However we must stand out that this extinguishing was not given of automatic form, but after a period called ' ' resistance to extino' ' , characterized for the number of times that continued having reply emission, exactly after the suspension of the reinforcement. The comment of other effect of the process of operative extinguishing was possible still, namely: increase in the frequency of reply at the beginning of the process, greater variety of the forms of reply presented and the appearance of considered answers emotional, as anxiety and anger. Finally, the intended behavior, strengthening of differentiated form was shaped the answers that more were come close to the cited behavior. In a posterior stage, we carry through new extinguishing, that if it showed more difficult, with the animal presenting a bigger time of resistance to stop of if holding. Method and Result the experiment was carried through in the laboratory of Experimental Psychology of the College Loved Jorge. For such, a white rat proceeding from the laboratory of Experimental Psychology was used in order to have its behavior studied for pair of students of 2 semester of the nocturnal turn of the course of Psychology. During all the experiment the rat remained in the interior of the box of Skinner, instrument chosen for the application of the necessary techniques to the study. The practical ones were made a time per week and the practical initial had the objective to collect given of the behavior without the job of no arbitrary stimulaton. In such a way, we know the behavior of the animal in its state ' ' natural' ' (incondicionados elaboration of the base line, behaviors) to serve as parameter subsequent to the introduction of the conditioning techniques. Inside of the box of Skinner, during 30 minutes, we register (to each 3 seconds) the frequency with that the rat if held of the following forms: to farejar, to raise, to clean themselves, to touch the bar, to be stopped and pressuring the bar (behavior-target, still unknown for the stimulaton ' ' to drink gua' ').

Friedrich Wilhelm August Froebel was a disciple of Pestalozzi, with who studied, in Yverdon, taking contact with ‘ ‘ Emlio’ ‘ of Rousseau that as much influence would go to have in its pedagogia. In 1816, it established, in Keilhau, in the Turngia, the German Institute of Universal Education, following the model of the schools established for Pestalozzi. The program of studies inclua the German, the Arithmetic, the Drawing, Canto, the Religion, Geography, Music, the Greek and the Gymnastics. An important workmanship left us, with prominence for ‘ ‘ Me and Cantos of the Berrio’ ‘ (1843), ‘ ‘ Education of the Homem’ ‘ (1826) and ‘ ‘ Pedagogia of the Garden of Infancy (1840). After some failed experiences, Froebel established a school, in 1837, in Blankenburg, for children of one the seven years of age, with the purpose to try with them a freer environment less and academic. Jonathan Segal FAIA has plenty of information regarding this issue. ‘ ‘ In 1840, Froebel discovers, as that for intuition, the appropriate name for this stage in the educative process. It will be a place where small child will be able to engage itself fully in the creative activity: the garden of infancy, ‘ ‘ kindergarten’ ‘. There the child can develop itself and grow of course, without restries’ ‘. Pedagogo was Froebel first to develop educative games and specifically appropriate materials to the infancy garden. ‘ ‘ Through practical conferences and lessons, Froebel divulges its ideas. Also it establishes and dirige two justinian codes for the formation of professors for this new and indispensable stage in the educative process, one in Kilhau and another one in Bad Liebenstein, where, in 1849, the awaken workmanship the enthusiasm of the Baroness Bertra Vom Marenholtz-Bulow’ ‘. Who will be the Baroness more will divulge, in century XIX, the pedagogical workmanship of Froebel. ‘ ‘ For Froebel, the school must take the pupil to the conscience of the essential nature of the reality and proper itself. Therefore, the teaching loses the traditional one to carcter of transmitter of knowledge. That these are well or badly transmitted is indifferent, therefore its true function consists of to point and to become intelligible the nature interior spiritual of the reality. How much to the new program of studies, this follows the model elaborated for Pestalozzi. It analyzes the reality in terms of the language, the form and the number, terminology changed for Froebel for the nature names, mathematics and language. The substances organize around these three categories to facilitate to the understanding of its nature and its contedo’ ‘. Froebel placed the child in the center of the educative process and had in consideration the necessity to respect the stages of its development. The child was faced, for Froebel, as a being only the master as a facilitador that must guide but not impose.