| Journal: | Acta comportamentalia |
| Database: | CLASE |
| System number: | 000447885 |
| ISSN: | 0188-8145 |
| Authors: | Hanna, Elenice S1 Batitucci, Jassana S.L1 Natalino-Rangel, Paula C1 |
| Institutions: | 1Universidade de Brasilia, Brasilia, Distrito Federal. Brasil |
| Year: | 2016 |
| Volumen: | 24 |
| Number: | 1 |
| Pages: | 29-46 |
| Country: | México |
| Language: | Portugués |
| Document type: | Artículo |
| Approach: | Experimental |
| English abstract | This study assessed a procedure for teaching rudiments of musical notation reading based on matchingto-sample procedure and stimulus equivalence paradigm. Four college students were taught conditional discriminations with matching to sample procedure. Relations between sequences of played notes (A) and respective notations in Treble Clef (B), notation in Bass Clef (C), and musical keyboard picture (D) were taught in Phase 1. AB, AC and AD relations were taught separately and mixed in the same session. Do-misol and re-fa-la sequences were stimuli trained in Phase 1 and Re-fa-la and fa-la-re, in Phase 2. Tests, before and after the training sessions of each phase, assessed the emergency of BC, CB, BD, DB, CD and DC relations, and keyboard playing in the presence of A, B, C and D stimulus set. All participants showed accurate performances at the end of training AB, AC and AD relations. Performances in all tests increased along the experimental phases and between phases. Most participants developed ABCD stimulus equivalence classes in Phase 2. Tests with new sequences of notes used in the training showed different degrees of recombinative reading between subjects. Three participants showed transfer of A, B and C control to keyboard playing. Results confirm the utility of matching to sample procedure and equivalence paradigm to teach and assess learning of complex symbolic repertoire. This study may contribute for future development of alternative technology for teaching musical notation readin |
| Portuguese abstract | Este estudo avaliou um procedimento para ensinar rudimentos de leitura musical baseado no procedimento de pareamento ao modelo e no paradigma de equivalência de estímulos. Ensinaram-se, a quatro universitárias, relações entre sequências de notas tocadas (A) e respectivas notações em Clave de Sol (B), Clave de Fá (C) e figura do teclado musical (D), com o procedimento de pareamento ao modelo. Na Fase 1, as sequências ensinadas foram dó-mi-sol e mi-sol-dó e na Fase 2 , as sequências foram Ré-Fá-Lá e Fá-Lá-Ré. Avaliou-se a emergência das Relações BC, CB, BD, DB, CD e DC, e do desempenho de tocar teclado no final de cada fase. Todos os participantes aprenderam as 12 relações ensinadas. Os desempenhos em todos os testes aumentaram em cada fase e entre fases experimentais. Todas as participantes desenvolveram classes de estímulos equivalentes na Fase 2. Três participantes mostraram leitura recombinativa e transferência de controle de estímulos para tocar teclado. Os resultados confirmam a utilidade do procedimento de pareamento ao modelo e do paradigma de equivalência para ensinar e avaliar a aprendizagem de repertório simbólico complexo e podem contribuir para o desenvolvimento de tecnologia alternativa para ensinar leitura musical |
| Disciplines: | Psicología |
| Keyword: | Psicología educativa, Equivalencia de estímulos, Discriminación condicional, Estímulos, Lectura, Música, Lectura recombinativa, Estudiantes universitarios, Teclados |
| Full text: | Texto completo (Ver PDF) |
