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Temas em Psicologia
ISSN 1413-389X
Temas psicol. vol.8 no.2 Ribeirão Preto ago. 2000
The origins of exclusion
Krista M. WilkinsonI; Deisy G. de SouzaII; William J. McllvaneIII,1
IE. K. Shriver Center e Emerson College
IIUniversidade Federal de São Carlos
IIIE. K. Shriver Center e University of Massachusetts Medical School
RESUMO
Este artigo focaliza a "exclusão," um fenômeno demonstrado quando um participante vê uma matriz de estímulos de comparação previamente definidos, exceto um, em relação a um estímulo modelo falado. Quando um novo modelo não definido é ditado, os participantes selecionam, imediatamente, o item de comparação não definido, sem treino explícito. A exclusão tem atraído analistas do comportamento interessados em analisar comportamentos emergentes e/ou explorar o potencial do procedimento para ensinar comportamentos novos a pessoas com retardo mental severo. A importância dessa área de pesquisa tem crescido em anos recentes e o fenômeno tem sido reconhecido também por pesquisadores interessados no desenvolvimento da linguagem infantil e em cognição comparativa. Desde os estudos iniciais, na década de 70, aprendemos muito sobre exclusão; contudo, uma questão fundamental permanece sem resposta: qual a origem da exclusão? Por que praticamente todos os indivíduos demonstram exclusão na primeira oportunidade? Pesquisadores do Shriver Center for Mental Retardation (EUA) vem desenvolvendo uma série de delineamentos de sujeito como seu próprio controle, metodologicamente intrincados e inter-conectados, buscando responder a essas questões. Este artigo descreve o que foi obtido com indivíduos com retardo mental severo e com crianças com desenvolvimento típico.
Palavras-chave: exclusão, mapeamento simbólico emergente, comportamentos emergentes, origens da exclusão, classes de equivalência.
ABSTRACT
This paper reports on "exclusion," a phenomenon demonstrated when a participant views an array of comparison stimuli, all but one of which has been defined in relation to a spoken sample stimulus (most often a dictated name). When a new undefined sample is spoken, participants immediately select the undefined comparison item without explicit training to do so. Exclusion has attracted interest from behavior analysts interested in analyzing emergent behavior and/or exploiting the potential of the procedure for teaching new behavior to persons with severe mental retardation. The importance of the research area has grown in recent years, as the phenomenon has been recognized also by researchers interested in the development of child language and comparative cognition. Since the first studies of exclusion, in the mid-1970s, we have learned much about the populations in which it appears, the types of stimuli that can enter into exclusion, and the contexts that affect performances. Yet a fundamental question remains unanswered: What is the origin of exclusion performance? Why do virtually all individuals demonstrate exclusion on the very first opportunity? A research group from the Shriver Center for Mental Retardation (USA) have recently developed a series of methodologically intricate, sometimes interconnected single-subject designs to answer these questions. This paper will describe work that has been completed thus far with individuals with severe mental retardation and a comparison group of typically developing children.
Key words: exclusion, symbolic mapping, emergent behavior, the origins of exclusion, equivalence classes.
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REFERENCIAS BIBLIOGRÁFICAS
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Recebido em: 30/10/99
Aceito em: 26/06/01
Apoio financeiro William J. Mcllvane e Krista Wilkinson do U. S. National Institute of Child Health and Human Development (Grants # HD25995 and HD04147). Deisy G. de Souza do MCT/FINEP/PRONEX e do CNPq
1. Endereço para correspondência: Ph.D.Director, Shriver Mental Retardation Developmental Disabilities Research Center 200 Trapelo Road Waltham, MA 02254 phone: (781) 642-0153 fax: (781) 642-0196
