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Burns, Marie Pacelli. "Clinical applications of stimulus equivalence and relational frame theory." Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393766.
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Hoon, Alice Elizabeth. "Emergent slot machine gambling : a relational frame theory approach." Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42729.
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It has been suggested that gambling behaviour may not be solely controlled by schedules of reinforcement, but may be under the control of verbal behaviour. Relational frame theory is a contemporary account of verbal behaviour which may be able to account for aspects of gambling behaviour that cannot be explained by a pure schedule of reinforcement account. Chapter 2 demonstrated that contextual cues may influence preferences for concurrently available slot-machines, thus overriding the contingencies of reinforcement in place. Chapter 3 demonstrated that the presence of accurate or inaccurate rules may influence slot-machine choice and affect gambling persistence. Participants that received inaccurate rules regarding the payout probability of a slot machine, gambled for longer than those given accurate rules. Chapter 4 reported that the discriminative functions of slot-machines could be transformed in accordance with derived same and opposite relations, such that participants showed preferences for slot-machines that had never been experienced before. Chapter 5 demonstrated that not only could preferences for concurrently available slot machines be transformed in accordance with derived comparative relations, but found that preferences for slot machines increased relative to the relational network that had been trained. In Chapter 6, ratings of wins, near-misses and losses on a computer simulated slot-machine could be altered in accordance with derived same and opposite relations, and could even override the non-arbitrary properties of a slot-machine. It was concluded that gambling is verbal behaviour and can be accounted for by derived relations and the transformation of function. These findings may explain instances of gambling behaviour which cannot be accounted for by the direct acting contingencies.
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Belisle, Jordan. "A Theory of Relational Density." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1556.
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Relational Density Theory describes quantifiable higher-order properties governing relational framing of verbal organisms. Consistent with Newtonian classical mechanics, the theory posits that relational networks, and relating itself, will demonstrate the higher-order emergent properties of density, volume, and mass. Thus, networks that contain more relations (volume) that are stronger (density) will be more resistant to change (i.e., contain greater mass; mass = volume * density). Consistent with Newton’s law of gravity, networks that contain greater mass will also demonstrate force, accelerating the acquisition of new relations beyond that accounted for by direct acting contingencies, therefore demonstrating emergent self-organization that is highly susceptible to small changes at initial conditions. The current set of experiments provides initial proof of concept data for foundational principles introduced in the theory. Experiment 1 (N = 6) models the volumetric mass density formula, predicting that networks with greater volume and density will be more resistant to change (i.e., contain greater mass) when counterconditioning is applied to a subset of derived relations contained within experimentally established networks. Results were consistent with theoretical predictions based on density on 10 of 12 occasions, and resistance appeared greater for relations operating at greater volume. Experiment 2 (N = 6) extended directly from Experiment 1, generating a density differential through exposure at initial training conditions, and utilizing response time as a measure of relational density. Results again demonstrated successful prediction of resistance corresponding with the emergent density differential on 10 of 12 occasions, along with overall greater resistance corresponding with and volumetric increases. Experiment 3 (N = 9) demonstrated that relational volume can detract from relational density when accurate responding is near 100%, and that network density is predictive of class mergers when no merged responding is ever reinforced, suggesting that network mass can exert force on relational responding in the absence of any experimental conditioning (i.e., gravity). Taken together, results have radical implications for understanding the self-emergent nature of complex human behavior, with applications in therapy and treatment, as well as in understanding the human condition more broadly.
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Jenkins, Emily Elizabeth. "EVALUATION OF THE EFFICACY OF THE PEAK-T CURRICULUM WITH CHILDREN WITH AUTISM." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2290.
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This was a single-case study which evaluated the effects of PEAK-T on two children with Autism. A total of 6 programs were trained between the two participants using a Multiple Baseline Design across skills. This evaluation was conducted using the subtest materials provided in the PEAK-T modules and through full assessments. The assessments were used to identify the appropriate skill level of each participant and they were used to evaluate whether the skills were maintained. The participants had no prior exposure to any of the PEAK-T programs as demonstrated by the participants baseline scores. The results of the study showed that programming of multiple exemplars resulted in acquisition of novel skills in both participants and that the skills were maintained. Both Participants demonstrated mastery of their programs and a total of 4 programs between two participants were added to the participants repertoire.
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Woods, Jennifer Joy. "Relational Frame Theory in Practice: Evaluating the Efficacy of the PEAK Transformation Module." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2431.
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AN ABSTRACT OF THE THESIS JENNIFER WOODS, for the Masters of Science degree in BEHAVIOR ANALYSIS AND THERAPY, presented on DATE OF DEFENSE, at Southern Illinois University Carbondale. TITLE: RELATIONAL FRAME THEORY IN PRACTICE: EVALUATING THE EFFICACY OF THE PEAK TRANSFORMATION MODULE MAJOR PROFESSOR: Dr. Mark Dixon PEAK Transformation Module (PEAK-T), is concerned with learning through relations between stimuli. The present study sought to examine the efficacy of nine programs from the PEAK-T module in establishing stimulus relation for each of three children. Reliability, effectiveness and overall variability of skill attainment per selected programs were the variables explored to assess successful skill targeting per the current assessment with respect to identification of appropriate skill intervention. Across a span of 6 weeks, in variance from child to child, the participants were able to derive transformation relations with respect to three programs each. Completion of programs was reported at a rate of 9 out of 9 programs deliniated, and attainment of skills per participant demonstrated a marked increase in skill attainment from baseline to train and test accomplishment. The results are discussed consistent with a Relational Frame Theory account of human language and cognition. Comparisons are also discussed across participants and their ability to demonstrate entailment between relations. Limitations to this study are presented as well as avenues for future research. Keywords: Applied Behavioral Analysis, PEAK, Relational Frame Theory,
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Garcia, Anna Rosio. "Relating Relations: The Impact of Equivalence-Equivalence Training on Analogical Reasoning." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5372.
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A well-researched line showing equivalence performances in a wide variety of areas has been conducted in the field of Behavior Analysis (BA). One area demonstrates that relating relations is a behavioral account of analogical thinking. Relating relations may have implications for the development of analogical training given that analogical reasoning is seen as the foundation of intelligence yet research in this area is limited. A protocol by Stewart, Barnes-Holmes, and Weil (2009) was developed to train children in analogical reasoning using equivalence-equivalence relations. The purpose of this study was to evaluate an equivalence-equivalence training protocol based on Stewart et al. (2009) and test whether the protocol was effective in training equivalence-equivalence responding to 7 and 8-year-old children. A secondary purpose was to test whether training in equivalence-equivalence responding increased performances on analogical tests. All five participants were dismissed throughout the study. Participant 1 was dismissed during the pre-assessments and all other participants were dismissed during intervention. Because none of the participants passed the equivalence-equivalence training, increases in performance in analogical testes were not analyzed. Individual performance data from training are examined and analyzed to provide an account of the failures to pass the equivalence-equivalence protocol.
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Davlin, Nicole Lynn. "A Relational Frame Theory Approach to Understanding Perspective-Taking using Children's Stories in Typically Developing Children." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/278.
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Perspective-taking is a new topic in the field of behavior analysis and has become of extreme interest. Previous research has looked at perspective-taking using a protocol that has been previously developed. Research in this field has looked at whether the lack of perspective-taking (mindblindness) is the cause for social deficits in children diagnosed with Autism. The present paper modified the previously used perspective-taking protocol and included story book examples to determine if typically developing children could change perspective from themselves to fictional characters in various children's books using a Relational Frame Theory approach. Previous research suggests that derived relational responding is responsible for perspective-taking deficits. The results of the current study suggest that after extensive training; typically developing children were able to complete the perspective-taking protocol.
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May, Richard J. "Facilitating emergent verbal behaviour using derived relational responding in individuals with Autism spectrum disorders : a relational frame theory approach." Thesis, Swansea University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678591.
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Weil, Timothy M. "The impact of training deictic frames on perspective taking with young children a relational frame approach to theory of mind /." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239878.
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Veneziano, Paul Richard. "Assessing a Relational Frame Theory Perspective-Taking Protocol with Adolescents Diagnosed with Specific Learning Disabilities." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/792.
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Perspective-taking, the ability to understand and be aware of information states in oneself and others has recently become an important topic in examining complex behavior and cognition. Previous research has developed a behavioral protocol for assessing perspective-taking skills and has indicated that there are perspective-taking deficits in populations diagnosed with autism. This research has also indicated that the lack of perspective-taking could be the basis for social deficits observed in these populations. Populations that display similar social deficits (i.e. learning disabilities) have not been examined, nor has prior research examined perspective-taking in adolescent populations. The present paper reports the findings of examining the perspective-taking skills in adolescents diagnosed with Asperger Syndrome or a specific learning disability. Participants were tested using a perspective-taking protocol created using therapy cards designed for teaching social skills to adolescents with autism. The protocol included a number of questions testing both deictic frames (I-You, Here-There, Now-Then) and frames of relation (simple, reversed, double reversed). Results indicate that there are similarities in the perspective-taking abilities of adolescents diagnosed with Asperger Syndrome, and those diagnosed with learning disabilities.
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White, Carrie. "TEACHING PERSPECTIVE TAKING SKILLS TO CHILDREN WITH DEVELOPMENTAL DISABILITIES THROUGH DEICTIC RELATIONAL FRAMES." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2638.
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Stanley, Caleb. "EVALUATING THE EFFECT OF RELATIONAL TRAINING PROCEDURES ON INTELLIGENCE, ACADEMIC PERFOMANCE AND IMPULSIVENESS IN CHILDREN." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1736.
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The purpose of the educational system is to provide an appropriate general education which serves to increase the cognitive and intellectual abilities of those enrolled. Over the past several decades, the number of individuals that receive an education from the public school system has increased significantly, along with an increase in equal access regardless of disability or socioeconomic status. Additionally, the amount of resources afforded to the public education system has increased as well. Despite the increased access and amount of resources afforded to the educational system, a corresponding increase in academic performance and cognitive or intellectual ability has not been observed. Therefore, an empirically validated method for increasing intellectual and cognitive performance is necessary. Relational Frame Theory (RFT), a contemporary behavior-analytic account to complex human language and cognition, offers a behavior-oriented interpretation of intelligence. Such an interpretation of intelligence may allow for the development of interventions designed to strengthen behaviors conventionally regarded as intelligent. This series of three studies aims to add to the understanding of human intelligence and cognition by examining the relationship between derived relational responding and intelligence, and evaluating the effect a set of interventions derived from RFT have on intelligence, academic performance and impulsivity. Study 1 examined the relationship between derived relational responding and intelligence. Experimenters administered the PEAK-Transformation Pre-assessment, which provides a measure of relational responding, and the WISC-V, which provides a measure of IQ, and conducted a Pearson correlation between the two measures. The results from this study showed a strong, positive correlation (r = .659, p < .05) between total scores for the PEAK-T Pre-assessment and the WISC-V, which suggest relationship between derived relational responding and intelligence. Additional correlations were conducted between each subtest of the PEAK-T Pre-assessment and the WISC-V. The results showed a moderate correlation between the PEAK-T Receptive subtest and the WISC-V (r = .568, p < .05) and a strong, positive correlation between the PEAK-T Expressive subtest and the WISC-V (r = .666, p < .05). Finally, correlations were conducted with each relational frame within the PEAK-T assessment and the WISC-V, which showed significant correlations between each relational frame and IQ scores. Study 2 sought to evaluate the effect relational training procedures had on intelligence, academic performance, and impulsivity using a Multiple Baseline research design. Experimenters adminsitered pre-training and post-training probes for each of the dependent measures to determine the extent to which relational training procedures influenced scores on each measure. The results showed that the intervention was effective in increasing score on the PEAK-T-PA and the WISC-V. The average increase in PEAK-T-PA scores was 32.4, and the average increase in WISC-V scores was 6.6. CBM scores also showed a improvement, however, the difference between pre-training and post-training was minimal. The average change score for CBM assessments was 8.27. Finally, MAI scores on the BART showed no change in the post-training phase compared to that of the pre-training phase. The average change score in MAI was -2.29, which indicates a decrease in impulsivity. Although a decrease was observed, there was overlap between scores in the post-training phase and pre-training phase, which suggests no effect from the intervention. Overall, the data show that relational training was effective in increasing derived relational responding behavior and intelligence, and had some effect on academic performance. Additionally, the data show the intervention had no effect on impulsivity. Taken together, the results add to a growing body of literature supporting the use of RFT-based interventions to strengthen intelligence and other relevant behaviors, however, further research is necessary to identify the specific variables underying these behaviors.
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Florentino, Samantha Rose. "Transformation of Stimulus Function Through Relational Networks: The Impact of Derived Stimulus Relations on Stimulus Control of Behavior." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4041.
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Relational Frame Theory research involves either of two protocols utilized to establish relational networks and functions for stimuli in those relational networks. Years of research indicate the most prevalent method involves first establishing a relational frame, conditioning one of the stimuli to acquire a particular function, and then providing a test to see if the function trained to one of the stimuli in the network transferred through the relational network to other stimuli. The less common method involves first training a particular function for a stimulus, entering that stimulus in a relational network with at least two other stimuli, and then subsequently providing a test to see if the function transferred. Hayes, Kohlenberg, and Hayes (1991) hypothesized that not only do both procedures work, but there is also no differentiation between the two with regards to transformation of stimulus function. Although both protocols have been used in the RFT literature, a direct comparison has never been made. The current study directly examines that comparison in a within-subject analysis to determine if there may be differentiated results in transformation of stimulus function based on the protocol used. A within-subjects analysis indicates that subsequent probes of transformation of stimulus function probes yielded similar levels of correct responding in both training protocols, and thus supporting the hypothesis put forth by Hayes and colleagues (1991).
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Brown, Mia. "EVALUATING THE EFFECTS OF RELATIONAL TRAINING PROCEDURES ON SKILL RETENTION IN CHILDREN WITH AUTISM." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2774.
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The current study evaluated the effects of discrete trial training versus the effects of relational training on the acquisition and retention of skills in four children with autism. Using a multiple baseline design across subjects, participants were trained on the skills sequencing from longest to shortest, discriminating full versus empty versus half empty, tacting “you” versus “I,” and responding to reasons why people cry. One of the four participants acquired and retained the skill. Many factors effected the results for the other three participants. Participant 2 never met mastery criteria with relational training procedures. Participant 3 learned PEAK programming four times faster than DTT, however, when using PEAK with the original target, 10 days were required to score all points opposed to the four days DTT required. Participant 4 displayed similar performance results using DTT and PEAK. Implications and limitations will be discussed.
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Cohen, Sarah A. "EVALUATING THE RELATIONSHIP BETWEEN RELATIONAL FRAMING COMPLEXITY, EMPATHY AND PERSPECTIVE TAKING." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2491.
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Through examining the variables that contribute to the natural process of language and cognition, a promising path is paved for researchers to identify the variables that influence higher order skills, such as perspective taking, empathy and altruism. The current study implemented the PEAK Relational Training System Transformation Module Pre-Assessment Expressive portion (PEAK-T PA) as an objective behavior measure of relational framing complexity. Two additional self-report assessments were used with all subjects, including a multi-dimensional measure of empathy, referred to as the Interpersonal Reactivity Index (IRI) and the Valued Living Questionnaire (VLQ). A Pearson correlation analysis was conducted to examine the relationship between PEAK-T PA scores and IRI subscale scores. Additional Pearson correlation analysis was used to determine a relationship between PEAK-T scores and VLQ scores. A statistically significant relationship was determined between one of the relational frame subareas of the PEAK-T PA and the perspective taking IRI subscale scores. Results, limitations and future research areas associated with relational framing abilities are discussed.
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Alexander, Emil. "A behaviorist correspondence theory of truth." Thesis, Uppsala universitet, Avdelningen för teoretisk filosofi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-417232.
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For many decades there has been an ongoing feud between the fields of behaviorism and cognitive science. This feud is not about specific scientific findings, it is about deep philosophical convictions, and about what terms and methods it makes sense to use when studying psychology. In the late 1950’s, behaviorism was declared dead when it was convincingly argued that behaviorism could not explain the nature of language, a centerpiece of human psychology. But since then behaviorism has slowly risen from its grave, as a new behaviorist theory of language emerged. The new behaviorist theory of language is called Relational Frame Theory (RFT), and it is part of a new behaviorist paradigm called Contextual Behavioral Science (CBS). This paradigm also includes a behaviorist psychotherapy called Acceptance and Commitment Therapy (ACT), which in the last decade has become popular across the world. Thus, the feud has once again become active, and the question about which philosophical principles are most suitable for the science of psychology is yet again something that needs an answer. But things have changed since the mid-1900’s when the discussion was last active. The philosophy of CBS is not exactly like that of earlier versions of behaviorism, having developed into a more explicit and coherent set of philosophical principles, summarized under the name functional contextualism. Old arguments against behaviorism do not apply to the same degree. So it is time for a new look at this debate, taking into consideration what functional contextualism and RFT has to offer. According to Contextual behavioral science, cognitive science generally entails a commitment to the correspondence theory of truth, the idea that something is true if it corresponds with reality, or a worldly fact. CBS, on the other hand, makes an explicit commitment to a pragmatic theory of truth, which focuses on the consequences (i.e. usefulness) of a statement or theory, instead of its correspondence with reality. Because of the supposed centrality of these theories of truth for the divide between cognitive science and behaviorism, I will focus on what exactly this divide is about, and whether there is any way that the differences can be reconciled. I will argue that the divide isn’t as big as it may seem when we take a closer look at the philosophical principles and empirical theories of CBS, and that it may in fact be possible to bridge this divide by formulating a version of the correspondence theory that is compatible with CBS. In part 1 I present a quick sketch of behaviorism as contrasted with cognitive science, and the connection between behaviorism and the pragmatic theory of truth, as well as the connection between cognitive science and the correspondence theory of truth. In part 2 I give a more detailed description of the philosophy and science of Contextual behavioral science, including the tools for understanding language in CBS terms. In part 3 I present a more detailed description of the correspondence theory of truth, giving an overview of the different versions of this theory that have been proposed throughout the history of philosophy. In part 4 I make a careful evaluation of the CBS objections towards the correspondence theory of truth, and arrive at a version of the correspondence theory that can be expressed in CBS terms. I will conclude that this version is compatible with the underlying philosophy of CBS, even though the CBS pragmatic theory of truth claims otherwise. I call it a behaviorist correspondence theory of truth.
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Eberhardt, Brittney Elizabeth. "Teaching Idiomatic Expressions to Children with Developmental Delays Using the PEAK Relational Training System." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2019.
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AN ABSTRACT OF THE THESIS OF BRITTNEY E. EBERHARDT, for the Master of Science degree in Behavior Analysis and Therapy, presented on August 2016, at Southern Illinois University Carbondale. TITLE: TEACHING IDIOMATIC EXPRESSIONS TO CHILDREN WITH DEVELOPMENTAL DELAYS USING THE PEAK RELATIONAL TRAINING SYSTEM MAJOR PROFESSOR: Dr. Mark R. Dixon Idiomatic expressions are commonly used phrases, which require the listener to interpret the meaning figuratively rather than literally. The purpose of this study was to expand the research in the area of stimulus equivalence to determine whether untaught symmetrical and transitive responding in relation to idiomatic expressions would emerge for two participants with developmental delays. The first phase of the study involved directly training participants to respond with the statement (B stimuli; i.e.: “Go to bed.”) that corresponded with an intraverbal (A stimuli; i.e.: “What do you do at night after you put on your pajamas?”). After participants mastered these relationships, they were directly trained to respond with the idiomatic expression (C stimuli; i.e.: “Hit the hay”) when the experimenter verbally asked, “What is another way to say [A stimuli]?”. The results indicate that both participants achieved mastery criteria during the first phase of the study on A-B relations, however they were unable to demonstrate the derived equivalence A-C relation or C-B relation. After training on the B-C relationship, participants were again able to achieve criteria on the trained relationship and demonstrated some of the derived symmetrical relationships as well as derived transitive relationships. In addition, this study utilized the procedures from the PEAK-E relational training system to aid in replication in research and clinical practice.
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Thompson, Kelsie. "Using Video Modeling to Improve Staff Implementation of the PEAK Relational Training System." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7585.
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Evidence suggests that the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is an effective method of providing verbal behavior training to individuals with developmental disabilities, and previous research indicates that BST can be used to train staff in its implementation. Video modeling is a modification to BST that can decrease the amount of resources necessary to provide instruction without limiting the effectiveness of the training. This study evaluated the effectiveness of using video modeling for teaching direct care staff how to implement the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) using a multiple baseline across participants design. All participants showed improvement in PEAK implementation with video modeling treatment; one required the addition of a checklist to achieve mastery. Implications for further research are discussed.
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Larson, Christina Mary. "Intimate Partner Violence Among Female Undergraduates: The Role of Language in the Development of Posttraumatic Stress." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84236/.
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Research findings across a variety of samples (e.g., clinical, shelter, hospital) estimate that 31% to 84% of women who have experienced intimate partner violence (IPV) exhibit symptoms of posttraumatic stress disorder (PTSD). The current study sought to further investigate the abuse-trauma link by examining the relationship between lifetime trauma exposure, type of abuse (i.e., physical, psychological), and perspective-taking abilities (i.e., here-there, now-then). The role of experiential avoidance in the development of PTSD symptoms was also examined. Results indicated that lifetime trauma exposure (β = .31) and psychological abuse (β = .34) were significant predictors of PTSD symptomatology. Additionally, analyses revealed that experiential avoidance (β = .65) was a significant predictor of PTSD symptoms that partially mediated the relationship between IPV and PTSD symptomatology. Implications of findings are discussed as well as future suggestions for research examining type of IPV and PTSD.
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Cohen, Jacqueline. "Teaching Perspective Taking to Adults with Traumatic Brain Injury." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6209.
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Approximately 1.7 million people sustain a traumatic brain injury each year in the United States. Perspective taking is a repertoire known to be severely affected following a traumatic brain injury. The ability to take the perspective of another greatly contributes to social interactions and involves a complex set of skills. A small number of studies have attempted to train perspective taking skills in populations lacking the ability, but none with individuals diagnosed with TBI. This study aimed to teach perspective taking skills to adults with TBI through established protocols which teach deictic relational frames. Three adult males with traumatic brain injuries were exposed to the deictic relational training protocol. Each participant was tested on traditional theory of mind tasks prior to and following mastery of deictic training. All three participants achieved mastery of the relational training protocol and showed some improvement on theory of mind tasks following training and at follow-up.
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O'neill, John. "Training Deictic Relational Responding in People with Schizophrenia." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4188.
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The purpose of this study was to replicate and extend recent findings in the functional contextual literature by 1) establishing complex deictic relational responding skills in 3 persons diagnosed with Schizophrenia and mild-moderate Mental Retardation and 2) assessing generalization through pre and post-instructional measures of Social Anhedonia and Theory of Mind functioning. Results suggest that increasingly complex levels of deictic relational responses were acquired and mastered by all 3 participants and that generalization extended to the Deceptive Container Task (ToM levels 4 & 5) and Hinting Task. Support is provided for the notion that perspective taking skills might be shaped through operant conditioning of deictic frames and that acquisition of these skills may generalize to novel stimuli and settings.
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White, Jane P. "Assessing the Effects of Derived Relational Responding on Intraverbal Use of Same-Opposite and More Than-Less Than Relations in Children with Autism." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5403.
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Relational Frame Theory provides an analysis of verbal behavior involving a focus on the development of relational operants which are seen as a basis for language. From this basis, a framework is provided for establishing relational networks in individuals who lack derived relational ability. Establishment of relational frames may increase the probability of responding relationally to novel instances and use of the specific relational frames during social interactions; therefore, training verbal relations in accordance with an RFT approach may enhance intraverbal responding and facilitate the emergence of untrained responses. The purpose of this study was to evaluate the emergence of specific relationships in the context of intraverbal responding as a collateral effect of training on relational networks in four children with Autism Spectrum Disorder. Two participants demonstrated mastery of derived relational responding (DRR) without training, one participant demonstrated mastery of DRR following training, and a fourth participant demonstrated mutual entailment and some combinatorial entailment. Increases in vocal verbal behavior during generalization probes were observed, although increased use of all target relations was not observed in all participants. Further research is needed to evaluate specific deficits in derived relational responding among individuals with ASD, as well as the correlation between DRR and language ability.
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Helleny, LilyAnnn Kay. "TEACHING FRAMES OF COMPARISON, OPPOSITION, AND DISTINCTION UTILIZING AUDITORY, OLFACTORY, AND TACTILE MODALITIES TO CHILDREN WITH AUTISM." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2674.
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The present study evaluated the effects of utilizing derived relational responding protocols to teach non-arbitrary frames of opposition, comparison and distinction to two children with autism across tactile, auditory, and olfactory sensory modalities. Both participants were successful in demonstrating accurate responding across all skill programs, which included the demonstration of transfers of stimulus function. The results for both participants suggest that the programs were effective in fostering skill acquisition among individuals with ASD using the relational frames of opposition, distinction, and comparison by utilizing stimuli with sensory qualities of tactile, olfactory, and auditory modalities respectively.
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Morton, Miranda. "The effects of brief experiential exercises on committed actions." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2284.
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Many children and adolescents with autism spectrum disorder (ASD) suffer from anxiety, depression, and other disorders. These disorders make it difficult to leave healthy and productive lives and can be experienced across school and social life. The mechanisms underlying anxiety and other disorders can be explained through language and cognition and this is the rational underlying Relational Frame Theory (RFT). RFT suggests that human language and cognition are a direct cause of many human psychological problems as we are able to evaluate words. The cognitive fusion, experiential avoidance, and suppression described by RFT have been expanded to include treatment methods within Acceptance and Commitment Therapy (ACT). ACT is a psychotherapeutic approach that attempts to undermine emotional avoidance explained through RFT and promotes positive behavior change. The purpose of the current study was to evaluate the efficacy of ACT in increasing value-directed behavior in three adults with ASD. The results of this study revealed that brief ACT experiential exercises were effective in increasing value-directed behavior in all participants. Keywords: Autism spectrum disorder (ASD), relational frame theory (RFT), Acceptance and commitment therapy (ACT)
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Kelso, Ginger L. "Combining Information to Answer Questions about Names and Categories." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/406.
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Children's language and world knowledge grows explosively in the preschool years. One critical contributor to this growth is their developing ability to infer relations beyond those that have been directly taught or modeled. Categorization is one type of skill commonly taught in preschool in which inference is an important aspect. This study explored the development of specific types of inferences within a categorization relation: those among naming items and categories, selecting items based on their names and categories, and answering questions that relate names and categories. Children learned names and categories for a set of unfamiliar cartoon characters through one of two training protocols: (a) Listener training involved selecting a picture upon hearing an item name or category; (b) Expressive training involved saying an item name or category upon seeing a picture. Following training, we tested whether children derived several kinds of untrained responses. Those children who received Expressive training (saying names) completed tests of listener responses (selecting pictures); similarly, those children who received Listener training (selecting pictures) completed tests of expressive responses (saying names). Next, children answered oral questions in the absence of pictures. Results show that children receiving Expressive and Listener training produce naming and question answering responses at levels above chance. However, many children failed to answer all questions correctly. The Expressive group produced naming and question answering responses at significantly higher levels than the Listener group. This suggests that Listener training is a weaker form of instruction when the goal of instruction is the production of untrained responses. However, these results are tentative because unequal proportions of children completed each type of training. Finally, we examined the relationship between naming and question answering. Few children answered questions at a higher level than they produced names. This study shows that children learn to infer responses from both Listener and Expressive trainings. This study also suggests that naming and question answering responses are related responses. The current study highlights the need for later research on teaching inference skills such as naming and question answering to those who do not develop them in the absence of specific instruction.
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Broderick, Samantha Lee. "Examining the Impact of Deictic Relational Responding on Advanced Theory of Mind and Pretense in Children with Autism." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6185.
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Perspective taking is a pivotal behavioral repertoire essential for social functioning and is recognized as a hallmark deficit of the Autism Spectrum Disorder. Recent advancements in the Relational Frame Theory have led to the development of a perspective-taking training protocol shown to improve performance on Theory of Mind tasks in typically developing children; however, there has been little research on the generality of these findings in children with ASD. The impact of deictic responding on social interaction is also undetermined. The current study aimed to: a), evaluate the effectiveness of multiple exemplar training of deictic relations on perspective taking abilities in children with ASD, b), assess the impact of deictic relations on naturalistic Theory of Mind tasks, and c), assess generality of the deictic repertoire on pretend play. All three participants acquired deictic repertoires through double reversed complexity. Acquisition of the relational operants was variable and required many sessions for each participant. Two of three participants showed transfer of perspective taking to the Strange Stories test, all three participants showed overall improvement in performance on various Theory of Mind tasks; and lastly, participants showed mixed results on transfer to pretend play.
Implications for using multiple exemplar training in supporting social understanding, prerequisite skills for deictic relational responding, and training strategies are discussed.
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O'Brien, Karen M. "An Exploration of the Relationship between Worry and Other Verbal Phenomena." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6069/.
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This study hypothesized a direct relationship among three verbal phenomena: derived relational responding, verbal intelligence, and worry. It also hypothesized that experiential avoidance would mediate the relationship between derived relational responding and worry. Overall, results from this study failed to support a relationship between worry and the other two verbal phenomena, however, results did support a relationship between derived relational responding and verbal intelligence. Additionally, results indicated a significant relationship between experiential avoidance and worry. Future research should clarify the relationship among the three primary variables of interest, improve measurement of these variables, be more sensitive to external validity, and promote the study of acceptance-based treatments that target experiential avoidance.
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Madrigal-Bauguss, Jessica A. "The Effect of a Brief Acceptance-Based Protocol on Health Related Relational Framing." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30488/.
Full textAbstract:
Behavior analysts who study verbal behavior theorize that people derive relationships between stimuli - forming stimulus classes such that psychological functions transfer among stimuli and therefore affect behavior. Verbal processes are thought to play a role in cancer patients' behavioral flexibility. The current study examined if an analogue intervention produced changes in relations between health-relevant stimuli from pre- to post-test in patient and student samples. A matching-to-sample (MTS) task required participants to form three 4-member classes that included health, treatment, or neutral terms. Participants next listened to either an acceptance-based or a control-based rationale and therapy exercise, or a distracter task. Then, they were re-exposed to the MTS task. Latencies and accuracies for learning each class as well as between condition differences were examined. Finally, changes in ratings of stimuli from pre to post analogues were measured. Differences in stimuli ratings were seen in the student sample, reflecting transfer of function and some reduction in responsiveness to stimuli following intervention, but overall no learning performances are found. Discussion explores the consistency of the findings with acceptance and commitment therapy (ACT) theory in light of the seemingly lack of findings.
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Hirata, Jomi. "EVALUATING PRE- AND POST- FUNCTIONAL INTRAVERBAL CLASS FORMATION IN INDIVIDUALS WITH AUTISM USING THE PEAK-E CURRICULUM." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1935.
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The purpose of this study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in generating derived intraverbal categorization responses in both a vocal categorization context and written problem-solving context, replicated across three children with disabilities. Six four-member equivalence classes were taught, including three class member stimuli (A, B, and C) as well as one function class name (D), using a match-to-sample arrangement. These classes were divided into two stimulus sets (i.e., classes 1-3 and classes 4-6) and trained using pre-class (D-C training followed by mixed A-B/B-C training) and post-class formations (Mixed A-B/B-C training followed by D-C training). The procedures were efficacious in generating derived intraverbal categorization responses for one participant in a vocal context, and additional exemplar training was required for the emergence of vocal categorization responses in the other two participants. None of the participants were able to solve the written problem-solving tasks following training and testing of all target relations.
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Daar, Jacob. "Using Contextual Cues to Influence the Role of Priming in the Transformation of Stimulus Functions: A Relational Frame Theory Investigation in Implicit Social Stereotyping." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3056.
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This basic study was designed to explore the conceptualization of prejudice as a form of contextually controlled, derived, and arbitrarily applicable relational responding. Basic studies utilizing RFT methodologies have yielded examples of how stimulus functions of one set of stimuli, such as a stereotyped group, can transform the functions of another stimulus, such as an individual. Priming procedures, as contextual cues, have been used to affect prejudicial responding. Stimuli participating in relational frames have been shown to be sensitive to such priming procedures; however, the role of context in the priming of derived relational responses has not yet been established. In the present study, 11 participants were trained to respond to four 3-member equivalence classes, consisting of word-like stimuli, under the contextual control of two background colors. Participants then completed a single-word lexical decision task in which prime/target pairs, consisting of related and unrelated pairs, were presented with and without contextual cues. For participants who successfully completed the training phase, response latencies to identify related pairs were generally shorter than for pairs involving a neutral word. However, response latencies between related pairs and unrelated pairs, consisting only of previously trained stimuli, failed to meet statistically significant differentiation. Responses were also similar between contextually related and contextually unrelated word pairs. The results failed to indicate the presence of a contextually controlled semantic priming effect at a statistically significant level; however, these results do suggest the possible presence of an episodic priming effect.
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Martin, Kezia Faye. "The Effectiveness of Brief ACT Exercises on Practice Performance for Basketball Players." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2687.
Full textAbstract:
The purpose of this study was to add to the existing body of research supporting the efficacy of ACT in improving performance and psychological challenges athletes experience. Three collegiate women’s basketball players participated in the current study in a multiple baseline design across participants. Two of the three subjects received the ACT only condition and individualized ACT plus mindfulness (IACT+M) treatment conditions. Subject three entered the IACT+M condition directly following baseline. Free throws, Mikan drill and three-ball dribbling where the three skills being assessed as well as psychological flexibility using two the assessment tools. The results suggest that brief ACT interventions may be useful for improving practice performance for collegiate basketball players. Participant one had an average increase for free throws by M=12.9%, a M=5% increase in the Mikan drill, and M=3.3% increase in the three-ball drill. Participant two had an average increase of M=7.3% for free throws, M=1.8% increase in the Mikan drill and M=0.4% increase in the three-ball drill. Participant three had an average increase of M=13% for free throws, 1.8% increase in the Mikan drill and a M=2% increase in the three-ball drill.
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Gilroy, Shawn. "TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/315329.
Full textAbstract:
School PsychologyPh.D.
Children on the autism spectrum often demonstrate little variability in their use of language and interaction in social situations. Some of these difficulties have historically been attributed to weak or absent perspective-taking abilities. Relational Frame Theory has recently emerged as a framework for understanding complex social behavior and cognition, including perspective-taking, from an ecological viewpoint. Previous studies have illustrated the applicability of such a framework with children from ranging from pre-school to school-age, with and without an Autism Spectrum Disorder. Despite early support for these approaches, researchers have strived to deliver these intervention protocols in more naturalistic and naturally-occurring contexts. The purpose of this study was to further extend a relational training protocol into naturalistic contexts (e.g., social situations free of adult prompting). This study utilized a novel protocol in which a same-aged peer delivered an intervention to improve the relational responding thought to underpin perspective-taking abilities. Through developing software specific to relational responding and child-use, school-age children appropriately delivered a multiple exemplar teaching protocol across multiple levels of difficulty. Results indicate that a relational training protocol delivered using technology was effective in improving relational repertoires (e.g., perspective-taking), could be implemented by a school-age student and was preferred over traditional teaching methods.
Temple University--Theses
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Pingo, John Charles. "AN EXAMINATION OF THE EFFECTS OF FEEDBACK AND ACCEPTANCE AND COMMITMENT TRAINING ON DIRECT SUPPORT PROFESSIONAL ACTIVE TREATMENT IMPLEMENTATION, STRESS, AND JOB SATISFACTION." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/210.
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Relational Frame Theory (RFT; Hayes, Barnes-Holmes, and Roche, 2001) describes verbal contingencies as networks of relations between overt and covert stimuli. RFT posits that the ability to form these relational networks is a key component of language and cognition. These relations can become problematic when they result in an individual rigidly responding to verbal contingencies even when environmental contingencies produce more adaptive outcomes. RFT has given rise to an intervention program called Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 1999) that is designed to help people see past maladaptive verbal contingencies. ACT's utility in the area of OBM is still in the early stages of exploration. Experiment 1 examined the effect of a verbal and written performance feedback system with a low cost probabilistic contingency reward program and an eight hour ACT training program on the percentage of time Direct Support Professionals (DSPs) spent engaged in active treatment and the technical competence of active treatment provided to people with disabilities. The experiment used a pretest/posttest design with a waitlist control group and two intervention groups. DSPs serving children and adults with developmental disabilities in a residential and small group home settings participated in the experiment. The first intervention group received only the feedback intervention while the second intervention group received the feedback intervention and the ACT training. After attrition the group sizes were control N = 12, feedback only N = 12, and feedback plus ACT N = 17. Both intervention groups performed significantly better than the control group. The feedback plus ACT group outperformed the feedback only group by 27.8% in percentage of observation time engaged in active treatment at posttest. The result was statistically significantly at the .05 level of significance. The feedback plus ACT group also exhibited superior but nonsignificant improvements over the feedback only group in the areas of competency of operant teaching techniques (14.9%), percentage of clients engaged in purposeful activities (10.7%), and percentage of clients with learning or leisure materials within arm's reach (11.0%). Regression analyses found a weak positive correlation between age and frequency of active treatment (R2 = .11, F(1, 39) = 4.99, p < .05), a weak positive correlation between psychological flexibility as measured by the Acceptance and Action Questionnaire-2 (AAQ-2) and job satisfaction, a weak negative correlation between psychological flexibility and self-reported workplace stress, and a weak negative correlation between stress and job satisfaction. Self-reported levels of psychological flexibility, workplace stress, and job satisfaction remained stable for all three groups from pre to posttest despite the increased performance expectations on DSPs in the two intervention groups. Possible explanations for the differences in performance are discussed. Experiment 2 consisted of a small scale replication of the active treatment findings of experiment 1 while examining what impact, if any, higher frequency observations and verbal and written feedback would have on DSP self-reported workplace stress, job satisfaction, and psychological flexibility. Experiment 2 also used participants 25 years of age and under to further explore and possibly rule out the age-active treatment correlation found in experiment 1 as a significant variable impacting the frequency of active treatment. The intervention procedures used in experiment one were adapted for experiment two. The specific intervention components used were verbal performance feedback and a one-on-one daylong version of the eight-hour ACT training program used in experiment one. Two separate multiple baseline designs across participants were used. Group one consisted of three DSPs and group two contained 2 DSPs. The feedback intervention produced improvements in the percentage of time DSPs were engaged in active treatment during observations and in their operant teaching skills competency-based testing assessment scores. Three DSPs failed to meet the performance target after the feedback intervention was introduced but met or exceeded the performance target after the daylong ACT training was implemented.
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Lovett, Sadie Laree. "An Evaluation of Multiple Exemplar Instruction to Teach Perspective-Taking Skills to Young Adults with Autism: Deictic Framing and Cognitive Defusion." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/560.
Full textAbstract:
This investigation evaluated the use of multiple exemplar instruction (MEI) to teach perspective-taking skills to adolescents with high-functioning autism. The first experiment used a multiple probe design to examine the use of MEI to teach participants to respond appropriately to the deictic frames of I-You, Here-There, and Now-Then. Participants were instructed and tested using developmentally appropriate perspective-taking protocols, and generalization of perspective-taking skills to a more natural social interaction format was also assessed. The second experiment used a multiple probe design to examine the use of MEI to facilitate defusion from negative thoughts and feelings related to social interaction. Participants were trained to discriminate between different aspects of their own perspective (i.e., self-as-content and self-as-context). Defusion was measured using ratings of the believability and comfort associated with negative thoughts, and the percentage of time engaged in appropriate social interaction was recorded for each participant. Results from Experiment 1 showed the emergence of deictic relational responding in the presence of novel relations for all participants following MEI, and varying degrees of generalization of perspective-taking skills to a natural presentation of social interaction were observed based on the complexity of the deictic relation. Results from Experiment 2 revealed a decrease in believability and an increase in comfort associated with problematic thoughts for all participants following MEI in the absence of directly observed changes in social interaction in the natural environment. These results support the use of MEI as an instructional strategy for teaching perspective-taking skills to individuals with autism. Findings are discussed according to a Relational Frame Theory analysis of perspective-taking.
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Garcia-Zambrano, Sebastian. "EFFECTS OF DEFUSION AND DEICTIC FRAMES INTERACTIONS ON THE DEVELOPMENT OF SELF-AS-CONTEXT IN INDIVIDUALS WITH DISABILITIES." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2281.
Full textAbstract:
MAJOR PROFESSOR: Dr. Ruth Anne Rehfeldt The aim of this study was to evaluate the effects of a defusion exercise in combination with perspective- taking interactions as a brief protocol based on the Relational Frame Theory (RFT). The protocol was designed to alter verbal statements about the self through the implementation of training on deictic frames (I-YOU, HERE-THERE, AND NOW-THEN) in conjunction with an exercise of defusion. A pre-post design with a control group was implemented to evaluate the effects of the protocol on the frequency rate of self-as-context and self-as-content statements. Adolescents with disabilities were selected and assigned to each group based on the frequency rate of self-as-content statements. After the assignment of the participants to each group, each participant was interviewed individually through a structured interview aimed at identifying deictic frames and negative statements. Then, participants in the treatment group received the protocol of defusion and deictic frames individually, and participants in the control group received a social skills session on an individual basis. Finally, participants were interviewed individually through an interview based on the identification of deictic relationships and negative statements about the self. Results showed a significant effect in reducing the number of self-as-content statements and increasing the number of self-as-context statements for participants in the treatment group; however, changes did not reach the statistical significance when comparing the post-tests scores between the treatment and control group. Limitations of this study are discussed and future research is recommended.
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Aran, Cebria Jaume Ferran. "Interpretação Analítico-comportamental da Inferência Dedutiva nas Formas Silogísticas, a partir da Teoria das Molduras Relacionais." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7998.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
This is a theoretical paper that, given a longstanding difficulty of approaching logical reasoning from a behavioral perspective, attempts to provide an interpretation of Aristotelian syllogisms consistent with Relational Frame Theory, thus proposing a new relational frame, i.e. Relational Frames of Deductive Inference. To that end, it was analyzed, on the one hand, the account of syllogisms found in Aristotle’s Prior analytics, highlighting relevant concepts and, on the other hand, RFT literature, mainly the 2001 book by Hayes, Barnes-Holmes & Roche. In this light, we argue that Aristotelian syllogisms present the necessary features of any relational frame and also a specific pattern and specific relational cues that set it apart from other already defined relational frames. Understanding logical reasoning as operant behavior (in this case, a specific type of arbitrarily applicable relational responding) may constitute a necessary first step in developing empirical methods for the study of such an important class of behaviors.
Esta é uma pesquisa teórica que, dada a tradicional dificuldade de tratar o raciocínio lógico desde uma perspectiva comportamental, tenta fornecer uma interpretação dos silogismos aristotélicos consistente com a Teoria das Molduras Relacionais, propondo, como resultado, um novo tipo de moldura relacional, as Molduras Relacionais de Inferência Dedutiva. Para tal fim, foi analisada, por um lado, a explicação dos silogismos encontrada nos Analíticos Anteriores de Aristóteles, destacando os conceitos mais relevantes e, por outro lado, literatura científica sobre a Teoria das Molduras Relacionais, principalmente o livro de Hayes, Barnes-Holmes e Roche de 2001. Com essa base, postulamos que os silogismos aristotélicos apresentam as caraterísticas necessárias para qualquer moldura relacional e também um padrão específico e dicas relacionais específicas que o distinguem de outras molduras relacionais já definidas. A compreensão do raciocínio lógico como comportamento operante (neste caso, um tipo específico de responder relacional arbitrariamente aplicável) pode constituir um primeiro passo necessário para desenvolver métodos empíricos para o estudo de uma classe de comportamentos dessa importância.
FAPESP: 2014/24270-0
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Lechtenberg, Marcie M. "Assessing the adolescent experience of mindfulness." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/15054.
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Master of ScienceDepartment of Family Studies and Human Services
Sandra M. Stith
This investigation explored a relatively understudied aspect of mindfulness: the experience of ninth graders in a public school classroom who practice a brief, daily mindfulness activity. The mixed-method study utilized both qualitative and quantitative research methods. Semi-structured interviews investigated the experience of those students and gleaned further information surrounding the question, ―What was the experience of mindfulness like for you?‖ The data from these interviews was analyzed using thematic analysis and was cross-coded by two outside researchers not part of the data collection. This study also explored the effects of classroom mindfulness activities through the Child and Adolescent Mindfulness Measure (Greco, Dew, & Baer, 2005). The participating students and a control group of students within the same school building and subject area took the measure before and after the study to determine the effects, if any, of participating in classroom mindfulness activities on adolescent mindfulness. These results were analyzed using paired sample T-tests using SPSS software. Results from both the interviews and the survey showed that students participating in the mindfulness activities had a consistently positive experience with the mindfulness exercise and increased their level of mindfulness. While unfamiliar with mindfulness at the beginning of the study, students in the experimental condition reported they found the experience beneficial in terms of personal growth, classroom environment, and adaption to other areas of their life. Any negative experiences concerning the mindfulness exercises centered around the initial unfamiliarity with mindfulness and specific components of one exercise. These results were further confirmed by the entries in a daily journal kept by the teacher.
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Parling, Thomas. "Anorexia Nervosa : Emotion, Cognition, and Treatment." Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-156641.
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Anorexia nervosa (AN) is a serious disorder with long-term consequences for those afflicted. No evidence-based care is available for adults with full or subthreshold AN. The thesis research investigated aspects of emotion and cognition relevant to the maintenance of AN that might inform psychological treatment. In addition, the effectiveness of a recent psychotherapy model of AN was investigated. Study I investigated alexithymia and emotional awareness and their associations with depression, anxiety, and perfectionism among patients with AN compared with a control group. The AN group exhibited the same level of emotional awareness as did the control group and the same level of alexithymia when controlling for depression and anxiety. Alexithymia and emotional awareness were not associated, despite representing an overlapping construct. The results of the present study indicate that those with AN can trust their emotional awareness. Study II explored implicit pro-thin and anti-fat attitudes (towards the self and others), striving for thinness (loosely corresponding to positive reinforcement), and avoidance of fatness (loosely corresponding to negative reinforcement). The AN and the control groups were found to have equally strong implicit pro-thin and striving for thinness attitudes. The AN group exhibited stronger implicit anti-fat and avoidance of fatness attitudes (loosely corresponding to negative reinforcement) than did the control group. There was no association between implicit and explicit measures. The results are in line with the over-evaluation of weight and shape as a core feature of eating disorders. Study III compared the effectiveness of Acceptance and Commitment Therapy (ACT) and treatment as usual (TAU) for adults with AN after day-care. Follow-up measures indicated no difference in improvement or deterioration between the two groups. The level of perfectionism was reduced in the ACT group relative to the TAU group. The study was compromised by a lower inflow of patients than anticipated and by a high drop-out rate, and thus fails to provide evidence of a difference between the two groups. The present thesis demonstrates that emotional awareness is intact in those with AN and that implicit attitudes concerning weight and shape reflect the explicit attitudes, although without association. The treatment study indicates that, when designing treatment, it is important to consider the ambivalence to treatment among those suffering from AN, which is reflected in the high drop-out rate in the present study.
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Rabelo, Laura Zamot. "Uma análise comportamental da inteligência : possibilidades de intervenção e diálogos com a psicometria." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7572.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Psychometrics began with the investigation of individual differences in the 19th century. Initially, the differences were attributed to sensory acuity; however, soon they were replaced by the mental faculties. Since then, many theories, models and different types of assessment were proposed to enable a better understanding of what is called intelligence. Currently, the Cattell-Horn-Carroll intelligence model is the most widely used and includes the contributions from different theorists in the area. Behaviour Analysts did not consider intelligence an object of study because they regarded it as a mentalistic entity. Additionally, behaviour analysts criticised many crucial elements of Psychometrics such as the use of tests to assess intelligence and statistical criteria to establish behavioural criteria. However, when Stimulus Equivalence Theory and Relational Frame Theory emerged, it became possible to interpret and study language, complex behaviour and cognitive processes as stimulus relations. As correlations between relational tasks performances and the IQ were provided by different tests, Cassidy, Roche e Hayes (2011) investigated whether a relational training could enhance intellectual functioning. These authors found significant improvements in IQ in 12 year-olds following a relational training involving sameness, opposition and comparison relations. The present study replicated Cassidy et al. (2011) with 11 participants ranging from 6 to 9 years, adapting the procedure accordingly to their needs. Only one child was able to finish the training, almost one and a half years after started training. Most children improved their IQ scores; nevertheless, improvements shown by the participants from the experimental condition were equivalent to the ones presented by children from the control condition. The procedure was too complex for younger participants. Future studies should assess and train prerequisite repertoires for relational training, as well as promote alterations in the training structure. Correlation analyses between relational task performance and the intelligence assessment scores were run and results corroborated the literature. The number of sessions and stimulus sets of the contextual cue training were correlated with verbal measures from WISC-III, showing a relationship between relational repertoires and language. A preliminary behavioural interpretation of intellectual abilities described in the Cattell-Horn-Carroll model was proposed, which should be seen as first steps toward planning new relational training protocols which might contain critical features to improve cognitive functioning. Despite their relevance, terminological, theoretical and philosophical differences between Psychometrics and Behaviour Analysis were not in the centre of our analysis. The main objective was to promote a dialogue between both areas. The interchange between them may help in the planning of effective interventions, which is the ultimate goal for both of them.
As investigações das diferenças individuais deram início à Psicometria no século XIX. Inicialmente as diferenças foram atribuídas à acuidade dos sentidos; contudo, logo foram substituídas pelas chamadas faculdades mentais. Desde então, houve a proposição de várias teorias, modelos e tipos de avaliação para compreender melhor o que chamamos de inteligência. Atualmente, o modelo de inteligência de Cattell-Horn-Carroll é o mais popular e reúne a contribuição de diversos teóricos da área. A Análise do Comportamento não considerava a inteligência parte do seu escopo por vê-la como uma entidade mentalista. Mais do que isso, os analistas do comportamento criticaram uma série de aspectos considerados fundamentais para a Psicometria, tais como o uso de testes para avaliar a inteligência e a utilização da estatística para estabelecer critérios comportamentais. Entretanto, com a Teoria de Equivalência de Estímulos e da Teoria das Molduras Relacionais, a linguagem, comportamentos complexos e até mesmo a inteligência puderam ser interpretados e estudados em termos de relações entre estímulos. Quando foram encontradas correlações entre o desempenho em tarefas relacionais e diversas medidas de funcionamento cognitivo, Cassidy, Roche e Hayes (2011) investigaram se treinos relacionais promoveriam melhoras nas habilidades cognitivas. Os autores obtiveram aumentos significativos no QI de crianças de 12 anos após realizarem um treino com relações de similaridade, oposição e comparação. O presente trabalho replicou o estudo de Cassidy et al. (2011) com 11 participantes de 6 a 9 anos, adaptando o procedimento para as demandas das crianças mais novas. Apenas uma criança concluiu o treino, quase um ano e meio após o seu inicio. A maioria das crianças melhorou os escores das avaliações, contudo, as melhoras da condição experimental foram equiparadas àquelas da condição controle. O procedimento se mostrou muito complexo para crianças mais novas, uma vez que o número de erros e repetições de sessões foi alto. Em estudos futuros, recomenda-se a avaliação e treino de repertórios que sejam pré-requisito para o treino relacional, assim como realizar mudanças na estrutura de treino. Foram realizadas análises de correlações entre os resultados das avaliações e o desempenho no treino relacional e os resultados corroboraram os dados da literatura. Houve diversas correlações entre o número de sessões e de conjuntos de estímulos para o treino das pistas contextuais com as medidas verbais do WISC-III, demonstrando a relação entre repertórios relacionais e linguagem. Uma interpretação comportamental preliminar das habilidades que compõem o modelo Cattell- Horn-Carroll de inteligência foi proposta como um primeiro passo em direção ao planejamento de novos protocolos de treinos relacionais que contemplem aspectos críticos para o funcionamento cognitivo. Apesar de relevantes, as diferenças terminológicas e teóricofilosóficas entre a Psicometria e a Análise do Comportamento foram colocadas em segundo plano com o objetivo de somar a contribuição de cada uma das áreas. A interlocução entre elas visa o planejamento de intervenções mais efetivas, o que é visto como o objetivo máximo das duas perspectivas.
FAPESP: 2012/24018-3
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Boavista, Rodrigo Rodrigues Costa. "Teoria das Molduras Relacionais (RFT): uma revisão de estudos empíricos." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16726.
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Previous issue date: 2014-02-21Relational Frame Theory (RFT) was proposed by Steven Hayes and Aaron Brownstein in 1985. Only in 2001 the first book whose content was exclusively dedicated to present RFT proposal and application fields was released. Inspired by research on stimulus equivalence and operant understanding of language RFT proponents argue that verbal behavior is closely related to a high order operant strengthened since early childhood via multiple exemplars training. This operant - arbitrarily applicable relational responding is defined by the properties of mutual implication, combinatorial implication, and transformation of stimuli function. RFT has received criticism directed to iits philosophical foundations, theoretical assumptions and regarding methodological research practices that guarantee its empirical support. This study aimed to review the empirical literature produced in the light of the RFT analyzing bibliometric aspects (year of publication, authors, affiliation of authors, journals, journals´ relevancy rates), methodological aspects (participants´ age, diagnosis and education, type and site of application, material and equipment used, relational frame employed, experimental task and measurement used) and trials to comprehend phenomena traditionally explore by other areas of knowledge/research lines/theories. 85 articles published between 1991 and May 2013 were reviewed. The Psychological Record led publications (42 articles). Studies majority employed participants from 18 years old onwards. Only 8% considered participants with psychiatric diagnosis. Just one publication was conducted in a group setting. Great part of the studies used computerized tasks. In terms of relational frames 68 studies investigated coordinated relations. 53 publications employed simultaneous matching-to-sample procedure. Between 1991 and 2001 there were nine studies that combined at least two measures but between 2006 and May 2013 there were 35. We found articles in which phenomena traditionally explored by areas such as philosophy, heuristic, clinics, theory of mind, neuroscience, among others, were discussed. Results show that RFT researchers produced empirical data through a variety of methodological conditions. However, we didn´t find evidence on non-human subjects or studies which assessed results in terms of sociodemographic variables or number of training and testing trials
A Teoria das Molduras Relacionais (Relational Frame Theory RFT) foi proposta por Steven Hayes e Aaron Brownstein em 1985. Apenas em 2001 foi lançado o primeiro livro cujo conteúdo era exclusivamente dedicado a apresentar sua proposta e indicar campos para aplicação. Inspirados nas pesquisas em equivalência de estímulos e na compreensão operante da linguagem os proponentes da RFT argumentam que o comportamento verbal está relacionado a um operante de ordem superior fortalecido desde a infância via treino de múltiplos exemplares. Este operante responder relacional arbitrariamente aplicável define-se pelas propriedades de implicação mútua, implicação combinatória e transformação de função de estímulos. A RFT vem recebendo críticas de cunho filosófico, teórico e metodológico. O presente trabalho teve como objetivo revisar a literatura empírica produzida à luz da RFT analisando aspectos bibliométricos (ano de publicação, autores, filiação dos autores, periódico, índices de relevância dos periódicos), metodológicos (faixa etária, diagnóstico e escolaridade dos participantes, tipo e local de aplicação, material e equipamentos utilizados, moldura relacional empregada, tarefa experimental e medida utilizadas) e tentativas de compreender fenômenos tradicionalmente estudados por outras linhas de pesquisa/teorias/áreas do conhecimento. Foram revistos 85 artigos publicados entre 1991 e maio de 2013. Identificou-se que o The Psychological Record liderou o número de publicações (42 artigos). A maioria das pesquisas tinha como participantes indivíduos de 18 anos em diante. Apenas 8% publicações consideraram participantes com diagnóstico psiquiátrico. Apenas uma publicação foi conduzida em contexto de grupo. A maior parte dos estudos utilizou tarefas computadorizadas. No que tange às molduras relacionais 68 estudos investigaram relações de coordenação. 53 publicações empregaram procedimentos de matching-to-sample simultâneo. Entre 1991 e 2001 foram identificadas nove pesquisas que combinavam ao menos duas medidas, já entre 2006 e maio de 2013 havia 35. Foram observados estudos nos quais fenômenos tipicamente abordados pela filosofia, heurística, clínica comportamental, teoria da mente, neurociências, entre outras, foram discutidos. Os resultados mostram que os pesquisadores que trabalham sob a perspectiva da RFT produziram dados empíricos a partir de uma diversidade de configurações metodológicas. Contudo, não foram identificadas evidências empíricas com sujeitos não humanos, estudos que avaliassem os resultados obtidos em termos de variáveis sóciodemográficas e pesquisas em que fossem correlacionados resultados à número de tentativas de treino/teste
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Filho, Emerson Figueirêdo Simões. "Manejo de metáforas em psicoterapia analítico-comportamental." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-17032015-152454/.
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O entendimento do comportamento verbal (ou simbólico) e sua aplicação aos problemas comportamentais é importante para a análise clínica do comportamento pelo fato de o comportamento verbal humano ser pervasivo. Ou seja, humanos, ao serem verbalmente capazes, interagem com o ambiente, e processos verbais se tornam uma fonte de regulação comportamental. Considerando a psicoterapia como eminentemente verbal, entende-se como necessário a condução de pesquisas que abordem a complexidade do comportamento verbal no ambiente terapêutico. Embora metáforas, uma forma de intervenção verbal, tenham sido utilizadas por terapeutas analítico-comportamentais, nem sempre são claras as vantagens ou elucidados os efeitos que tal manejo traria. Esta pesquisa investigou, num delineamento experimental de caso único A-B-A-B na clínica, os efeitos do manejo de metáforas orientadas para valores na psicoterapia analítico-comportamental em um cliente com queixas ligadas à ansiedade. Os resultados foram comparados e correlacionados da categorização das sessões segundo o SiMCCIT - Sistema Multidimensional para a Categorização de Comportamentos na Interação Terapêutica e a qualidade das relações estabelecidas pelo cliente, com os resultados do EAS-40 e do BAI. Sugere-se que o manejo de metáforas evocou um estabelecimento de relações maior por parte da cliente no momento em que metáforas eram manejadas, embora os dados sejam pouco conclusivos. O uso de observações repetidas e contínuas, a avaliação da linha de base e o critério de estabilidade nesta e para as mudanças nas fases, assim como a replicação direta, permitiram demonstrar confiabilidade e contribuíram para a validade interna da pesquisaThe understanding of verbal (or symbolic) behavior and its application to behavioral problems is important for the clinical behavior analysis due to verbal behavior pervasiveness. While being able to verbally interact with the environment, humans verbal and cognitive processes become a source of behavioral regulation. As psychotherapy is considered eminently verbal, it is understood as necessary conduct researches that address the complexity of verbal behavior in this context. Although metaphors, a form of verbal intervention, are being used by behavioral therapists, advantages or effects of the management of them would bring are not always clear. This research investigated, in a single case ABAB experimental design, the effects of the management of oriented values metaphors in a behavior therapy on a client with complaints related to anxiety. The results were compared and correlated with the categorization of sessions using the SiMCCIT, the quality of the relations established by the client on then, and the results of the EAS-40 and BAI. It is suggested that the management of metaphors evoked a greater establishment of relations by the client at the time that metaphors were handled, although the data are still inconclusive. The use of repeated and continuous observations, the evaluation of the baseline and the stability criteria on this and in the changes of the phases, as well as direct replication, have demonstrated reliability and contributed to internal validity
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Litvack, Samara Rose. "Talking Heads: How Broadcast Media Frame the Public Relations Industry." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1396.
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Researchers conducted a content analysis to measure framing of the public relations industry in 354 English language broadcast transcripts from the United States, Canada, and Australia from Sept. 1, 2009 to Aug. 31, 2010.
The overall tone toward public relations was strongly negative. Mentions reflected one-way forms of communication and mentions of the pejorative term "PR" appeared more frequently than mentions of "public relations". The profession was almost always mentioned within the body of the broadcast, as opposed to the headline or the lead paragraph.
Exploratory research showed 15 shows that included negative mentions 100% of the time. Additionally, 27 shows included zero positive mentions of either term. Of 251 speakers recorded during data analysis, 126 spoke of the industry negatively 100% of the time. American shows were most often negative. Stories about the public relations industry were most likely to reflect public relations as a two-way form of communication.
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Almeida, João Henrique de. "Estudos experimentais sobre relações derivadas e transferência do significado." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/5992.
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Previous issue date: 2013-08-23Universidade Federal de Minas Gerais
Questions on how abstract symbols acquire meaning remain intriguing puzzles for behavioral and cognitive sciences. Recently, tow main approaches have been emphasized in the context of Behavior Analysis investigating these issues, the Stimulus Equivalence Paradigm and Relational Frame Theory. In this series of studies the main objective was to add data to discussion on this topic. In Study 1 it were investigated validity and accuracy of a Semantic Differential instrument which has been used to measure the transfer meanings equivalent stimuli. Factor analysis of the collected data provided indications of the validity of the instrument and the alpha coefficients obtained indicate that the two factors extracted in this analysis have acceptable levels of accuracy, although one of the factors must be revised. Study 2 described an experiment was conducted to evaluate the modification of meaning through reorganization of stimulus equivalence classes. Results showed the importance of delayed matching to sample in the transfer of functions to reorganized classes of equivalent stimuli. In Study 3, it was investigated the same phenomenon, the transfer functions, but in classes established primarily by reject control. The difficulty in establishing this type response pattern did not allowed clear inferences about the transfer with this specific type of control. Study 4 evaluated the transformation function using the IRAP. In the results we observed this phenomenon in both explicit and implicit measures. This set of studies allowed investigating different measures of transfer and transformation of functions, defined here as the study of meaning, and to observe important variables in this process especially the importance of establishing reliably relations between stimuli.
Questões acerca de como símbolos abstratos adquirem significado permanecem como enigmas intrigantes para as ciências comportamentais e cognitivas. Recentemente, duas vertentes de maior destaque tem dado ênfase no âmbito da Análise do Comportamento a estas questões, a saber, o Paradigma da Equivalência de Estímulos e a Teoria dos Quadros Relacionais. Nesta série de estudos buscou-se acrescentar dados a bibliografia referente a este tema. No Estudo 1 foram investigadas evidências de validade e precisão de um instrumento de diferencial semântico que tem sido utilizado para medir a transferência de significados entre estímulos equivalentes. A análise fatorial dos dados coletados forneceu indicações da validade do instrumento e os coeficientes alfa obtidos indicam que os dois fatores extraídos nesta análise possuem níveis de precisão aceitáveis, embora um dos fatores deva ser revisto. No Estudo 2, descreveu-se um experimento conduzido para avaliar a modificação do significado mediante a reorganização de classes de estímulos equivalentes. Os resultados permitiram observar a importância do pareamento ao modelo com atraso na transferência das funções nas classes de estímulos equivalentes reorganizadas. No Estudo 3, verificou-se este mesmo fenômeno, a transferência de funções em classes estabelecidas pelo controle por rejeição. A dificuldade em estabelecer este tipo de responder não permitiu inferir com clareza sobre a transferência neste tipo de controle específico. No Estudo 4, foi avaliada a transformação de função empregando o Implicit Relational Assessment Procedure - IRAP. Nos resultados foi possível observar este fenômeno tanto nas medidas explícitas realizadas como também na medida implícita com o IRAP. Este conjunto de estudos permitiu, de forma geral, investigar sobre diferentes medidas da transferência e transformação de funções, entendidas aqui como estudo do significado, além de observar variáveis importantes neste processo e; principalmente; a relevância do estabelecimento de relações fidedignamente atestadas entre os estímulos.
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Chartrou, Julie. "How Media Frame Roller Derby Around the World in 20 Different Countries." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1423.
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A content analysis was conducted to analyze how media frame roller derby. The research included an analysis of newspaper articles published all around the world in 20 different nations from January 1, 2001 to December 31, 2011, and different languages were considered. The research did not support previous studies concerning women athletes and the sport. Overall tone toward roller derby was mainly neutral, and the description of roller derby was not defined as sexist or using violent terms. Women journalists who wrote articles were slightly more sexist and used violent terms than men. Exploratory research showed that the previous findings did not change no matter the date of publication of the article or when roller derby was implemented in the nation. Results were not statistically significant. Also, the movie Whip It did not change people's point of view on roller derby even after the movie came out.
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Dombrowski, Andrew G. "Frames within Themselves: Treating Visual Imagery as a Variable in IR." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420621975.
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Etudo, Ugochukwu O. "Automatically Detecting the Resonance of Terrorist Movement Frames on the Web." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4926.
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The ever-increasing use of the internet by terrorist groups as a platform for the dissemination of radical, violent ideologies is well documented. The internet has, in this way, become a breeding ground for potential lone-wolf terrorists; that is, individuals who commit acts of terror inspired by the ideological rhetoric emitted by terrorist organizations. These individuals are characterized by their lack of formal affiliation with terror organizations, making them difficult to intercept with traditional intelligence techniques. The radicalization of individuals on the internet poses a considerable threat to law enforcement and national security officials. This new medium of radicalization, however, also presents new opportunities for the interdiction of lone wolf terrorism. This dissertation is an account of the development and evaluation of an information technology (IT) framework for detecting potentially radicalized individuals on social media sites and Web fora. Unifying Collective Action Framing Theory (CAFT) and a radicalization model of lone wolf terrorism, this dissertation analyzes a corpus of propaganda documents produced by several, radically different, terror organizations. This analysis provides the building blocks to define a knowledge model of terrorist ideological framing that is implemented as a Semantic Web Ontology. Using several techniques for ontology guided information extraction, the resultant ontology can be accurately processed from textual data sources. This dissertation subsequently defines several techniques that leverage the populated ontological representation for automatically identifying individuals who are potentially radicalized to one or more terrorist ideologies based on their postings on social media and other Web fora. The dissertation also discusses how the ontology can be queried using intuitive structured query languages to infer triggering events in the news. The prototype system is evaluated in the context of classification and is shown to provide state of the art results. The main outputs of this research are (1) an ontological model of terrorist ideologies (2) an information extraction framework capable of identifying and extracting terrorist ideologies from text, (3) a classification methodology for classifying Web content as resonating the ideology of one or more terrorist groups and (4) a methodology for rapidly identifying news content of relevance to one or more terrorist groups.
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Benatti, Lívia Andrade. "Desenvolvimento da cognição social em préescolares sob a ótica da teoria das molduras relacionais." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7782.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Theory of Mind is conventionally defined as the ability to understand and make inferences about one’s own mental states (i.e., desires, intentions and beliefs) and those of other people, and based on this repertoire, one can predict and explain human behavior. Recent research, supported by Relational Frame Theory (RFT), has emphasized the role of perspective taking in the development of Theory of Mind. Results suggest that children who undergo perspective-taking training show improved performance in Theory of Mind tasks. The goal of the present study was to administer the Perspective Taking Protocol, used in these previous studies, in Brazilian children with low performance in theory of mind tasks. Three studies were conducted, two of them being pilot studies, which revealed the need for adaptations to the original procedure. Study 1 aimed to test the original protocol with one child aged 4 years and 9 months. The protocol consisted in the presentation of blocks of simple verbal trials and trials including reversal and double reversal of roles with the experimenter. Trials included the deictic frames I-YOU, HERE-THERE and NOW-THEN. The protocol, however, proved to be incompatible with the child’s repertoire, that is, he did not meet the learning criteria established in the original study. In order to test the difficulty level of the protocol, in Study 2, two young university students received the same training. Data suggested that the two adult participants succeeded in completing the protocol, having met criteria; however, they did face difficulties during the procedure. In Study 3, four participants, aged 4 and 5, were administered an adapted version of the protocol. In order to train reversed trials, physical tips (i.e., cards) and gestural signs were used and were gradually withdrawn until participants could respond without any assistance. Participants were also evaluated in three tasks of Theory of Mind, before and after the teaching procedure. During training, children were able to respond correctly on the reversed trials, even after removal of physical tips. All four participants showed improved performance in Theory of Mind tasks after training, with scores 1 or 2 points higher (scores could vary from 0 to 3), in comparison to pretest. Results suggest that, despite the evidence showing that the Perspective Taking Protocol is effective, it should be altered in order to be consistent with the repertoire of children with quite distinct characteristics from those who participated in the original study. In the case of children participating in the present research, changes in the distribution of trials throughout training blocks, as well as changes in the format of those trials had a positive learning effect. We hope the results of the present study may encourage future work on the potential benefits of procedures aimed at perspective taking training, in particular, with individuals who present delays or difficulties in social cognition.
A Teoria da Mente é convencionalmente definida como a habilidade de compreender e fazer inferências sobre os próprios estados mentais (i.e., desejos, intenções e crenças) e os de outras pessoas, e com base nesse repertório, predizer e explicar comportamentos humanos. Pesquisas recentes, apoiadas na Teoria das Molduras Relacionais (Relational Frame Theory- RFT), têm enfatizado o papel da tomada de perspectiva no desenvolvimento da Teoria da Mente. Os resultados sugerem que crianças submetidas a um treinamento de tomada de perspectiva apresentam um melhor desempenho em tarefas de Teoria da Mente. O presente trabalho teve como objetivo aplicar o Protocolo de Tomada de Perspectiva usado nesses estudos em crianças brasileiras com desempenho baixo em tarefas de Teoria da Mente. Três estudos foram conduzidos, sendo dois deles estudos pilotos, que levaram a adaptações do procedimento original. O Estudo 1 teve como objetivo testar o protocolo original com uma criança de 4 anos e 9 meses. O protocolo consistia na apresentação de blocos de tentativas verbais simples e de tentativas que incluíam reversão e dupla reversão de papéis com o experimentador. As tentativas englobavam as molduras dêiticas EU-VOCÊ, AQUI-AÍ e AGORA-ENTÃO. O protocolo, no entanto, mostrou-se incompatível com o repertório apresentado pela criança, sendo que ela não atingiu os critérios de aprendizagem estabelecidos no estudo original. De forma a testar o nível de dificuldade do protocolo, dois jovens universitários passaram pelo mesmo treinamento no Estudo 2. Os dados revelaram que os dois adultos foram capazes de completar o protocolo dentro dos critérios estabelecidos, no entanto, apresentaram algumas dificuldades durante o procedimento. No Estudo 3, quatro crianças, com 4 e 5 anos de idade, foram submetidas a uma versão adaptada do protocolo. Para o treinamento das tentativas reversas, foram utilizadas dicas físicas como fichas e indicações gestuais, retiradas gradativamente até que os participantes respondessem sem ajuda. As crianças participantes foram avaliadas em três tarefas de Teoria da Mente, antes e depois do procedimento de ensino. As crianças, durante o treinamento, foram capazes de responder às tentativas reversas corretamente, mesmo depois da remoção das dicas físicas. Todos os quatro participantes apresentaram melhora no seu desempenho em Teoria da Mente após o treinamento, com escores 1 ou 2 pontos mais altos (escores podiam variar de 0 a 3), em relação ao pré-teste. Os resultados sugerem que, apesar das evidências da eficácia do Protocolo de Tomada de Perspectiva, ele deve ser modificado de forma a se adequar ao repertório de crianças com características distintas daquelas que participaram do estudo original. No caso das crianças participantes da presente pesquisa, as alterações tanto na distribuição das tentativas ao longo dos blocos de treino quanto no formato das mesmas tiveram um efeito positivo na aprendizagem. Espera-se que os resultados do presente estudo possam encorajar trabalhos futuros que investiguem os potenciais benefícios de procedimentos voltados para o treinamento da tomada de perspectiva, em especial, em indivíduos com atrasos ou comprometimentos em cognição social.
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Järpeskog, Timo M. "Hyperrealitet, perceptionsfenomenologi och relationsinramning : Prövandet av en teoretisk förklaringsmodell med utgångspunkt från en kritisk undersökning av forskning om naturens läkande egenskaper." Thesis, Högskolan i Gävle, Religionsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27284.
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Denna masteruppsats diskuterar naturens läkande effekt på människan genom att analysera nuvarande forskningsläge i både svenskt och internationellt perspektiv. Analysen förstås genom en teoretisk modell som baserar sig på ekologisk perceptionsfenomenologi, hyperrealitet och relationsinramning. Uppsatsens slutsats är att naturens läkande effekt kan förklaras med en perceptiv relation mellan människan och den mer-än-mänskliga världen, men också, att mer forskning behövs.This master thesis discusses the healing properties of nature on the human being through an analysis of current Swedish and international research. The analysis is made by using a theoretical model based on ecological perception phenomenology, hyperreality and relational frame theory. The conclusion of the thesis is that the healing properties of nature may be explained by the perceptive relation between the human being and the more-than-human world, but also that more research is needed.
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Costa, Ivonete Ferreira da. "INTERTEXTUALIZAÇÃO NA OBRA DE MARINA COLASANTI: O TEAR E O TECIDO." Pontifícia Universidade Católica de Goiás, 2016. http://tede2.pucgoias.edu.br:8080/handle/tede/3563.
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The text brings the analysis of aspects of the literary discourse as the processes of construction of the scenes and the magical universe, in which the narratives of Marina Colasanti are realized, having as it shows the tales of the works Doze reis e a moca no labirinto do vento (2006): "The woman ramada", Uma ideia toda azul (2006): "Beyond the frame", "Between the leaves of green ó" and "Yarn after yarn". The general and specific objectives are to highlight and distinguish the encompassing and generic scenes present in the narratives, to identify the nature of the verbal sign in its relation to the nonverbal sign, and to analyze intertext resources, paratext, among others, as an artistic procedure. The narrative plans are approached, in which the characters are realized mimically, starting from the initial assumption formulated by Dominique Maingueneau. Non-verbal language is an invitation to read verbal language and vice versa. Both are associated with the signs that are constructed through the textual writing: loom and fabric. They can be seen now either explicitly or implicitly, and put in the service of a power that is realized by the act of reading. Thus, in the narrative text, there are traces of a speech in which the text is staged.
O texto traz a análise de aspectos do discurso literário como os processos de construção das cenas e o universo mágico, em que se realizam as narrativas de Marina Colasanti, tendo como mostra os contos das obras Doze reis e a moca no labirinto do vento (2006): “A mulher ramada”, Uma ideia toda azul (2006): “Além do bastidor”, “Entre as folhas do verde ó” e “Fio após fio”. Os objetivos geral e específicos são destacar e distinguir as cenas englobante e genérica presentes nas narrativas, identificar a natureza do signo verbal na sua relação com o signo não verbal e analisar recursos de intertexto, paratexto, entre outros, como procedimento artístico. Abordam-se os planos narrativos, nos quais se dá a realização dos personagens mimeticamente, partindo do pressuposto inicial formulado por Dominique Maingueneau. A linguagem não verbal é um convite à leitura da linguagem verbal e vice-versa. Ambas se associam aos signos que se constroem por meio da escritura textual: tear e tecido. Elas podem ser vistas ora de modo explícito, ora implícito, e se colocam a serviço de um poder que se realiza pelo ato de leitura. Assim, no texto narrativo, há rastros de um discurso em que o texto é encenado.
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Donati, Matthew. "LABORATORY ANALOGUE INVESTIGATION OF COGNITIVE DEFUSION AND COGNITIVE REAPPRAISAL STRATEGIES IN THE CONTEXT OF SYMBOLICALLY GENERALIZED AVOIDANCE." 2017. http://scholarworks.gsu.edu/psych_theses/157.
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The present study used a basic behavioral paradigm derived from Relational Frame Theory (RFT), a contemporary behavioral account of language and cognition, to validate principle-based definitions of the cognitive interventions of defusion and reappraisal. Ninety-one participants first underwent an RFT learning paradigm that established symbolically generalized avoidance. Participants were then randomized to a defusion, reappraisal, or control condition. The main outcomes were equivalence responding—indicative of the trained relational network and analogous to the content of cognition—and avoidance—analogous to the behavioral impact of cognition. Defusion and reappraisal significantly reduced avoidance responding, providing support for the hypothesis that these interventions target the behavior of relational framing. Mediation analyses, conducted on an exploratory basis, revealed differences between the mechanisms of defusion and reappraisal and provided preliminary support for the classification of these interventions as a functional context intervention and a relational context intervention, respectively.