Dissertations / Theses on the topic 'Behavioral repertoire'

The purpose of this study was to examine the relationships among hardiness, social support, depression, and behavioral repertoire. One-hundred-sixty-five college students participated in the study. The hypothesis that hardiness and social support influence severity of depression and behavioral repertoire, and that depression is also causally related to behavioral repertoire was not supported. Instead, a parsimonious version of the initial hypothesized model was found to be a good representation of the data. The preferred model suggests that the personality characteristic, hardiness, is causally related to severity of depression, and furthermore, that social support directly influences behavioral repertoire. The findings are discussed in light of how they augment previous research and suggest new avenues for future research and practice.

This dissertation is a report on the investigation of the vocal behavior of free-living Grey Parrots (Psittacus erithacus) that inhabit the Congo Basin in Central Africa. I observed Grey Parrots in the Central African Republic and Cameroon and made audio recordings of their vocalizations. The results of spectrographic analysis of vocalizations lend support to the assertion that Grey Parrots produce calls that fall into four major acoustical classes--tonal, harmonic, noisy-harmonic, and noisy--and that these call classes may be subdivided into as many as 39 different acoustical types. A reliability study of this classification scheme demonstrated that both clustering of these acoustical types into aggregate categories and the combined method of visual inspection and basic spectrographic measurement enable reliable classification of calls into classes, types and also subtypes. The majority of calls in the observed repertoire belong to pure tonal call class, which may suggest that a large proportion of Grey Parrot calling behavior is adapted for tonal call production. Grey Parrots may also adjust the acoustic characteristics of their calls to better adapt them to their environment and communication needs. Both observations of Grey Parrots and analysis of the acoustic and production characteristics of their calls indicate that Grey Parrots may share functional call types of some New World and Australian parrot species. Some Grey Parrot calling vocal behavior parallels that of captive Grey Parrots in the laboratory. I conclude with an exploration of possible reasons why Grey Parrots possess such a diverse vocal repertoire.

O procedimento de omissão do reforço, em esquemas de reforçamento em intervalo-fixo, produz uma redução na pausa pós-reforço e, consequentemente, um aumento na frequência de respostas no próximo intervalo. Existem diferentes interpretações relacionadas ao efeito de omissão do reforço (EOR), baseadas em componentes atencionais / motivacionais. Estudos preliminares têm examinado o papel da ativação de alguns núcleos da amígdala na modulação destes componentes. Estudos recentes sugerem que as subestruturas da amígdala podem estar envolvidas em diferentes processos, e as conexões entre diferentes núcleos da amígdala e estruturas corticais / subcorticais também parecem estar envolvidas em processos relacionados a recompensas e expectativa. Outros estudos sugerem que a interação entre a amígdala e nucleus accumbens (NAC) é importante para a modulação de processos motivacionais. No entanto, não há estudos na literatura avaliando se lesões neurotóxicas em diferentes regiões corticais e subcorticais podem interferir nos EORs. Este estudo teve como objetivo analisar os EORs sobre o repertório comportamental em ratos com lesões do NAC, em procedimentos de condicionamento clássico e reforçamento não-contingente. Trinta ratos Wistar machos, divididos nos grupos accumbens e controle sham, foram submetidos a 28 sessões de treinamento com 8 práticas cada uma: 20 sessões pré-lesão, duas sessões de retreino e seis sessões pós-lesão (com omissão de reforço). Cada prática constituía de um sinal de 20 segundos (tom), seguindo-se a libertação de uma gota de água no 19º segundo. Em sessões com omissão, a água foi liberada em metade das práticas. Foram analisadas dez categorias comportamentais. A comparação entre taxas de duração durante as práticas de liberação e omissão do reforço mostrou que os grupos accumbens e controle sham apresentaram EORs. O grupo accumbens foi menos sensível aos EORs. Em relação às categorias comportamentais Farejar o bebedouro e Farejar a região do bebedouro, as taxas de duração do grupo controle sham durante a omissão foram maiores em relação às taxas do grupo accumbens. Já para as categorias Lamber o bebedouro, Farejar distante do bebedouro, Levantar, Locomoção e Limpeza, as taxas de duração do grupo controle sham foram menores do que o grupo accumbens. Os resultados sugerem que o NAC pode fazer parte da circuitaria envolvida na modulação dos EORs e também indicam a necessidade de se considerar o envolvimento de uma rede neural mais complexa para avaliação dos EORs.<br>The reinforcement omission procedure, in fixed-interval schedules of reinforcement, produces a reduction in post-reinforcement pause and, consequently, an increase in frequency responses in the next interval. There are different interpretations related to reinforcement omission effect (ROE), based upon motivational and / or attentional components. Preliminary studies have examined the role of activation of some amygdala nuclei to modulate these components. Recent studies suggest that the substructures of the amygdala may be involved in different processes, and connections between different amygdala nuclei and cortical/subcortical structures seem to be involved in processes related to rewards and expectancy. Other studies suggest that the interaction between the amygdala and nucleus accumbens (NAC) is important for the modulation of motivational processes. However, there are no studies in the literature assessing whether neurotoxic lesions in different cortical and subcortical regions may interfere in ROEs. This study aimed to examine the ROEs on the behavioral repertoire of rats with lesions of the NAC, in classical conditioning procedures and non-contingent reinforcement. Thirty male Wistar rats, divided in NAC and SHAM groups, were submitted to 28 training sessions with 8 practices each one: 20 pre-lesion, two retraining sessions and six post-lesions sessions with omission of reinforcement. Each practice constituted of a 20 seconds signal (tone), followed by the release of a drop of water in the 19th second. In sessions with omission, the water was released in the half of practices. Ten categories of behaviors were analyzed. Comparison between duration rates during omission and reinforcement practices showed that NAC and SHAM groups showed the ROEs. NAC group was less sensitive to the ROEs. Regarding the behavioral categories Magazine sniffing and Near magazine sniffing, the duration rates of SHAM group during omission were higher in relation to rates of NAC group. For the categories Magazine licking, Far from magazine sniffing, Rearing, Locomotion and Grooming duration rates of SHAM group were lower than the NAC group. The results suggest that NAC can be part of circuitry involved in the modulation of ROEs and indicate the need to consider the involvement of more complex neural network for evaluating the ROEs.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Embora exista uma enorme variação de histórias de vida e ecologia, a maioria das espécies de morcegos mostra-se, em algum nível, social. Os aspectos de ecologia comportamental de quirópteros tem sido estudados, embora a maior parte refira-se a colônias de maternidades em regiões de clima temperado. Repertórios comportamentais completos e orçamentos temporais são raros, especialmente para a região Neotropical. Para compreender melhor a sociabilidade neste grupo, mostra-se importante focar também em grupos neutros com relação a fatores associados à atividade reprodutiva. Neste sentido, o estudo de grupos de machos neotropicais pode apresentar respostas importantes. O comportamento de um grupo machos não pareados de Phyllostomus hastatus foi estudado dentro do seu abrigo por aproximadamente 100 horas entre os meses de janeiro e agosto de 2012. O grupo estava abrigado no forro de um telhado de uma casa em desuso da Vila Dois Rios, na Ilha Grande. Os comportamentos foram registrados com uma câmera sensível a infra-infravermelho Sony DCR-HC28 em modo night-vision. Quando necessário, utilizei uma luz de auxílio infravermelha. A partir dos vídeos eu elaborei primeiramente um etograma. Os comportamentos classificados como estados foram usados para fazer um orçamento temporal, usando metodologia de amostragem por varredura e amostragem instantânea. Adicionalmente, fiz algumas observações a respeito de horário de entrada e saída dos morcegos e do tamanho do grupo. Organizei os comportamentos em seis categorias, com um total de 24 comportamentos distintos. Os comportamentos descritos são consistentes com os publicados em outros etogramas de morcegos, inclusive de alguns megaquirópteros. Um comportamento mais notável foi ventilando, que parece raro entre os microquirópteros, mas provavelmente importante na termorregulação. Nos meses analisados os morcegos alocaram aproximadamente 50% do tempo ao estado dormindo; 14,6% ao estado parado; 15,3% ao estado ativo; 0,9% ao estado andando; 0,1% ao estado voando; 14,1% ao estado higiene; e 3,5% ao estado ventilando. O orçamento temporal foi semelhante aos descritos para outros microquirópteros no interior de abrigos, com uma maior prevalência do estado dormindo, e com picos de atividade (principalmente do estado higiene) antes e depois das saídas noturnas. A higiene parece ter um papel importante no controle de ectoparasitas, e talvez algum papel social, mas como a higiene de outros indivíduos só foi observada uma única vez, não pude concluir nada a respeito. O presente trabalho é o primeiro etograma para Phyllostomus hastatus e o primeiro etograma e orçamento temporal para um grupo de machos em Chiroptera. Observei algumas diferenças importantes do grupo estudado com trabalhos já publicados sobre essa espécie, e sugiro que essas diferenças sejam estudadas mais a fundo. Apesar desta dissertação trazer contribuições importantes, fica claro que ainda falta muito a ser examinado nesse campo.<br>Even though bats have an enormous variation in ecology and life history traits, most of them are, to some level, social. Aspects of bat behavioral ecology are being studied, but most of the studies are focused on maternity colonies of temperate climate. Behavioral repertoires and time budgets are especially rare, and even more so in the Neotropics. To completely understand sociality in this group, it is not enough to study only maternity colonies, it is important to focus on groups that are neutral to factors related to reproduction. In this sense, the study of Neotropical male groups can bring us important answers. The behavior of a group of bachelor males of Phyllostomus hastatus was studied in their roost for approximately 100 hours between January and August 2012. They were roosting in the attic of an unused house in the villa of Dois Rios, in Ilha Grande, Brazil. The behaviors were recorded using and an infrared Sony DCR-HC28 in night-vision mode. When necessary, I used an infrared light source. From the videos I was able to construct an ethogram. The behaviors listed as states where afterwards used to make the time budget using scan sampling and instantaneous sampling. Additionally, I made some observations on the emergence time and group size. I organized the behaviors in six categories, with a total of 24 different behaviors. The behaviors described are consistent with other bat ethograms published, including a few Megachiroptera. One behavior that was most notable was wing fanning, that seems rare among microbats, and is probably important in temperature regulation. In the months analyzed, the bats spent around 50% of their time sleeping; 14,6% in the state still; 15,3% active; 0,9% crawling; 0,1% flying; 14,1% grooming; and 3,5% in the state wing fanning. The time budget was similar to those described for other Microchiroptera in their roosts, with a prevalence of sleeping and activity spikes before and after night emergence (especially in grooming). Grooming apparently has in important role in ectoparasite control, and maybe also a social role. But since social grooming was only seen once, I cannot conclude anything in that matter. The present work is the first ethogram for Phyllostomus hastatus and the first ethogram and time budget for a group of male bats. I observed some important differences between the groups studied here and the published works on bats from the same species, and suggest these be looked at more carefully. Even though this dissertation brings some important contributions, it highlights the need for more to been done in this field.

Made available in DSpace on 2016-03-15T19:39:56Z (GMT). No. of bitstreams: 1 Geraldo Henrique Lemos Barbosa.pdf: 744647 bytes, checksum: a447200460fcb4cfbb7a563e03f92252 (MD5) Previous issue date: 2012-08-16<br>Fundo Mackenzie de Pesquisa<br>Epilepsy is a multifactorial disease, multi-faceted, featuring different variations in severity from person to person, characterized by the emergence of spontaneous seizures due to neuronal hyperactivity. Among the epilepsies, temporal lobe epilepsy (TLE) is a very serious and common, comprising about 40% of all cases, often refractory to medication with a substantial impact on cognitive processes and behavior of the affected person. The ELT is characterized by the presence of complex partial seizures with onset in limbic structures, partially attributed to more frequent primary neuropathology, hippocampal sclerosis. This crisis can cause behavioral and cognitive impairments associated with psychiatric disorders, which Disorder Attention Deficit Hyperactivity Disorder (ADHD). In order to evaluate the locomotor activity and exploration in young rats subjected to status epilepticus. Male Wistar rats aged 25 days postnatal, received intraperitoneal injection of pilocarpine (350mg/kg). Control animals received saline. The model induced by pilocarpine was used in this study, given that their histological, biochemical, electrophysiological and behavioral reliably reproduce those found in human TLE. After induction by pilocarpine SE animals underwent behavioral tests that began five days after SE and were completed in 15 days. They were: the open field and elevated plus maze. The present study showed evidence that young animals subjected to status epilepticus exhibit moderate hyperactivity with increased emotionality in a threatening context. Hyperactivity was observed over time, when the animals were reintroduced to an environment with neutral context (open field) or immediately when exposed to a threatening environment (LCE). The results of this study argue for the simultaneous presence of ADHD in the model of TLE. Evidence shows that behavioral changes are manifested early, even before the installation of behavioral seizures. In this respect, it opens a window of opportunity to get early interventions that may minimize the deleterious consequences of seizures.<br>A epilepsia é uma doença multifatorial, multifacetada, que apresenta diferentes variações de gravidade de pessoa para pessoa, caracterizada pelo surgimento de crises espontâneas devido à hiperatividade neural. Dentre as epilepsias, a epilepsia do lobo temporal (ELT) é uma forma muito grave e comum, que compreende cerca de 40% de todos os casos, comumente refratária à medicação com um impacto substancial no processo cognitivo e no comportamento da pessoa afetada. A ELT é caracterizada pela presença de crises parciais complexas com início nas estruturas límbicas, parcialmente atribuídas à neuropatologia primária mais frequente, a esclerose hipocampal. Essa crise pode causar prejuízos cognitivos e comportamentais, associados a transtornos psiquiátricos, os quais o Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Com objetivo de avaliar a atividade locomotora e exploratória em ratos jovens submetidos ao status epilepticus. Ratos Wistar machos com idade de 25 dias pós-natal, receberam injeção intraperitoneal de pilocarpina (350mg/kg). Animais controle receberam solução salina. O modelo de indução por pilocarpina foi utilizado nessa pesquisa, tendo em vista que suas características histológicas, bioquímicas, eletrofisiológicas e comportamentais reproduzem de forma fidedigna as encontradas na ELT em humanos. Após a indução ao SE por pilocarpina os animais foram submetidos a testes comportamentais que tiveram início 5 dias após o SE e foram concluídos em 15 dias. Foram eles: o campo aberto e o labirinto em cruz elevado. O presente trabalho mostrou evidências que animais jovens submetidos ao status epilepticus apresentam hiperatividade moderada com aumento da emocionalidade em um contexto ameaçador. A hiperatividade foi observada ao longo do tempo, quando os animais foram reapresentados a um ambiente com contexto neutro (campo aberto) ou imediatamente, quando expostos a um ambiente ameaçador (LCE). Os resultados observados neste estudo argumentam a favor da presença concomitante de TDHA no modelo de ELT. Mostra evidências que as alterações comportamentais se manifestam precocemente, antes mesmo da instalação das crises epilépticas comportamentais. Neste aspecto, abre-se uma janela de oportunidades para se buscar intervenções precoces que possam minimizar as consequências deletérias das crises convulsivas.

Thesis (M.S.)--West Virginia University, 2005.<br>Title from document title page. Document formatted into pages; contains vii, 62 p. : ill. Includes abstract. Includes bibliographical references (p. 34-39).

The effects of deadlines in contingency-specifying stimuli among nine 4 to 5 year old children were investigated. Each child was given verbal statements differing in the specified deadline, the delivery of the reinforcer, and the opportunity to respond. The results indicated: (a) statements not specifying deadlines or reinforcers failed to control the children's behavior reliably, (b) specifying deadlines, either immediate or delayed, and immediate reinforcers exerted reliable control over the children's behavior when the opportunity to respond was immediately available, and (c) specifying delayed deadlines or no deadlines and immediate or delayed reinforcers did not reliably control the children's behavior when the opportunity to respond was delayed.

Bird song provides us with one of the best models with which to investigate learning, communication and the organisation of behavioural repertoires. This study describes temporal organisation and song pattern choice in the chaffinch in order to develop hypotheses for possible song control mechanisms. Influences of the song learning process and motivation on performance are tested in experiments. The role of nature and nurture in shaping females' song preferences is investigated by using operant tasks. A first quantitative assessment of temporal organisation within songs is provided in Chapter 2. Chaffinches sing with eventual variety, each song type in a male's repertoire is repeated a few times before a switch to the next type occurs. Chapter 3 tests two hypotheses for mechanisms controlling song type switching: that a maximum number of repetitions or that a maximum duration (time window) sets the upper limit. Clear evidence for a time window as an upper constraint was found in wild birds as song type bouts with many repetitions were sung at fast rates only, whereas those with few repetitions could be sung at either fast or slow rates. However, the mean number of song type repetitions depended strongly both on the subject and the song type. No evidence could be found that number of repetitions per song type were influenced by the tutor's singing style in hand-reared chaffinches (Chapter 4). Playbacks of single songs to wild males revealed the motivation dependent flexibility of the system as the birds reacted with distinct increases in bout duration (Chapter 5) but showed a different response to playbacks of songs that were the same or different from that being performed by the subject. Song was used as a positive reinforcer in an operant conditioning task with female chaffinches (Chapter 6). The influence of early exposure to song on later preferences and the relative importance of the trill and flourish sections of the song were tested this way. Females showed no preference for familiar over unfamiliar songs, but preferred songs with flourishes over those without.

The Middle Palaeolithic of Europe has long been characterised by its rich technological diversity, with an array of core volume management strategies exhibited. In understanding and accounting for this diversity, interpretations of consistent behaviour and technological change have stressed the importance of three factors: social transmission and cultural tradition (Bordian-centric models), site-function and adaptation (Binfordian-centric models), and diachronic change andchronology. In many of these investigations and analyses into the Middle Palaeolithic, little emphasis is placed on commonalities and differences in blank-type, product desirability and their behavioural potential given their morphology. While function may not account for all aspects of technological variability, analyses of functional performance may explain chronological changes in various core volume management strategies which appear, at face value, to produce similar blanks. Undertaking such provides an entry-point into the nature and behaviour of Neanderthal tool-makers and tool-users, and a platform for discussing the role of other factors (e.g. ecological adaptation). This thesis investigates the behavioural potential of the main methods of ‘technological blade production’, the specific proceduralised sequence of producing stereotyped elongated blanks from a homothetic core morphology: Levallois (unidirectional/bidirectional) elongated recurrent and Laminar sensu stricto systems of blade manufacturing. A thorough technological analysis of blade production systems from eleven Middle Palaeolithic contexts were first undertaken to characterise technological variability of blade production systems throughout the Middle Palaeolithic. Traditional and geometric morphometric analyses of an experimental (n = 499) and archaeological (n = 908) dataset were then undertaken in order to understand differences in: 1) blank shape and form (size plus shape), 2) economisation and efficiency, and 3) product regularity and standardisation. Analyses from the technological framework were then assessed alongside findings from the functional analysis through a goodness-of-fit test, to explain whether a working hypothesis grounded on ‘performance attributes’ (Skibo and Schiffer, 2001) and artefact design could explain the change from a predominantly Levallois method of blade production in the Early Middle Palaeolithic, to a predominantly Laminar method in the Late Middle Palaeolithic, in addition to on-site concurrency (equifinality vs. activity-specific behaviours). The thesis highlights the expansive evidence for technological blade strategies within the Middle Palaeolithic and highlights the ‘retouch potential’ of Levallois technological blade strategies, given a higher flattening index, increased width and size, and an increased amount of edge per blank, while Laminar blades produce more cutting edge per weight of stone, and blades per core, representing a more portable, economic and expedient technological blade strategy. This is supported through archaeological evidence for extensive preparation and invasive continuous retouch featured on Levallois products, and the lack of retouch observed on Laminar products. This research also provides a thorough account into the role of raw material in the shape and form of blades produced from both methods, details a quantitative framework suggestive of spatio-temporal relationships of social learning within MOIS 5, supports arguments for a ‘Northwest Technocomplex’ (Depaepe, 2007), and queries the archaeological integrity of the Le Rissori sequence.

Made available in DSpace on 2016-04-29T13:17:52Z (GMT). No. of bitstreams: 1 Denise de Lima Oliveira Vilas Boas.pdf: 1620592 bytes, checksum: 3a91f9c8d54a4deb91a7569def903cf8 (MD5) Previous issue date: 2014-03-19<br>The study of acquisition and development of verbal behavior should be directed to the analysis of environmental variables interacting with the child during learning process. It is important to begin as a descriptive analysis of the baby´s interaction with the environment, focusing historical variables that influenced and influence his/hers verbal responses. Therefore, the objective of the present research was to describe which contingencies are involved in the development of a baby´s verbal repertoire from birth until 13 months, seeking to identify the teaching procedures used. The reach this goal, videos made by the baby´s family from birth until 18 months old were used. From this initial data collection, the videos were watched and 120 of them, summing up to four hours, 25 minutes and 20 seconds, were used. All videos were transcribed in a timeline in which the baby´s and his/her family´s vocal and motor responses were registered second by second. The family-child interaction responses were analyzed in sequence from arbitrary video sections in order to define contingencies (family-child). Synthesizing the baby´s verbal repertoire development process until 13 months allowed the identification of a listener repertoire before a speaker repertoire began being shaped, with these processes occurring almost together. One contribution of this research is that it conducted a behavioral synthesis, employing what was drawn from other studies in a unique process. The objective and synchronized log of the baby and the family´s vocal and motor responses allowed an analysis of the dependent relations between changes in the family´s and baby´s repertoire, representing a methodological contribution for descriptive studies. Due to the non systematic data collection, although continuous, it cannot be stated that the time periods analyzed as the first ones were actually the first in the baby´s life. Nevertheless, due to the systematic data collection, it can be stated that they occurred in the described order and in periods very close to the first. A lot of other studies of this sort need to be made to generalize the data<br>O estudo de aquisição e desenvolvimento de comportamento verbal deveria estar voltado para a análise das variáveis ambientais em interação com a criança no seu processo de aprendizagem. É importante partir de uma análise descritiva da interação do bebê com o ambiente, enfocando as variáveis históricas que influenciaram e influenciam suas respostas verbais. A partir disso, o objetivo desta pesquisa foi descrever quais contingências estão envolvidas no desenvolvimento do repertório verbal de um bebê desde o seu nascimento até os 13 meses, buscando identificar os procedimentos de ensino utilizados. Para atingir esse objetivo foram resgatados todos os vídeos, com imagens de um bebê, feitos pelos seus familiares, desde o nascimento até os 18 meses de vida. A partir dessa coleta inicial, os vídeos foram assistidos e, em função do objetivo da pesquisa, 120 vídeos, com um período total de registro de quatro horas, 25 minutos e 20 segundos foram utilizados. Todos os vídeos foram transcritos numa linha do tempo em que foram registradas as respostas vocais e motoras do bebê e dos seus familiares segundo a segundo. As respostas da interação familiar-criança foram analisadas sequencialmente, a partir de recortes arbitrários para a definição de contingências (familiar-criança). Sintetizar o processo de desenvolvimento do repertório verbal do bebê até os 13 meses de idade permitiu identificar que o primeiro repertório a ser adquirido foi o de ouvinte, que permitiu que logo em seguida o repertório de falante começasse a ser modelado, sendo que esses processos ocorreram concomitantemente. Umas das contribuições da presente pesquisa é que ela realiza uma síntese comportamental, colocando num processo único aquilo que foi recortado em outros estudos. O registro objetivo e sincronizado das respostas vocais e motoras do bebê e dos familiares permitiu uma análise das relações de dependência mutua entre as mudanças no repertório dos familiares e do bebê, representando uma contribuição metodológica para estudos descritivos. Dada a coleta assistemática, embora contínua, não se pode afirmar que os períodos assinalados como os primeiros registrados tenham sido exatamente os primeiros ocorridos na história de vida do bebê. Mas dada a sistematicidade da coleta, pode-se afirmar que ocorreram na ordem descrita e em períodos muito próximos a esses. Muitos outros estudos desse tipo precisam ser feitos para que possamos produzir dados passíveis de generalização

Orientador: Jair Lopes Junior<br>Resumo: O advento de políticas públicas educacionais contíguas à perspectiva da educação inclusiva em território nacional, contribuíram para o aumento de matrículas nas escolas de classe comum de alunos com Transtorno do Espectro Autista (TEA) e a presença desses alunos implica distintas responsabilidades nas práticas dos docentes. É nesse contexto que o presente trabalho se debruça e define seu objetivo geral, a saber, investigar condições de mediação do trabalho docente na Educação Infantil, considerando a sala de aula com inclusão de alunos com TEA, que poderiam favorecer à consecução de objetivos preconizados pelos documentos oficiais que orientam processos de escolarização neste período da educação básica. O estudo caracteriza-se como estudo de caso, explicativo e de caráter qualitativo. O local da pesquisa deu-se em uma escola pública da Educação Infantil de uma cidade do estado do Amazonas e contou com uma professora participante. O percurso metodológico foi planejado em 3 Fases, sendo a Fase 1 referente ao contato com a escola, entrevista inicial (Roteiro 1 – R1) com a participante, ambientação em sala de aula e registro das aulas em vídeos. A Fase 2, dividida em 3 Etapas, caracterizou-se como a fase de intervenção através de discussões na elaboração do planejamento de dois temas com a participante. Na Fase 2 – Etapas 1 ocorreu a apresentação de episódios à participante, apresentação da análise da pesquisadora (registros das ações da professora e das interações com seus aluno... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The advent of educational public policies contiguous with the perspective of inclusive education in the national territory, contributed to the increase in enrollment in schools of common class of students with Autism Spectrum Disorder (ASD) and the presence of these students implies different responsibilities in the practices of teachers. It is in this context that the present work looks at and defines its general objective, namely, to investigate conditions of mediation of teaching work in Early Childhood Education, considering the classroom with the inclusion of students with ASD, which could favor the achievement of objectives advocated by official documents that guide schooling processes in this period of basic education. The study is characterized as a case study, explanatory and qualitative. The research took place in a public school of Early Childhood Education in a city in the state of Amazonas and had a participating teacher. The methodological route was planned in 3 phases, with Phase 1 referring to contact with the school, initial interview (Script 1 - R1) with the participant, setting in the classroom and recording of classes on videos. Phase 2, divided into 3 stages, was characterized as the intervention phase through discussions in the planning of two themes with the participant. In Phase 2 - Steps 1, episodes were presented to the participant, presentation of the researcher's analysis (records of the teacher's actions and interactions with her students in a tea... (Complete abstract click electronic access below)<br>Mestre

The individual effects that echoic, mand, and sign language training procedures have on the acquisition of verbal behavior have been widely demonstrated, but more efficient strategies are still needed. This study combined all three treatment strategies into one treatment intervention in order to investigate the joint effects they may have on verbal behavior. Six participants took part in the study. Intervention totaled 1 hour/day for 5 days/week until mastery criterion for motor echoic behavior was achieved. Although motor echoic behavior were solely targeted for acquisition, significant increases in spontaneous motor mands were noted in all treatment participants. Additionally, 4 treatment participants also demonstrated significant gains in vocal echoics and spontaneous vocal mands. No significant increases were noted for the control participant. Results suggest that the aforementioned procedure may provide more efficient results as a first-step to teaching a functional repertoire of verbal behavior to developmentally delayed children.

Made available in DSpace on 2016-04-28T20:57:55Z (GMT). No. of bitstreams: 1 Damares Souza Silva.pdf: 1747345 bytes, checksum: da6b797ec77a1265a8f50872e9e01e83 (MD5) Previous issue date: 2009-05-06<br>This study has as objective to evaluate the repertoire of reading of 40 students of 3rd grade of elementary public school, identifying the types of difficulties occurred. Additionally, two repertoires on writing were evaluated: the copy and the construction of dictated words. Data were collected with the application of the Instrumento de Avaliação de Leitura Repertório Inicial (IAL-I), with the assistant of Mestre® software. Based on stimulus equivalences paradigm, the IAL-I evaluates the performance of students focusing the reading behavior as relations between different types of stimuli: Sound (A), picture / image (B), Text (C). In addition, the IAL-I assess two writing repertories: the copy and the construction of dictated words. Data showed that the students named correctly the letters of the alphabet and have good performance in (CC) (printed word-printed word) relation. A low level of performance was identified in (BC) (picture-printed word), (CB) (printed word - picture), (AC) (dictated word - printed word), specially when words were composed by complex syllables. The lower level of performance occurred in (CD) relation (expressive reading), in which only one participant has achieved satisfactory performance and only in words which were composed by simple syllables. The students achieved satisfactory performance in (CE) relation (copy), both in words with simple syllables and in words with complex syllables, but in (AE) relation (construction of dictated words) no participant has reached a satisfactory performance in words with simple syllables or complex syllables. Among other results, it was found that students have not discriminated the letters b, p , d and the letters m , n; they didn t know when to use s , z and /s/, /ss/, /c/ in words with similar sound, and when to write /r/ or /rr/ . A detailed assessment of students' repertoire of reading made by IAL-I and the analysis of errors emitted by the students in reading and writing can serve as a subsidy for the teacher to plan activities aimed to overcoming the student s difficulties in these repertories<br>O presente estudo teve como objetivo avaliar o repertório de leitura de 40 alunos que freqüentam a 3ª série do Ensino Fundamental de uma escola pública estadual e que, segundo seus professores, apresentam desempenho insatisfatório, identificando-se os tipos de dificuldades existentes. Adicionalmente, avaliaram-se dois repertórios relativos à escrita: o de cópia e o de construção de palavras ditadas. Os dados foram coletados com a aplicação do Instrumento de Avaliação de Leitura - Repertório Inicial (IAL-I), com o auxílio do Software Mestre®. Apoiando-se no paradigma de equivalência de estímulos, o IAL-I avalia o desempenho dos alunos, a partir de relações entre três modalidades de estímulos: Som (A), imagem/figura(B), Texto (C). Além de avaliar a leitura, o IAL-I avalia dois repertórios relacionados à escrita: a cópia e a construção de palavras ditadas. Os dados coletados pelo referido instrumento mostraram que os participantes identificaram, de modo satisfatório, as letras do alfabeto e os itens da relação (CC) (palavra escrita- palavra escrita). Um nível de baixo desempenho foi apresentado quando os alunos foram submetidos às tarefas da relação (BC) (figura- palavra escrita), (CB) (palavra escrita - figura), (AC) (palavra ditada - palavra escrita); foi constatado um índice de maior dificuldade quando os itens de tais relações apresentavam palavras com sílabas complexas. O pior desempenho ocorreu na relação (CD) (palavra escrita palavra falada), correspondente à leitura expressiva; apenas um participante alcançou desempenho satisfatório e somente quando as palavras eram compostas por sílabas simples. Na relação de avaliação de escrita (CE) (Texto-Letras), correspondente à cópia, os participantes alcançaram desempenho satisfatório tanto nas palavras com silabas simples quanto nas palavras com sílabas complexas. O mesmo resultado não ocorreu quando os alunos fizeram a relação (AE) (Som-Letras), correspondente à construção de palavras ditadas, na qual nenhum participante alcançou desempenho satisfatório seja em palavras compostas por sílabas simples, seja nas palavras que continham sílabas complexas. Quanto aos erros observados, verificou-se que alguns participantes confundiam as letras b, p, e d e também as letras m e n. Os participantes invertem o uso do s e do z, em palavras com sonorização semelhante; há também troca de letras nas palavras compostas por /s/, /ss/, /ç/ e por /r/, /rr/. Foi constatado que há interferência do aspecto fonológico das palavras e que há o desconhecimento dos alunos sobre as regras ortográficas que envolvem o uso das referidas letras, na leitura e na escrita. A avaliação detalhada do repertório de leitura dos alunos possibilitada pelo IAL-I e a análise dos erros de leitura e de escrita decorrentes das complexidades da língua portuguesa podem servir como subsídio para que o professor planeje atividades de ensino visando à superação das dificuldades existentes

The business environment of today is characterised by great risks for organisations as well as for individuals. New principles and ways of working that differ significantly from what was done even as little as a decade ago are required. To keep to traditional stances in the corporate environment may mean that existing competitive advantages may not be enough anymore to ensure success. This also applies to the financial services sector where there is currently a clear shift from a product focus to a client focus. In the light of changes taking place in the financial services sector, it is also necessary to think differently about the mediators (brokers) delivering related services since the delivery channels have also changed due to technological development. Competitive advantages lie in a client and market focus rather than a product focus, and a process focus rather than a functional focus. The client’s voice must be heard and it is possible that a successful person in this focus is different from a successful person in the old focus. For the sake of quality in service delivery and alignment in the same direction, it is necessary for management to have a shared mental model when looking at staff decisions concerning brokers. They must also be aware of their own thoughts about staff within the changing focus and they must realise the impact this can have on their decisions. The main objective of this study is to determine whether the managers under investigation have a shared mental model in terms of success criteria for brokers. In order to do this, it is necessary to first investigate the concepts mental model and shared mental model and the impact they may have in an organisational environment. The Repertory Grid technique was used for data collection. As a result of the wide variety of Repertory Grid techniques, together with the various ways of application, it is essential to be familiar with the techniques and modes of application in order to choose the most suitable technique and application method for a specific study. Kelly’s Personal Construct theory contains the assumptions underlying this technique and it is important for a researcher to be aware of these regardless of whether this is the theory s/he will be using since the underlying assumptions will definitely have an influence on the interpretation of the results. The data was presented as a qualitative description of each manager’s mental model in terms of the successful broker as well as a short description of the person’s construction system regarding success in their business environment. Conclusions were made from a synthesis of the results regarding the extent to which there could be referred to a shared mental model and its possible impact on decisions and efficiency in the work and business environment. The results confirmed that the objectives of this research project were met. It emerged that this management team does not effectively share a mental model and that this may impact negatively on their business decisions. Recommendations were made regarding the change or establishment of a client-focused mental model. Suggestions for future research regarding broker efficiency were also made.<br>Thesis (MA (Research Psychology))--University of Pretoria, 2004.<br>Psychology<br>unrestricted

Made available in DSpace on 2016-04-29T13:18:09Z (GMT). No. of bitstreams: 1 Juliana de Souza Ferreira.pdf: 3589110 bytes, checksum: c8e5dedeebec46a11c8bc2a721d030a0 (MD5) Previous issue date: 2008-05-09<br>The present study replies Epstein, Kirshnit, Lanza and Rubin s (1984) research in which pigeons solved a problem by pushing a box beneath an unattainable target, climbing this box and pecking the target. It was investigated if new behaviors emerge from the interconnection of two trained repertoires with rats and if changes in the sequence order in which these two repertoires was taught would modify subjects performance in the final test. The research was carried out with 3 rats. The equipments were a cylindrical chamber with 69 cm in diameter, one triangle and a green led used as targets, and an acrylic box. Two skills were trained, with the 3 subjects, separated. 1 subject has learned 1) to climb a box and pull a triangle and 2) to push a box toward a green light. This training order associated with individual distinction implicated in a longer training of both skills. The other 2 subjects have learned 1) to push a box toward a green light and 2) to climb a box and pull a triangle. This training order implicated in a shorter training of both skills. Finally, an insight test was carried out: the triangle was fixed out of reach and the box was placed in the other side of the chamber. The subjects should push the box beneath the target, climb the box and pull the triangle. The results showed that one subject that was submitted to a longer training, solved the problem with suddenness, directness and continuousness and satisfied the insight s criterion; another subject that was submitted to a shorter training, solved the problem, but between pushing the box and climbing it, a 2 minutes interval has passed over, the response chain didn t occur continuously; and a third subject didn t solve the problem even when the training was similar to the subject that solved the problem discontinuously<br>O presente estudo replicou a pesquisa de Epstein, Kirshnit, Lanza e Rubin (1984) no qual pombos conseguiram resolver um problema ao empurrar uma caixa até um alvo que estava fora do alcance, subir na caixa e bicar o alvo. Foi investigado se comportamentos novos surgem por meio da interconexão de dois repertórios previamente treinados em ratos e se mudanças na ordem do treino desses dois repertórios alteram o desempenho do sujeito no teste. A pesquisa foi realizada com 3 ratos. O equipamento utilizado foi uma câmara circular de 69 cm de diâmetro, um triângulo, um led verde (luz) e uma caixa de acrílico. Foram treinadas duas habilidades, com os 3 sujeitos, separadamente. 1 sujeito aprendeu a: 1) subir na caixa e puxar o triângulo e 2) empurrar a caixa direcionadamente a uma luz. Esta ordem do treino associada às diferenças individuais implicou em um maior número de sessões de treino das 2 habilidades para este sujeito. Os outros 2 sujeitos aprenderam a: 1) empurrar a caixa direcionadamente a uma luz e 2) subir na caixa e puxar o triângulo. Esta ordem do treino implicou em um menor número de sessões de treino das 2 habilidades para os 2 sujeitos. Por fim, foi realizado um teste de insight: o triângulo foi colocado fora de alcance e a caixa foi colocada do outro lado da câmara. O sujeito deveria empurrar a caixa até debaixo do triângulo, subir na caixa e puxá-lo. Os resultados mostraram que o sujeito que teve um treino mais longo, resolveu o problema de forma direcionada, contínua e súbita e satisfez os critérios para considerar a solução um insight; um outro sujeito que passou pelo treino mais curto resolveu o problema, no entanto, entre a resposta de empurrar a caixa e as respostas de subir na caixa e puxar o triângulo transcorreu um intervalo de 2 minutos, a cadeia de respostas não ocorreu de forma contínua; e um terceiro sujeito não resolveu o problema, apesar de ter passado por um treino parecido ao do sujeito que resolveu de forma descontínua

Made available in DSpace on 2016-04-29T13:17:36Z (GMT). No. of bitstreams: 1 Jan Luiz Leonardi.pdf: 974669 bytes, checksum: ff14eae278e1093b0a83b8d1bf2d5ea9 (MD5) Previous issue date: 2012-02-10<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Insight has been interpreted in behavior analysis as the sudden resolution of a problem when two or more different repertoires, previously learned separately, interconnect in a new situation without direct training, producing original sequences of behavior. A small body of research has shown some variables which appear to contribute to the production of this phenomenon, but methodological problems, in particular the use of arbitrary objects in the problem-situation and the delay between response and reinforcer, limit its relevance. Under the light of these considerations, the objective of this research was to investigate the phenomenon of spontaneous interconnection of repertoires (or insight ) with variations in the procedures employed in the area. These were: (a) the object that should be reached by the subjects in the problem-situation was established as a reinforcing stimulus before the phases of testing and training; (b) the delay between the target response (from training and testing) and consumption of the primary reinforcer (water) was reduced by the construction of a drinking magazine that could be moved toward the subject. Two Wistar rats were used as experimental subjects. The equipment and materials were a circular chamber of 69 cm in diameter and 50 cm high, four acrylic cubes coated with black cardboard, a nylon string that drove the movement of the cube along the camera, and a buzzer. The procedure was divided in six phases: (a) training to the drinking magazine, (b) pre-test of insight, (c) training to push the cube, (d) intermediate test of insight, (e) training to climb on the cube and rise, (f) final test of insight. In the test of insight situation, the subject should reach the drinking magazine positioned at the top of the chamber by pushing an acrylic cube in its direction and climbing on the cube to drink. Water were used as reinforcement in a continuous schedule of reinforcement. The results showed that none of the subjects solved the problem in a sudden, direct and continuous way, criteria used to qualify the performance as insight . Nevertheless, the procedure used in this experiment has heuristic value as it represents an attempt to produce the phenomenon without the use of arbitrary objects (which significantly reduces the number of training sessions), and rendered the concept of functional generalization unnecessary. Finally, this research points out obstacles that the area faces in the study of insight , such as the difficulty in replicating Epstein s research and the problems generated by the use of arbitrary objects in the problem-situation, not to mention the limitations imposed by the behavioral interpretation of the phenomenon<br>O insight tem sido interpretado na análise do comportamento como a resolução súbita de um problema quando dois ou mais repertórios diferentes, previamente aprendidos em separado, se interconectam sem treino direto em uma nova situação, produzindo sequências originais de comportamento. Um pequeno conjunto de pesquisas evidenciou algumas variáveis que parecem contribuir para a produção desse fenômeno, mas problemas metodológicos, em especial o uso de objetos arbitrários na situação-problema e o atraso entre resposta e reforçador, limitam sua relevância. Em vista disso, o objetivo desta pesquisa foi investigar o fenômeno de interconexão espontânea de repertórios (ou insight ) implementando algumas variações nos procedimentos empregados pela área. Foram elas: (a) o objeto que deveria ser alcançado pelos sujeitos na situação-problema foi estabelecido como estímulo reforçador antes das fases de teste e de treino; (b) o atraso entre a resposta-alvo (dos treinos e dos testes) e o consumo do reforçador primário (água) foi reduzido por meio da construção de um bebedouro que podia ser deslocado até o sujeito. Dois ratos Wistar foram utilizados como sujeitos experimentais. Os equipamentos e materiais foram uma câmara circular de 69 cm de diâmetro e 50 cm de altura, quatro cubos de acrílico revestidos com cartolina preta, um fio de náilon que guiava o movimento do cubo ao longo da câmara e um buzzer. O procedimento foi dividido em seis fases: (a) treino ao bebedouro; (b) pré-teste de insight; (c) treino de empurrar o cubo; (d) teste intermediário de insight; (e) treino de subir no cubo e erguer-se; (f) teste final de insight. Na situação de teste de insight, o sujeito deveria alcançar o bebedouro, posicionado no alto da câmara, empurrando um cubo de acrílico em direção a ele e subindo no cubo para beber. Gotas de água foram utilizadas como reforçador em esquema de reforçamento contínuo. Os resultados demonstraram que nenhum dos sujeitos resolveu o problema de forma súbita, direta e contínua, critérios empregados para qualificar o desempenho como insight . Apesar disso, o procedimento empregado neste experimento tem valor heurístico, na medida em que representa uma tentativa de produzir o fenômeno sem o uso de objetos arbitrários (o que reduz significativamente o número de sessões de treino necessárias), além de tornar desnecessário o conceito de generalização funcional. Por fim, são apontados alguns obstáculos que a área enfrenta no estudo do insight , como a dificuldade em replicar as pesquisas de Epstein e os problemas gerados pelo uso de objetos arbitrários na situação-problema, além de limitações impostas pela própria interpretação comportamental do fenômeno

Made available in DSpace on 2016-04-28T20:57:25Z (GMT). No. of bitstreams: 1 Nelia Paula Pereria Costa.pdf: 3043529 bytes, checksum: 7d09bdff0b22f19de477540e0aa6d241 (MD5) Previous issue date: 2008-05-09<br>Secretaria da Educação do Estado de São Paulo<br>According to Skinner (1972), to know the student's repertoire is fundamental for the planning of teaching procedures that they accomplished, once he/she knows the individual differences of those that will be taught enables the teacher not just to choose and/or to drift and to apply contingencies that shape and maintain the expected behaviors, but also to reformulate their procedures when if it does necessary. Although to identify the student's previous repertoire is fundamental requirement for the teacher's effective performance, this is not an easy task, because a lot of times the teacher doesn't have appropriate instruments for such. The Instrument of Evaluation of Reading - Initial Repertoire (IAL-I) was created by Moroz & Rubano (2005), starting from the resources offered by the educational software Mestre® (Goyos & Almeida, 1996), which is anchored in the studies developed on stimulus equivalence paradigm that concepts the reading as network of relations among stimuli of different modalities (sound, image and text). The present research had as objectives to evaluate the reading repertoire and students' writing that frequent to 2nd series of the Fundamental Teaching, and starting from such evaluation, to verify if there are empiric evidences that the instrument can be used, by the teacher, with such purpose. Thirty seven children, with ages varying among seven nine years, of the 2nd grade of Sao Paulo s Elementary Public School, with direction for the project of Parallel Recovery, they were submitted to the evaluation of reading of words - so much just composed by simple syllables as well as containing complex syllables -, in the different underlying relation to the reading. The evaluation allowed detecting the diversity of present repertoires among the appraised participants. The data showed the performance of each one of the participants in the appraised relations among the different modalities of stimuli (sound, image and text) and in the types of used words (with simple syllables and involving complexities), explicated the dominated aspects and those in that they demonstrated difficulties. The data showed that the IAL-I allows to evidence the acting specificities, indicative that can be instrument for the teacher that, when knowing the specificities of the individual repertoires, it can program teaching activities to seek lessen the found difficulties, facilitating a larger learning<br>Segundo Skinner (1972), conhecer o repertório do aluno é fundamental para o planejamento de procedimentos de ensino a serem realizados, uma vez que conhecer as diferenças individuais daqueles que serão ensinados habilita o professor não apenas a eleger e/ou planejar e aplicar contingências que modelem e mantenham os comportamentos esperados, mas também a reformular seus procedimentos quando se fizer necessário. Embora identificar o repertório prévio do aluno seja requisito fundamental para a atuação eficaz do professor, esta não é uma tarefa fácil, pois muitas vezes o professor não dispõe de instrumentos adequados para tal. O Instrumento de Avaliação de Leitura Repertório Inicial (IAL-I) foi criado por Moroz e Rubano (2005), a partir dos recursos oferecidos pelo software educativo Mestre® (Goyos e Almeida, 1996), o qual está ancorado nos estudos desenvolvidos sobre equivalência de estímulos e na concepção de leitura como rede de relações entre estímulos de diferentes modalidades (som, imagem e texto). A presente pesquisa teve como objetivos avaliar o repertório de leitura e escrita de alunos que freqüentam a 2ª série do Ensino Fundamental, e a partir de tal avaliação, verificar se há evidências empíricas de que o instrumento pode ser utilizado, pelo professor, com tal finalidade. Trinta e sete crianças, com idades variando entre sete e nove anos, da 2ª série do Ensino Fundamental de uma escola pública da cidade de São Paulo, com encaminhamento para o projeto de Recuperação Paralela, foram submetidas à avaliação de leitura de palavras - tanto compostas apenas por sílabas simples como também contendo sílabas complexas -, nas diferentes relações subjacentes à leitura. A avaliação permitiu detectar a diversidade de repertórios presentes entre os participantes avaliados. Os dados mostraram o desempenho de cada um dos participantes nas relações avaliadas entre as diferentes modalidades de estímulos (som, imagem e texto) e nos tipos de palavras utilizadas (com sílabas simples e envolvendo complexidades), explicitando os aspectos dominados e aqueles em que se apresentavam dificuldades. Os dados mostraram que o IAL-I permite evidenciar as especificidades de desempenho, indicativo de que pode ser instrumento para o professor que, ao conhecer as especificidades dos repertórios individuais, pode programar atividades de ensino que visem minorar as dificuldades encontradas, facilitando um maior aprendizado

This thesis argues for a dualistic, epistemological, framework for the study of legitimacy which recognises the different ways it might be understood to exist, and as such be managed, within organisations. It is based on an ethnography of a Scottish professional theatre, Dundee Rep, undertaken over a 30 month period. The research adopts a social constructionist ontology and an epistemological framework based on the knowing that / knowing how framework of Gilbert Ryle to present three accounts of the legitimacy of the theatre – as belonging, becoming and integrated- and to challenge the notion implicit in the organisation studies literature that legitimacy is treated (and should be treated) as a belonging by organisations. The proposed integrated epistemological framing of legitimacy explains how notions of legitimacy as an emergent, negotiated perception and as a competitive resource possessed are both crucial to developing an integrated understanding of how legitimacy is produced at the organisational level.

I conducted 2 experiments investigating the relations between speaker-as-own-listener cusps and responding to bidirectional or reverse intraverbals. Speaker-as-own-listener cusps include, Naming, Say-Do Correspondence and Self-Talk Fantasy Play. During a pilot experiment, I found the source of the problem in 2 participants’ learning was their deficient speaker-as-own-listener repertoires. Although both participants in the pilot study had the Full Naming capability in repertoire, they lacked Say-Do and Self-Talk. Following a Self-Talk Immersion intervention, Say-Do was induced for both participants and coincidentally, correct responses to bidirectional or reverse intraverbals emerged. In Experiment I, I continued examining relations between the speaker-as-own-listener (SOL) repertoire and intraverbal responding with a statistical analysis of 35 Early Intervention (EI) and Preschool students recruited from CABAS® model schools who functioned at listener and speaker levels of verbal behavior. Findings from Experiment I indicated that the presence of Say-Do Correspondence and Self-Talk were significantly correlated to correct responses to reverse intraverbals. Experiment II was a functional analysis, during which 4 participants were selected from an EI classroom due to their similar levels of verbal behavior, deficient SOL repertoire, and because they could not respond to reverse intraverbals. Results indicated a functional relation between the presence of Say-Do Correspondence and Self-Talk and correct responses to intraverbal probes for all 4 participants.

Tese de mestrado, Biologia Evolutiva e do Desenvolvimento, Universidade de Lisboa, Faculdade de Ciências, 2019<br>Se a comunicação é a base de todas as interações e relações sociais, a comunicação acústica é uma das mais predominantes. Esta forma de transmissão e receção de sinais é muito variada e existe praticamente em todos os animais, mas há certamente alguns que se destacam. Os psitaciformes – ordem que inclui papagaios, araras, catatuas, periquitos, entre outros – são universalmente e historicamente reconhecidos não só pelas suas vocalizações inatas e aptidões de mímica, mas também pelas suas capacidades cognitivas, comparadas às dos primatas. A origem destas duas características ainda é discutida a nível evolutivo, neurobiológico, ecológico, fisiológico, comportamental e acústico. As principais hipóteses evolutivas que as procuram explicar – a social brain hypothesis e a relationship intelligence hypothesis (hipótese de cérebro social e hipótese de inteligência relacional) – baseiam-se muito na complexa estrutura social, na predominância de monogamia e na variação diária de estratégias de alimentação destas aves para o aparecimento destes atributos. Além do mais, os psitaciformes são de grande interesse para a investigação sobre a evolução da linguagem, visto exibirem deriva cultural devido a migração de indivíduos entre populações, resultando em dialetos nos reportórios vocais. Contudo, os psitaciformes estão ainda pouco estudados, sobretudo comparando com a sua fama mundial como mímicos e aves decorativas. São animais de estimação exóticos comuns cujas populações selvagens estão sob pressão devido ao tráfico internacional de longa data, e que, ao mesmo tempo, se tornaram invasores de ambientes diferentes do seu por escaparem de cativeiro ou por serem libertados intencionalmente. Graças a estas duas condições, estão em ação programas de conservação para aumentar os números das populações naturais de várias espécies deste grupo taxonómico em perigo, enquanto elementos de outras espécies se tornaram vizinhos numerosos e inesperados em áreas humanizadas. Propus-me a descrever os reportórios vocal e comportamental numa espécie australiana pouco conhecida de psitaciformes, os rainbow lorikeets (Trichoglossus moluccanus) ou lórios-arco-íris, e correlacioná-los com hipóteses de aprendizagem vocal e evolução de cognição. Esta espécie invasora exibe interações sociais complexas, neofilia e bioacústica diversa e ainda por estudar. Este objetivo foi conseguido através de observações e gravações de comportamento e vocalizações, durante várias semanas, e foram feitas análises estatísticas e acústicas usando espectrogramas e 20 parâmetros acústicos selecionados. Estas revelaram uma dinâmica de grupo complexa entre os 11 indivíduos analisados, com sinais de hierarquia independente do sexo através de interações agonísticas e o casal como a unidade social do grupo. Os seus reportórios comportamental e vocal aqui apresentados são os mais completos nesta espécie até agora, incluindo descrições de 45 comportamentos discretos e as características acústicas de 12 tipos de vocalizações distintos, com a respetiva associação contextual entre os dois repertórios. Um evento de acasalamento completamente registado, sem precedentes em lórios arco-íris, é descrito em detalhe do início ao fim. Adicionalmente, há indícios de uma possível convergência das vocalizações dentro do grupo, devido à falta de diferenças acústicas significativas entre as vocalizações dos indivíduos ou entre as dos dois sexos, o que poderia indicar uma adaptação de indivíduos de origens diferentes origens à vida num grupo fechado ao longo dos últimos anos. Grupos numerosos de Trichoglossus moluccanus têm surgido em algumas das maiores cidades da Austrália, uma mostra do forte poder adaptativo destes psitaciformes de comportamento complexo e capacidades vocais dinâmicas. Analisadas através de um estudo descritivo, algo raramente observado hoje em dia, estas características fazem desta espécie uma mais-valia na investigação tanto de populações selvagens como em cativeiro, em temas como a ecologia de psitaciformes, a influência da presença humana no seu comportamento, a evolução de dialetos e comportamentos ritualizados devido a diferenciação cultural, as capacidades de aprendizagem e mímica vocal, e por fim a evolução da cognição, inteligência e linguagem em geral e em não-primatas. Em simultâneo, descobertas em espécies como estas podem ajudar a melhorar esforços de conservação em espécies semelhantes em vias de extinção, ao aumentar o conhecimento sobre Psittaciformes e ao realçar a importância da assimilação cultural em programas de reintrodução.<br>Psittaciformes, or parrots, are universally and historically recognized not only for their innate vocalizations and mimicry skills, but also for their cognitive skills, compared to the ones of primates. The origin of these two features is still discussed, many times symbiotically, on various biological and scientific levels. The two main evolutionary hypotheses that explain these – the social brain hypothesis and the relationship intelligence hypothesis – greatly draw on the complex social structure, predominance of monogamy and daily foraging variety of these birds as a basis for the appearance of these attributes. Psittaciformes are, furthermore, of interest on the research of the evolution of language, since they too exhibit cultural drift from flow of individuals between populations, resulting in dialects in the vocalization repertoires. Parrots are, however, not very well studied in relation to their worldwide fame. They are common exotic pets whose wild populations are under threat due to long-lasting intense trading market, and at the same time have become invaders of new environments by escaping or being deliberately released. My aim was to describe the vocal and behavioural repertoires of a previously less-know Australian parrot, Trichoglossus moluccanus, or rainbow lorikeets, and correlate these with hypotheses on vocal learning and evolution of cognition. Through a descriptive study complete by and acoustical approach, these birds showed complex group dynamics between the 11 analysed individuals and evidence of a possible convergence of vocalizations within the group. Their behavioural and vocal repertoire here described are the most complete on this species so far, including 45 behaviours and the acoustic characteristics of 12 call types, with respective contextual association between the two. One fully recorded mating event, unprecedented in rainbow lorikeets, is described in detail. These features make this species one of good value for research on both its healthy wild and captive populations, on themes such as parrot ecology, the influence of the human presence on their behaviour, the evolution of dialects and ritualized behaviours from cultural differentiation, vocal learning and mimicry, and the evolution of non-primate and general cognition, intelligence and language. Findings on species such as these could help improve conservation efforts to similar endangered species, through the increase of knowledge on this taxonomic group, while calling attention to the importance of cultural assimilation in programs for reintroduction.

In species across virtually every vertebrate taxonomic division, vocal signals play key roles in predator avoidance, reproduction, competition, and mediating social interactions. Understanding signaling systems, and the various selection factors relating to their evolution and maintenance, therefore provides unique insight into species' behavior, social dynamics, and evolution. Decades of research has greatly improved knowledge of animal signals and how they are used, yet understanding of the mechanisms by which entire communication systems operate and evolve remains incomplete. The research presented in this dissertation examined the vocal repertoire of adult male blue monkeys (Cercopithecus mitis stuhlmanni). Specifically, I examined three elements of vocal signals - acoustic structure, signal content, and adaptive function - across the entire male repertoire, and used results to infer mechanisms of selection on signal usage and divergence. During 12 months of fieldwork in the Kakamega Forest, Kenya, assisted by a team of trained research assistants, I used a combination of natural observation, playback experiments, and digital audio recordings to examine vocal behavior of 32 adult males and responses to their calls by males and 62 adult females from 12 social groups and the surrounding area. Analyses of digital recordings identified six distinct call types used by adult males: ant, boom, ka, katrain, nasal scream, and pyow. The repertoire is best described as discrete, though some gradation occurs between pyows and ants. To identify signal content - attributes of signalers reliably indicated by features of signals - I investigated each call types' relationship to callers' identity, social status, body size, and attention to external variables (e.g. predators). Results showed that at least three call types (boom, katrain, pyow) were reliable indicators of identity, and features of at least one call type (pyow) were correlated with body size. Resident males used all call types whereas "bachelors" used only nasal screams, indicating social status is content in all calls except nasal screams. Two calls (ka, katrain) were strongly associated with and essentially exclusive to aerial predators, and ants had a similar relationship to terrestrial predators. The pyow and boom were each associated with multiple external variables, demonstrating that these two calls do not include any specific external stimulus in content. Lastly, the content of nasal screams, used exclusively during aggression with other males, included presence of another male. I tested four separate, non-exclusive functional hypotheses for each call type, using predictions relating to receiver response to hearing calls, as well as variation in temporal, demographic, and contextual patterns of usage. The ka, katrain, and ant each clearly functions in predator avoidance, with the first two relating specifically to aerial predators and the latter specifically to terrestrial threats such as snakes and dogs. Notably, the katrain also caused rival males to move away from callers, consistent with a mate defense function. The pyow, best described as a general alerting signal, demonstrated a clear role in repelling rival males, yet also functioned in facilitating within-group cohesion. The boom showed a clear role in affiliative interactions between callers and females in their groups, possibly functioning as a signal of benign intent, and was the only call type associated with proceptive interactions and an increase in number of estrous females, indicating a function in mating. Like pyows and katrains, booms also have a secondary function of repelling rival males.

碩士<br>國立臺灣科技大學<br>數位學習與教育研究所<br>106<br>With the advancement of information technology and the incorporation of information into teaching, digital technology assisted teaching has become a current trend. Gaming can not only enhance students’ learning but trigger their learning motivation. Digital game-based learning can build the environment of situated learning. The virtual space created by digital game-based learning helps students gain realistic experience, and offers meaningful questions, situations and context. Learning through doing strengthens students’ potential for cognition and skill as well as facilitates their higher order thinking and analyzing, such as problem-solving and metacognition awareness. Scholars have pointed out that repertory grid can prompt students’ ability to reflect and acquire knowledge, and help student conduct higher order of thinking. Unlike the traditional repertory grid, multi-dimensional repertory grid is illustrated in form of index graphic style, which suits better with the rich and structural information of digital game-based learning. This study adopts multi-dimensional repertory grid as mindtools for students to accumulate knowledge, and includes the world’s 15 weather types and factors into multi-dimensional repertory. This study uses nonequivalent control-group design, comparing students’ performances in terms of learning achievement, learning motivation, individual self-efficacy, cognitive load, metacognition awareness between “learning tactic combining situated educational computer game with repertory grid” (experimental group) and “learning tactic of digital game-based learning” (controlled group). The results show students in experimental group outperform those in controlled group in learning achievement, learning motivation, individual self-efficacy, metacognition awareness. Yet there is no significant difference in mental load and mental efforts. Moreover, the analysis of students’ learning behavior reveals that students in experimental group perform significantly better when reading learning materials and maps. Hence, it is believed that by providing students with situated learning environments and proper learning tactics, we could efficiently elevate students’ academic performance.

Within-population behavioural variation can greatly affect the ecology of a species and the outcome of evolutionary processes. This study aimed to determine how variable sperm whale social and vocal behaviour is between both individuals and their social units. The population of whales off Dominica is small and isolated from communities in neighbouring waters. Female and immature whales live together in social units containing about 7 animals. I analysed their social relationships and their ‘coda’ communication signals using an unparalleled dataset of social and vocal interactions at the level of the individual. Within units, calves were significant nodes in their social unit’s network, and thus I provide quantitative support for the hypothesis that communal calf care acts as the primary evolutionary driver for group formation in this species. Social relationships within and between units were diverse, while the spatial spread of individuals within units and their travel speeds were similar among all of the units. I identified long-term patterns of association between units consistent over decadal time scales. Social units had characteristic vocal repertoires, but all were dominated by the ‘1+1+3’ and ‘5R’ coda types. Differences between units resulted from some units using specific 4-click coda types. Units and individuals used different accents on their ‘5R’ codas, but the ‘1+1+3’ coda was stereotyped across all individuals and units studied. The repertoires of different units were as similar as units within vocal clans in the Pacific. My results support the hypothesis that the ‘5R’ coda may function in individual identification. The stability of the ‘1+1+3’ coda may be the result of selection for a marker of clan membership. Individual repertoires differed consistently across years; and contrary to an existing hypothesis, new mothers did not vary their repertoire to be more distinct after giving birth. However, calves did use a class-specific ‘3+1’ coda. In summary, sperm whale social and vocal behaviour vary between individuals and among units. Variation in the social and vocal behaviour of female sperm whales results from a trade-off between individuality and conformity within units and clans.

This study investigates a dominance hierarchy in a male group of ruffed lemurs (Varecia spp.). I introduce a new method of data processing in unstable and inconsistent dominance hierarchy. Data were collected in the Ostrava ZOO during 30 days in the summer of 2009 and 28 days in the of winter 2010. The results demonstrate unusual structure in the sequences of agonistic interactions. The lemur group exhibited unstable and inconsistent dominance hierarchy with a low level of linearity. It appears that dominance hierarchy in ruffed lemurs is based on their social role in the family group and not on agonistic interactions.