayed only the correct comparison (a prompting procedure) and the rest of them displayed three comparisons. The procedure was exactly the same to teach matching textual stimuli to spoken words (AC relations) and to teach the auditoryvisual relations from Problem 2. For Problem 2 the number os trials decreased on Blocks 8, 9, and 10 (AB) and 18, 19, and 20 (AB), in which the relation A3B3 was included, due to the occurrence of many errors on blocks of Problem 1. During training tasks, for three out of five participants, auditory-visual blocks of trials were repeated presenting orofacial cues when incorrect responses occurred. AB and AC relations were mixed in two blocks of trials to prepare participants to equivalence tests. On the first block differential feedback was presented following every choice and on the second block, feedback was presented on a random-ratio 2 (RR-2) schedule. Equivalence tests assessed the emergence of conditional relations that were not directly taught after each teaching problem (matching pictures to textual stimuli and vice versa - BC and CB relations). The test was a combination of a 24 trials block; 12 baseline trials were always reinforced and the other twelve were conducted under extinction. Initial assessment of speaking and listening behaviors showed that participants’ performance was better on receptive tasks than on expressive tasks. Figure 1 depicts the percentage of correct responses during training and tests blocks of trials of Problem 1. The black portions on dark and light grey bars show the percentage of correct responses in trials with orofacial cues to P3, P4 and P5. All participants learned AB relations in Problem 1. Participants P3, P4 and P5 learned the AC relations with few repetitions of the training blocks. Errors occurred primarily on Block 17, when A1C1 and A2C2 relations were presented on the same block. For P1 and P2 the training blocks of conditional relations AC demanded more repetitions than the training of AB relations. Participants’ performance showed 55 to 100% of correct responses on mixed AB/AC blocks of trials. Correct responses of participants P1, P4 and P5 were near or equal to the criterion of 100% for the two blocks. All participants, except P3, showed emergent BC and CB relations on probe trials. P2 did was not exposed to Problem 2 and P3 ended her participation at the end of AB training procedure. Participants’ performance in Problem 2 was very similar to Problem 1. However, only P1 and P5 demonstrated emergent CB and BC matching. After teaching, the participants’ performance improved compared with the pre-tests results for both teaching problems.

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Figure 1: Percentage of correct responses in each trial block of trained and tested relations between spoken words (A), pictures (B) and textual words (C) in the first problem.

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The results in the teaching problems 1 and 2 confirm previous evidence that cochlear implant users learn auditory-visual conditional relations. Such relationships may acquire symbolic functions when the stimuli are familiar words or pseudowords (Almeida-Verdu et al., 2008; da Silva, et al., 2006; Golfeto, 2010). Participants learned conditional relations with and without the use of orofacial reading cues. This learning progressed from conventional to pseudo words. The study contributed to extend the successful use of educational technology based on the equivalence model. It emphasizes the use of orofacial reading cues as an aspect that can improve the performance of cochlear implant users on receptive and expressive tasks.

References Almeida-Verdu, A. C. M., Bevilacqua, M. C., Souza, F. C., & de Souza, D. G. (2009). Imitação vocal e nomeação de figuras em deficientes auditivos usuários de implante coclear: estudo exploratório. Revista Brasileira de Análise do Comportamento, 5(01), 63-78. [on-line] Available in: http://www.periodicos.ufpa. br/index.php/rebac/article/viewFile/722/982. Almeida-Verdu, A. C. M., Huziwara, E. M., de Souza, D. G., de Rose, J. C., Bevilacqua, M. C., Lopes Júnior, J., Alves, C. O, & McIlvane, W. J. (2008). Relational learning in children with deafness and cochlear implants. Journal of Experimental Analysis of Behavior, 89(3), 407-424. Costa Filho, O. A.,& Bevilacqua, M. C. (2006). Otorrinolaringologia: princípios e prática. Porto Alegre: Artmed. da Silva, W. R., de Souza, D. G., de Rose, J. C. C., Lopes Jr., J., Bevilacqua, M. C.,& McIlvane (2006). Relational learning in children with cochlear implants. Experimental Analysis of Human Behavior Bulletin, 24, 1-8. Golfeto, R. M. (2010). Compreensão e produção de fala em crianças com deficiência auditiva pré-lingual usuárias de implante coclear. Tese de Doutorado. Universidade Federal de São Carlos, São Paulo. Saunders K. J., & Spradlin J. E. (1989). Conditional discrimination in mentally retarded adults: the effect of training the component simple discriminations. Journal of the Experimental Analysis of Behavior, 52, 1-12.

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CORRESPONDENCE BETWEEN VERBAL AND NONVERBAL BEHAVIOR Cortez, M.D., de Rose, J.C., & Miguel, C.F. (In press). The role of correspondence training on children`s self-report accuracy across tasks. The Psychological Record.

Correspondence between verbal and nonverbal behavior has been defined as the appropriate relation between what an individual says s/he has done or will do and what s/he actually has done or will do (Risley & Hart, 1968). Previous studies in this field seemed to show that accuracy of self-report depends on the nature of the task. Children tended to report accurately about behaviors such as playing (Baer & Detrich, 1990; Ribeiro, 1989) but they tend not to report accurately about their performance on tasks in which responses could be considered either correct or incorrect by their verbal community (Brino & de Rose, 2006; Cortez, de Rose, & Montagnoli, 2013; Domeniconi, de Rose, & Perez, in press). A procedure called correspondence training has been used to establish the appropriate relation between verbal and nonverbal responding (Paniagua, 1989). Despite its effectiveness in promoting high levels of correspondence, only one study to date (Wilson, Rusch, & Lee, 1992) evaluated the effects of do-say correspondence training on generalization. The present study investigated the accuracy of self-reports as a function of task type, and also attempted to verify generalization of do-say correspondence across different tasks. During baseline, six children reported whether their responses were correct or incorrect in two academic tasks (reading and mathematics) and in two non-academic tasks (music and playing a computer game). Sessions were programmed with 20 trials (10 easy and 10 difficult trials) of the same task. Correspondence training was then implemented for the task in which correspondence was lower in the baseline, and generalization for the other tasks was assessed. Points exchangeable for items were used as consequences for correspondence. After criterion was met during correspondence training, generalized say-do correspondence for all trained and untrained tasks was tested.

Figure 1: Example of a reading trial presented during baseline and generalization. In the correspondence training phase, points were presented following accurate self-reports.

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Figure 2: Average percentage of corresponding reports on each task during Baseline and Generalization for all participants. Asterisks on Generalization indicate directly trained tasks.

Results depicted in Figure 2 showed that for four children, baseline correspondence was lowest for the academic tasks. Four out of six children exhibited generalized correspondence after the first training (left panel), and the remaining two children did so following a second training with a different task (right panel). Distinct tasks seemed to control different patterns of self-report indicating that correspondence is probably influenced by pre-experimental contingencies (the lowest levels of correspondence in academic tasks would be an indirect effect of contingencies prevailing in a social environment that places a high value on

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success and punishes failures in academic domains). Correspondence generalized at high levels regardless of the task with which correspondence training was conducted, indicating that generalization may be attributed to reinforcement of corresponding reports, rather than the particular task that participants reported about. Results on generalization indicated that do-say correspondence may be a generalized operant behavior.

References Baer, R.A., & Detrich, R. (1990). Tacting and manding in correspondence training: Effects of child selection of verbalization. Journal of Experimental Analysis of Behavior, 54, 23-30. Brino, A.L.F., & de Rose, J.C.C. (2006). Correspondência entre auto-relatos e desempenhos acadêmicos antecedentes em crianças com história de fracasso escolar. Revista Brasileira de Análise do Comportamento, 2(1), 67-77. Cortez, M.D., de Rose, J.C., & Montagnoli, T.A.S. (2013). Treino e manutenção de correspondência em autorrelatos de crianças com e sem história de fracasso escolar. Acta Comportamentalia, 21(2), 139-157. Domeniconi, C, de Rose, J.C., & Perez, W.F. (in press). Effects of correspondence training on self-reports of errors during a reading task. The Psychological Record. Paniagua, F.A. (1989). Lying by children: Why children say one thing, do another? Psychological Reports, 64, 971-984. Ribeiro, A.F. (1989). Correspondence in children´s self-report: Tacting and manding aspects. Journal of the Experimental Analysis of Behavior, 51, 361-367. Risley, T., & Hart, B. (1968). Developing correspondence between nonverbal and verbal behavior of preschool children. Journal of Applied Behavior Analysis, 1, 267-281. Wilson, P.G., Rusch, F.R., & Lee, S. (1992). Strategies to increase exercise-report correspondence by boys with moderate mental retardation: Collateral changes in intention-exercise correspondence. Journal of Applied Behavior Analysis, 25, 681-690.

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RELATIONAL LEARNING IN BASIC ACADEMICS Henklain, M. H. O., & Carmo, J. S. (2013). Stimulus equivalence and increase of correct responses in addition and subtraction problems. Paidéia, 23, 349-358.

A very common difficulty faced by many math teachers is the teaching of addition and subtraction problem solving, especially those with unknowns in the initial position. Other difficulty lies on the written problems with semantic structures involving static relations especially those with unknowns in the initial position, as well as written problems with semantic structures involving static relations (Bryant, 2011; Haydu, Pullin, Iégas, & Costa, 2010; Neef, Nelles, Iwata, & Page, 2003). Associated with the semantic structure, one of the variables that generate more difficulties in solving additive problems is the position of the unknown value (Fayol, 1992). In order to propose interventions that increase correct responses, investigations search for properties of arithmetic problems that hinder its solution. This study assessed whether the formation of two sets of addition and subtraction equivalence classes reaches that goal. Participants were eight elementary school children, with ages ranging from seven to twelve years, seven females (FG, NV, AQ, MD, CB, LP e SP) and one male (GS). Two participants attended the fifth grade (LP and SP), four attended the third grade (AQ, GS, MD, and CB), and two the second grade (FG and NV). Participants were exposed to three different types of presentation forms: scale problems (these stimuli will be designated by the letter A); number problems (designated by the letter B), word problems with one of two possible semantic structures: transformation and comparison (both designated by the letter C). Besides the different types of problem presentation, participants were also exposed to three unknown positions: a, b and c. The word problems contained a question, and scale problems were never accompanied by written instructions. The phases of this research were: (a) initial instruction, (b) pre-test, (c) preparatory training, (d) teaching and testing of conditional discriminations, (e) post-test 1, (f) problem solving in the form of scales, (g) post-test 2, (h) generalization test 1, (i) teaching of addition and subtraction algorithms, (j) post-test 3 and (k) generalization test 2. All participants reached percentages of accuracy above 88% in all probes and tests for symmetry, transitivity and equivalence, which indicates the formation of two sets of equivalence classes. Figure 1 displays the average percentage of correct responses of the eight participants on the pre-test and post-test, depending on the type of operation: addition or subtraction. The percentage of correct responses in addition and subtraction problems was similar, and the percentages increased at each post-test. Considering the average performance on the three post-tests, the group achieved a mean gain in addition and subtraction problems of, respectively, 45% and 43%. Figure 2 displays the average percentage of correct responses in the pre-test and post-test, depending on the position of the unknown: a, b and c. In the pre-test, independently of whether the operation was an addition or subtraction, there were more correct responses in problems with the unknown in position c than a.

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In the post-tests, there was an increase in the percentage of correct answers in all unknown positions and a maintained pattern of higher percentages of correct answers in position c than in a, but with subtle differences because the percentage of correct answers for each unknown were close, which suggested a reduction of the difficulty with unknowns in positions a and b.

Figure 1: Mean percentage of correct answers per tests and variables in the Pre-test and Post-test by type of operation: addition and subtraction.

Figure 2: Mean percentage of correct answers per tests and variables in the Pre-test and Post-test for the unknown position: a, b, c.

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The procedures used in the present study rest on studies that demonstrated the reduction of difficulties in solving problems based on problem-solving training represented by a scale (Haydu et al., 2001) and on the formation of equivalence classes involving different forms of presenting addition problems (Haydu et al., 2006). Regarding the teaching of algorithms, in the research by Henklain and Carmo (2013), the rule was long and probably insufficiently clear. In the present investigation, based on the studies by Neef et al. (2003), we sought to simplify the rules by dividing them into small steps: identifying (a) the operation, (b) the position of the unknown, (c) the available values; and, based on the previous steps, (d) conducting the sum or the subtraction with the elements presented in the problem. The results of this research can be divided into two categories: assessment of problem-solving performance, and verification of the improvement of this performance as a function of the adopted teaching procedures. The difficulties produced by the form, semantic structure and position of the unknown should draw the attention of educators because these variables are easy for teachers to manipulate. They just have to change the order of the information presentation, the words or the type of problem situation. We need to consider that a change in the problem structure can demand different behaviors. That is, the student’s error can be the result of an ineffective teaching. Future studies continue mapping difficulties in solving problems and building strategies and resources, such as software, to reduce these difficulties. In parallel, we need to expand our understanding about the behaviors that have to be learned in order to solve addition and subtraction problems.

References Bryant, P. (2011). Children`s understanding and use of inversion in arithmetic. Anais de la Conferencia Interamericana de Educación Matemática, 13, 1-7. Fayol, M. (1992). From number to numbers in use: Solving arithmetic problems. In J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Pathways to number: Children’s developing numerical abilities (pp. 209-218). Hillsdale, NJ: Lawrence Erlbaum. Haydu, V. B., Costa, L. P., & Pullin, E. M. M. P. (2006). Resolução de problemas aritméticos: Efeito de relações de equivalência entre três diferentes formas de apresentação dos problemas (Arithmetic problem-solving: effect of equivalence relations between three different forms of presenting problems). Psicologia: Reflexão e Crítica, 19(1), 44-52. doi:10.1590/S0102-79722006000100007 Haydu, V. B., Paranzini, A. C. S., Isquierdo, G. R., Ausec, H. O., Mazzo, I. M. B., Pires, I. T. M., & Pimentel, N. S. (2001). Dificuldades e facilidades produzidas pela forma de apresentação de problemas aritméticos com a incógnita em diferentes posições (Difficulties and facilities produced by the presentations’ form of arithmetic problems with the unknown in different positions). In M. C. Marquezine, M. A. Almeida, & E. D. O. Tanaka (Orgs.), Perspectivas multidisciplinares em educação especial II (pp. 593-601). Londrina, PR: EDUEL. Haydu, V. B., Pullin, E. M. M. P., Iégas, A. L. F., & Costa, L. P. (2010). Solucionar problemas aritméticos: Contribuições da análise do comportamento (Solving arithmetic problems: contributions of behavior analysis). In J. S. Carmo & P. S. T. Prado (Orgs.), Relações simbólicas e aprendizagem da matemática (pp. 197-220). Santo André, SP: ESETec. Henklain, M. H. O., & Carmo, J. S. (2013). Equivalência de estímulos e redução de dificuldades na solução de problemas de adição e subtração (Stimulus equivalence and difficulties in solving addition and subtraction problems). Psicologia: Teoria e Pesquisa, 29(3), 341-350. Neef, N. A., Nelles, D. E., Iwata, B. A., & Page, T. J. (2003). Analysis of precurrent skills in solving mathematics story problems. Journal of Applied Behavior Analysis, 36(1), 21-33. doi:10.1901/jaba.2003.36-21.

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