Ensino de notas musicais em duas claves ao teclado utilizando instrução baseada em equivalência

Abstract

Stimulus equivalence is a behavioral phenomenon in which different stimuli evoke a response when there’s a conditional stimulus. A way to arrange these stimuli to teach different relations is called matching-to-sample (MTS). Three studies were done to assess the possibility of the use of MTS to teach musical stimuli in two clefs. Taught relations were spoken name of the note - sheet; spoken name of the note - image of the keyboard and spoken name of the note - behavior of playing on the keyboard. Tested relations were transitive ones: image of the keyboard - sheet, sheet - image of the keyboard and sheet - behavior of playing on the keyboard. The first study aimed to teach seven musical notes to seven children diagnosed with autism. Due to the duration of the study, only one participant completed the procedure. In the second post-test, the performance was higher on relations learned in the latter teaching phase. A second study was conducted with only three notes. The participant showed transitivity in matching-to-sample tests in both clefs, but the behavior of playing on the keyboard only happened for the last learned clef (bass). A third study was conducted with Norwegian college students, but without the MTS task with the sheet music - image on the keyboard stage. Reinforcers were gifs of a green correct mark alongside the sound of the musical note alongside the corresponding sound of the note, making the class A1B1C1rf1 for the treble clef, for example. It was verified that, for most participants, rf1B1 didn’t emerge, replicating what Cedro & Huziwara (2024) stated in their review: musical auditory stimuli, when used as samples, lower the performance for participants. Visual transitive relations emerged. Keyboard playing still was mostly under the control of the last learned clef.