<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382006000300004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A aprendizagem simbólica em crianças com deficit atencional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Gladys Mabel]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[De Rose]]></surname>
<given-names><![CDATA[Júlio Cesar Coelho]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Instituto Superior Antonio Ruiz de Montoya  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de São Carlos   ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<volume>12</volume>
<numero>03</numero>
<fpage>331</fpage>
<lpage>350</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382006000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382006000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382006000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Foram participantes deste estudo seis crianças da escola regular, das quais três apresentavam distúrbios atencionais associados a dificuldades de aprendizagem escolar. Todas as crianças foram submetidas a sete experimentos visando avaliar a formação de classes de equivalência. O procedimento incluiu a manipulação de diferentes variáveis tais como estrutura de treino, aspectos dimensionais dos estímulos e contingências de reforçamento, com o objetivo de analisar o impacto destes fatores na formação de classes. Os dados mostram que as mudanças na natureza dos reforçamentos parece m ser altamente críticas para induzir respostas de observação e o incremento na precisão das respostas de emparelhamento de acordo com o modelo. O treino multinodal (experimento 6) e o tamanho das classes (experimento 1 e 2) mostraram uma diminuição dos efeitos negativos dos distúrbios atencionais nas três crianças do grupo experimental. Os resultados do estudo foram discutidos em termos das possíveis tecnologias de ensino que poderiam reduzir as conseqüências dos deficits atencionais e os comportamentos impulsivos no desempenho acadêmico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Six children from regular schools, three of them with ADHD (attention deficit/hiperactivity disorder) and learning disabilities, were submitted to seven experiments in order to evaluate equivalence class formation. The procedure included the manipulation of different variables, such as training structure, dimensional features of stimuli and reinforcing contingencies, in order to asses the impact of these factors on class formation. The obtained data showed that the changes in reinforcing nature seem to be quite critical in inducing observation responses, and heightening accuracy in matching according to the model. Multinodal training (in experiment 6) and size class (in experiment 1 and 2) diminished the "negative effects" of attention deficits in the three participants with ADHD. The results were discussed in terms of teaching technology that might reduce the consequences of attention deficits and impulsive behavior on academic performance.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Déficits Atencionais]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Classes de Equivalência]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Attention Deficit Hiperactivity Disorder (ADHD)]]></kwd>
<kwd lng="en"><![CDATA[Learning Disabilities]]></kwd>
<kwd lng="en"><![CDATA[Stimuli Class Formation]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  aprendizagem simb&oacute;lica em crian&ccedil;as com deficit atencional.</h2> <h3>Simbolic learnig in children with attention deficit.</h3>     <p>&nbsp;</p> <h4>Gladys  Mabel Duarte, J&uacute;lio Cesar Coelho De Rose    <br> </h4> </font>      ]]></body>
</article>
