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O título do capítulo 10 de Sobre o Behaviorismo, de B. F. Skinner, possivelmente é irônico: não se trata propriamente de explorar “O mundo interior da motivação e da emoção”, mas de tratar motivação e emoção como relações comportamentais, necessariamente dependentes de processos sociais. Neste ensaio, dialogando com a perspectiva relacional e contextualista de Skinner, faço uma análise exploratória da linguagem dos sentimentos a partir de três exemplos de nomes de sentimentos típicos da cultura germânica - Schadenfreude, Futterneid e Ruinenlust. Derivo da análise três conclusões: (1) Só é possível compreender o que é sentir, e também compreender como surgem e como são ensinadas as palavras que se referem ao sentir, analisando as relações entre estados corporais e os contextos que os produzem; (2) A emissão de respostas verbais “descritivas de sentimentos” pode ficar sob controle (majoritário ou exclusivo) de variáveis públicas que afetem o falante; (3) A ampla variabilidade cultural na linguagem dos sentimentos se explica não pelas diferenças entre estados corporais, mas pelas diferenças entre as contingências típicas de cada cultura.

ABSTRACT Students commonly engage in problem behaviors, yet teachers report handling difficult behavior as their biggest challenge. Over the last few decades, some research has used functional analyses (FAs) to determine the function of student's problem behavior and then developed function‐based interventions based on the FA findings. Despite the success of the studies, research has indicated that traditional FA methodologies are not always feasible for teachers and schools. Therefore, a need exists to develop better and more efficient ways to train teachers to conduct FAs. Thus, the study aimed to evaluate the effectiveness of using virtual video models to train future teachers to conduct trial‐based functional analyses (TBFAs) and assess if the skill could generalize into an in‐person setting. A concurrent multiple baseline design across participants was used, and results indicated that the videos effectively taught participants to conduct a TBFA. The virtual training generalized well into an in‐person setting, with only one participant needing additional feedback. Additionally, results indicate that the virtual intervention was socially valid for all participants.

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AbstractDogs show numerousness, which is the ability to identify the larger of two stimuli, most often the number of treats on a plate. However, dogs seem to use mechanisms other than counting to make this discrimination. This study builds on existing research by controlling for (a) olfaction, (b) the surface area of the stimuli, and (c) delivery of a single reinforcer contingent on correct choices in the trained task. Nine dogs were trained to select a dish with 5 dots/treats in a sealed container when presented with comparison stimuli of 1, 4, and 9 dots/treats. The dogs showed numerousness in discriminating between dishes with 1 versus 5 dots, with consistent performance of more than 80% correct. Two dogs could discriminate 4 versus 5 dots, and three dogs learned the 9‐ versus 5‐dot discrimination in which there is a conflict between selecting the larger option and selecting the 5 dots to gain reinforcement in the task. Knowledge of numerical competency, particularly training dogs to select the nonreinforced choice, can offer strategies to facilitate cognitive enrichment and learning in animals or offer enhancement of the capabilities of working dogs where the concept of number might be advantageous in providing additional skills.

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Abstract This experiment explored a rodent model of functional class formation by assessing the transfer of a novel discriminative function across class members. Following simple successive discrimination reversal training and consistently strong probe performance indicative of the formation of two six‐member functional classes (X1–X6 and Y1–Y6), subjects were trained on a novel discrimination task to respond in the right‐side port in the presence of odor X1 and in the left‐side port in the presence of Y1. When rats demonstrated high accuracy on the left–right (LR) task as well as maintenance of the functional classes, LR probe sessions were conducted in which X2 or Y2 were presented on some trials as nonreinforced probes to test for transfer of the novel function (left or right responding). The LR probe sessions were conducted in this fashion for each pair of X and Y stimuli that had never been directly trained in the LR discrimination procedure. Transfer of the novel function was observed in five out of six subjects on the initial probe session, but only two rats showed consistent transfer across subsequent probes. The results offer preliminary evidence for transfer of novel function in rats and support further investigation using a similar approach.

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