ABSTRACT
Objective improve the accuracy of the measurement results by using the field output factor measurement method based on daisy-chaining.Methods The Varian Edge Accelerator 6 MV X-ray data were measured using the IBA CC13 ionization chamber, IBA CC01 ionization chamber, IBA Razor semiconductor detector , IBA EFD semiconductor detector and Gafchromic EBT 3 film , respectively. Results Compared with the daisy-chaining measurement method,the results obtained by the conventional measurement method using CC13 were smaller. The deviation value was 16. 71% in the 1 cm × 1 cm field. The measurement results in a larger field via CC01 were bigger with a deviation of 8. 39% in the 40 cm × 40 cm filed. The measurement results via Razor in a larger field were larger with a deviation of 9. 40% in the 40 cm × 40 cm field. The measurement results were similar between EFD and Razor with a deviation of 9. 14% in the 40 cm × 40 cm field. The results of the film measurement were equivalent to those obtained from the daisy-chaining method in a field of＞ 1 cm × 1 cm with a deviation within 1. 60%,whereas the deviation was increased to 3. 13% in the 1 cm× 1 cm field. The results were consistent with daisy-chaining measurement if the 3 cm × 3 cm or 4 cm × 4 cm fields were selected as the intermediate fields with the maximum deviation of 0. 29%. Conclusions For the detectors with changing response along with the field size,daisy-chaining measurement method can be utilized to extend the measurement range and improve the accuracy of the measurement results.
ABSTRACT
RESUMOO paradigma da equivalência de estímulos tem sido pouco usado para estudar o ensino de leitura de sentenças. Assim, o presente estudo avaliou o efeito de um procedimento de ensino e testes de relações condicionais seguidos pelo encadeamento de palavras sobre a leitura com compreensão de sentenças e a generalização de leitura. Participaram oito escolares, com 7 e 9 anos de idade. O procedimento incluiu pré e pós-teste, três fases de ensino e testes de leitura com compreensão, um teste de conectividade e um teste de construção de sentenças. A leitura de palavras e de sentenças melhorou do pré para o pós-teste em todos os casos, demonstrando que o procedimento foi efetivo para ensinar leitura com compreensão de sentenças.
ABSTRACTThe stimulus equivalence paradigm has been used infrequently in studies of sentence reading. Therefore, the present study evaluated the effect of a procedure involving teaching and testing conditional relations followed by the chaining of words upon sentence reading with comprehension and reading generalization. Eight students, 7 to 9 years old, participated in the study. The procedure included a pre- and post-test, three teaching phases and reading with comprehension tests, a connectivity test, and a sentence construction test. Words and sentences reading improved from pre- to post-test in all cases, showing that the procedure was effective in teaching sentence reading with comprehension.
ABSTRACT
Parcela da literatura operante sustenta expressiva produção de conhecimentos sobre resolução de problemas, resposta de observação e relações de contingência entre respostas com diferentes probabilidades de ocorrência (Princípio de Premack). O presente trabalho investigou possíveis convergências entre uma análise descritiva do comportamento ordinal e tal parcela da literatura operante. Análises conceituais e metodológicas de material bibliográfico salientaram a relevância da sequência de eventos funcionalmente relacionados na caracterização da produção de conhecimentos sobre resolução de problema, sobre resposta de observação e sobre o Princípio de Premack viabilizando aproximações entre programas de pesquisas sobre repertórios comportamentais complexos, bem como expansões em estratégias de investigação sobre responder ordinal.
A portion of operant literature supports significant production of knowledge about problem solving, observation response and contingency relations between responses with different probabilities of occurrence (Premack Principle). This study investigated possible convergences between a descriptive analysis of ordinal behavior and such portion of the operant literature. Conceptual and methodological analysis of publications have highlighted the relevance of the sequence of events functionally related to the characterization of the production of knowledge about problem solving, observation response and the Premack Principle enabling approaches between programs of research on complex behavioral repertoires as well as expansions in research strategies concerning ordinal responding.
Subject(s)
Behavior Therapy , Observation , Problem SolvingABSTRACT
A noção de controle de estímulos pode ser aplicada à análise de comportamentos novos, derivados de contingências que estabelecem a produção de sequências, nas quais a ordem tem uma importante função. O presente estudo teve como objetivo apontar algumas descrições comportamentais sobre o responder sequencial, sugeridas por alguns autores. Apresenta alguns aspectos conceituais referentes á relação entre topografia de controle de estímulos e aprendizagem relacional; tipos de sequências; e a definição de sequências baseadas em propriedades matemáticas e outras possíveis fontes de controle. Os estudos relatados apresentaram em comum um treino por encadeamento ou sobreposição de estímulos que constituíam a linha de base para a exposição aos testes de transitividade, conectividade e formação de classes ordinais. Conclui-se que no responder sequencial, a variável ordem se define a partir de dimensões ou características de estímulos com as quais tem relação, entre as quais o tamanho da sequência e a temporalidade e remete à relação entre eventos antecedentes e consequentes.
The idea of stimulus control can be applied to the analysis of new behavior, which derives from contingencies that establishes the production of sequences, in which order has an important function.The present study had as its objective to point out some behavioral descriptions about sequential responding, as suggested by previous authors. It presents some conceptual aspects about the relation between stimulus control topography and relational learning; the kinds of sequences; and the definition of sequences based on mathematical properties and other possible sources of control. The studies we reviewed have in common the chaining training or stimulus overlapping, which constitutesthe baseline for the exposure to the transitivity, connectivity and ordinal classes formation tests. We conclude that in sequential responding, order as a variable is defined by the dimensions orcharacteristics of stimuli to which it is related among them, the length of the sequence and temporality. Furthermore, it refers to the relation between antecedent and consequent events.