Resumo

MOROZ, Melania; LLAUSAS, Rosana Valiñas; KRAMM, Daniele  e  BOVOLON, Stefan. Reading, writing and stimulus equivalence: focus on teaching procedures. Psicol. educ. [online]. 2017, n.44, pp. 103-111. ISSN 1414-6975.  http://dx.doi.org/10.5935/2175-3520.20170010.

The literature points out that the behaviorist community systematically produces studies on its scientific production. Usually, abstracts of the publications are used, which allow to focus on a great number of works; however, such a decision precludes an in-depth analysis of what has been done, owing to the absence of more detailed information. In the present study, specific emphasis is given to instructional interventions based on stimulus equivalence to teach reading. Twelve master's and doctoral studies were analyzed in all, identifying participants (quantity, age, series studied); setting (school x others); intervention agent (researcher, teacher, others); intervention format (researcher - participant, researcher - group); experimental conditions (pretest, training, posttest, generalization, maintenance); training relations; and tested relations. The results indicated, among others: the participants were elementary school students; the instructional interventions were carried out in the school; the intervention agent was the researcher; the intervention format was researcher-group; the intervention presented a "reparative" character of the failures of the educational system; the maintenance test was infrequent. New aspects to be focused on future studies are suggested.

Palavras-chave : scientific production; conditional discrimination; behavior analysis; reading; writing.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )