Empirical and conceptual advances from Behavior theory through research with basic school students

Abstract

This text presents basic research derived from the book “Behavior theory: A field and parametric analysis” conducted with elementary school children, within the research line of literacy. The material is organized into six sections intended to highlight relevant findings and thoughts aimed at achieving substitute configurations in early literacy training. 1. Description of the methodology and the unit of observation selected for studying the relationships among linguistic reactive systems. 2. Initial studies regarding the transfer of learning at referential levels. 3. Conceptualization of the functional integration of relational linguistic expressions with observation and/or manipulation skills, linked to the same group of objects and their interrelations, aimed at producing substitutive configurations. 4. Studies on the detachment and transfer of referential learning, emphasizing the role of non-literal questions. 5. Considering the functional inclusion approach, it is argued that conceptual learning does not require training at all presubstitutive levels to reach substitutive levels. This has significant educational implications, as it allows for the strengthening of tendencies to operate at presubstitutive levels. 6. Finally, contact relations among concrete objects or functionally similar stimuli are emphasized to achieve substitute interactions.