<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202017000100025</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de relações condicionais entre estímulos musicais por meio de programa de computador]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching conditional relations between musical stimuli by means of a computer program]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza de relaciones condicionales entre estímulos musicales por medio de un programa de computadora]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madeira]]></surname>
<given-names><![CDATA[Igor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borloti]]></surname>
<given-names><![CDATA[Elizeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haydu]]></surname>
<given-names><![CDATA[Verônica Bender]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>44</numero>
<fpage>25</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O paradigma da equival&#234;ncia tem sido apontado como um recurso eficaz no ensino de classes de comportamentos musicais. Este estudo teve como objetivo: (a) ensinar rela&#231;&#245;es condicionais entre as sete notas da clave de sol desenhadas no pentagrama, os nomes impressos dessas notas e os est&#237;mulos auditivos correspondentes; e (b) verificar a forma&#231;&#227;o de sete classes de equival&#234;ncia. Foi usado o software APRM que permite o ensino de discrimina&#231;&#245;es condicionais com est&#237;mulos auditivos em som de piano (A), notas musicais desenhadas no pentagrama (B) e nomes dessas notas musicais acompanhadas por cifras (C). Onze estudantes do Ensino Fundamental e M&#233;dio foram submetidos a pr&#233;-teste, ensino das rela&#231;&#245;es condicionais AB e AC e a testes das rela&#231;&#245;es emergentes. A porcentagem de acertos no pr&#233;-teste variou de 4,8% a 23,81% e, ap&#243;s o procedimento de ensino, observou-se 90,5% a 92,8% de acertos no teste das rela&#231;&#245;es de linha de base. O crit&#233;rio de 90% ou mais de acertos foi atingido por 10 dos 11 participantes no teste das rela&#231;&#245;es de equival&#234;ncia; e por apenas tr&#234;s, no das rela&#231;&#245;es de simetria. Concluiu-se que o procedimento foi eficaz no ensino das rela&#231;&#245;es condicionais entre os est&#237;mulos, contribuindo para a emerg&#234;ncia das rela&#231;&#245;es de equival&#234;ncia, mas n&#227;o das de simetria. Isso indica a necessidade de procedimento adicional que aumente a discrimina&#231;&#227;o auditiva e possibilite demonstrar a forma&#231;&#227;o de est&#237;mulos equivalentes. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The equivalence class paradigm has been indicated as an effective resource for the teaching of musical behavior classes. This study aimed to (a) teach conditional relations between the seven treble clef notes drawn on the pentagram, the print names of the notes, and the corresponding auditory stimuli; and (b) verify the formation of seven equivalence classes. The APRM software was used, enabling the teaching of conditional discriminations with auditory stimuli in the form of piano sounds (A), musical notes drawn on the pentagram (B), and the names of the musical notes accompanied by ciphers (C). Eleven students from Elementary and Secondary Education underwent the pre-test, teaching of the conditional relations of AB and AC, and tests of emergent relations. The percentage of correct answers in the pre-test ranged from 4.8% to 23.81%, while after the teaching procedure, a 90.5 - 92.8% accuracy was noted in the baseline relation test. The criterion of 90% or more correct answers was achieved by 10 of the 11 participants in the equivalence relation test and only three in the symmetry relation test. It was concluded that the procedure was effective to teaching the conditional relations between stimuli, contributing to the emergence of equivalence relations, but not of symmetry relations. This indicates the need for an additional procedure that increases the auditory discrimination and enables the formation of equivalent stimuli. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El paradigma de equivalencia ha sido indicado como un recurso eficaz en la ense&#241;anza de clases de comportamiento musicales. Este estudio tuvo como objetivo (a) ense&#241;ar las relaciones condicionales entre las siete notas clave de sol dibujado sobre el pentagrama, los nombres impresos de las notas y los correspondientes est&#237;mulos auditivos y (b) verificar la formaci&#243;n de siete clases de equivalencia. Se utiliz&#243; el programa APRM que permite la ense&#241;anza de discriminaciones condicionales con est&#237;mulos auditivos en sonido de piano (A), notas musicales dibujadas en el pentagrama (B) y los nombres de las notas musicales acompa&#241;ados de cifras (C). Once estudiantes de educaci&#243;n primaria y secundaria fueron sometidos a prueba preliminar, la ense&#241;anza de las relaciones condicionales AB y AC, y las pruebas de las relaciones emergentes. El porcentaje de respuestas correctas en la prueba previa vari&#243; de 4,8% a 23,81% y despu&#233;s del procedimiento de ense&#241;anza, se observ&#243; 90,5% a 92,8% de precisi&#243;n de las relaciones de l&#237;nea de base. El criterio de 90% o m&#225;s respuestas correctas se logr&#243; por 10 de los 11 participantes en la prueba de relaciones de equivalencia y por s&#243;lo tres en la prueba de relaciones de simetr&#237;a. Se concluy&#243; que el procedimiento fue eficaz para la ense&#241;anza de las relaciones condicionales entre est&#237;mulos, lo que contribuy&#243; para la emergencia de las relaciones de equivalencia, pero no en las relaciones de simetr&#237;a. Esto indica la necesidad de medidas adicionales para aumentar la discriminaci&#243;n auditiva y demostrar la formaci&#243;n de la equivalencia de est&#237;mulos. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relações Condicionais]]></kwd>
<kwd lng="pt"><![CDATA[Escolha de Acordo com Modelo]]></kwd>
<kwd lng="pt"><![CDATA[Equivalência de Estímulos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Música]]></kwd>
<kwd lng="pt"><![CDATA[Análise do Comportamento]]></kwd>
<kwd lng="en"><![CDATA[Conditional Relations]]></kwd>
<kwd lng="en"><![CDATA[Matching To Sample]]></kwd>
<kwd lng="en"><![CDATA[Stimulus Equivalence]]></kwd>
<kwd lng="en"><![CDATA[Music Education]]></kwd>
<kwd lng="en"><![CDATA[Behavior Analysis]]></kwd>
<kwd lng="es"><![CDATA[Relaciones Condicionales]]></kwd>
<kwd lng="es"><![CDATA[Igualación de la Muestra]]></kwd>
<kwd lng="es"><![CDATA[Equivalencia de Estímulos, Educación Musical]]></kwd>
<kwd lng="es"><![CDATA[Análisis del Comportamiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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