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The assessment of clitic production in serbian speakers
No full textThis study examines clitic production in adult, neurologically healthy speakers of
Serbian. The primary aim was to assess the validity and reliability of the newly
developed Clitic Production Test, as well as to explore regional differences in clitic
usage across various Serbian-speaking areas. A secondary goal was to investigate the
influence of socio¬demographic factors — including gender, age, level of education,
and place of residence — on clitic production. The sample included 250 participants
from five distinct regions (50 per region). A retest was conducted on a subsample of 100
participants, proportionally representing all regions. In addition to the Clitic Production
Test, sentence repetition and digit span tasks were administered to assess short-term
verbal and working memory. Findings indicate that the Clitic Production Test
demonstrates strong psychometric properties, including internal consistency, test–retest
reliability, and both intra- and inter-rater reliability. The test also shows good construct
validity. Educational attainment emerged as a significant predictor of clitic production,
particularly for enclitics: participants with higher levels of formal education produced
clitics more frequently than those with less education. Statistically significant regional
differences in clitic production were also found, especially when assessed according to
prescriptive grammatical norms. Furthermore, a strong correlation was observed
between clitic production and digit span performance, suggesting that both short-term
and working memory capacities are associated with clitic usage. In conclusion, Serbian
speakers demonstrate a high degree of clitic production, with clear variation influenced
by both regional background and educational level
Prikaz knjige: Motoričko ponašanje učenika sa smetnjama u razvoju,* Goran Nedović, Ivana Sretenović i Srećko Potić
No full textThe level of knowledge about autism among healthcare professionals and their confidence in working with autistic patients
No full textPractical impact: This research shows that specific training of healthcare professionals can improve access to health care and the quality of treatment of autistic patients, making a profound impact on the length and quality of their lives.
Abstract body: Autistic individuals face considerable challenges in accessing healthcare, primarily due to the insufficient training of healthcare professionals. This study aimed to examine the relationship between autism education and the confidence of healthcare professionals in treating autistic patients. A total of 237 healthcare professionals from Serbia, North Macedonia, Spain, and Cyprus participated in an online questionnaire designed to assess their prior education on autism and their confidence levels when working with autistic individuals, measured using a five-point Likert scale. The study evaluated nine specific areas, including conducting assessements, communicating with patients, collaborating with parents, and utilizing visual aids. The results revealed that most respondents (N=109) possessed only basic knowledge of autism acquired during their studies. Only 17 participants (7.2%) reported having comprehensive knowledge, while 47 had informal training, and 64 (27%) indicated no knowledge of autism at all. ANOVA analysis showed that healthcare professionals with a deeper understanding of autism displayed significantly higher confidence levels in treating autistic patients. Tukey's post hoc test indicated marked differences between those with comprehensive knowledge and those with none across all assessed areas. Furthermore, respondents with extensive education exhibited greater confidence in six items compared to those with basic education, while three items showed differences between those with extensive versus informal education. These findings highlight the urgent need for future healthcare professionals to receive thorough training on autism characteristics and the unique support needs of autistic patients during their education, reinforcing the necessity for ongoing quality autism training.
Plain English version: Healthcare professionals do not always have enough theoretical or practical knowledge on how to deal with autistic patients. This situation can cause insecurity or discomfort among health care professionals, which makes it even more difficult for autistic people to access quality health care.
In this research, the relationship between health professionals’ self-confidence to work with autistic patients and their knowledge about autism was assessed. The research was conducted in four European countries with 237 healthcare workers using an online questionnaire.
The obtained data indicate that most respondents have only basic knowledge about autism, while just 7.2% of them show more advanced knowledge of this condition. It is interesting that those healthcare professionals who know more about autism feel significantly more confident and competent in working with autistic patients.
These findings highlight the importance of training healthcare professionals about autism, the needs of autistic patients and how professionals should deal with them. Improving the educational content available to healthcare professionals would contribute to the reduction of obstacles in providing quality healthcare to autistic people
The Trajectories of Boredom: The Pitfalls of Being Over-Challenged and Under-Challenged in Mathematics Classroom.
No full textThe significance of academic emotions in learning processes, motivation, and academic outcomes has been demonstrated in numerous cross-sectional and longitudinal studies (Ahmed et al., 2013; Pekrun, 2017; Radišić et al., 2024), spanning from the early years of elementary school (Mata et al., 2021) to later stages in higher education (Bieleke et al., 2021).
Based on control-value theory, academic emotions encompass a set of affective, cognitive, motivational, and behavioural processes related to achievement activities and outcomes. Academic emotions can be categorised according to three key dimensions: focus (activity-focused vs. outcome-focused), valence (positive, negative, or neutral), and control (high, medium, or low) (Pekrun, 2006). Recently, boredom has emerged as a significant area of interest due to its prevalent existence in school life (Blažanin, 2018; Martz et al., 2018) and the growing evidence of its detrimental effects on academic outcomes (Grazia et al., 2021; Tze et al., 2016), motivation (Pekrun, 2006), and school attrition (Grazia et al., 2021). Furthermore, boredom is particularly noteworthy as an academic emotion because studies indicate an increasing trend with age (Ahmed et al., 2013; Grazia et al., 2021), even from the earliest school grades (Mata et al., 2022).
Boredom can be defined as an activity-focused emotion that is both unpleasant and deactivating. It may arise when students perceive their tasks as unimportant or too easy, hence not sufficiently challenging. However, Pekrun (2006) highlights that boredom can also stem from the opposite scenario, where the task is excessively difficult and overly demanding. Students are unlikely to experience boredom when tasks are “just right” in terms of difficulty, aligning with their current knowledge and abilities.
To examine this theory, Schwartz and colleagues (2024) conducted a study aimed at exploring the prevalence of bored elementary school students who are either over-challenged or under-challenged in mathematics. The results revealed four profiles of students: Over-challenged (high boredom and low achievement, 13%), Under-challenged (high boredom and high achievement, 21%), Well-off (low boredom and high achievement, 27%), and Indifferent (low boredom and low achievement, 39%). As the authors noted, there is a need to replicate the study in various contexts to validate the identified student profiles. Moreover, it would be interesting to analyse whether the trajectories of these profiles remain stable throughout the year or change.
The present study will focus on boredom related to mathematics, given the subject's importance for the development of future-essential skills such as problem-solving, critical thinking, and analytical thinking (OECD, 2019). Additionally, considering the early manifestation of math-related boredom among students (Mata et al., 2022), we decided to concentrate on primary school-aged children. Specifically, we aimed to assess boredom during the transition from fourth to fifth grade, as this period marks the shift from class-organised teaching (one teacher instructs all subjects) to subject-organised teaching (each subject is taught by a different teacher). In light of all the previously mentioned points, the objectives of this study are:
1. To identify profiles of students based on their levels of boredom and mathematics achievement in the fourth and fifth grades of elementary school.
H1: We anticipate identifying four profiles of students in both the fourth and fifth grades: Over-challenged, Under-challenged, Well-off, and Indifferent profiles (Schwartz et al., 2024).
2. To explore the stability of these identified profiles during the transition from the fourth to the fifth grade.
H2: We expect a moderately stable trajectory of boredom profiles (Mata et al., 2024; Pavlova et al., 2024)
Awareness of speech and language therapists from Montenegro about assistive technology for children with verbal communication disorders
No full textUvod: Asistivna tehnologija obuhvata sredstva i uređaje koji mogu da se koriste u
izvornom, modifikovanom ili prilagođenom obliku. Primena asistivne tehnologije
kod dece sa poremećajima verbalne komunikacije omogućava efikasno uspostavljanje
socijalne interakcije, izražavanje potreba i želja, kao i povećanje nezavisnosti,
samopoštovanja i produktivnosti. Cilj: Cilj ovog istraživanja je bio da se proceni nivo
informisanosti logopeda koji su zaposleni na teritoriji republike Crne Gore o asistivnoj
tehnologiji za decu sa poremećajima verbalne komunikacije. Takođe, da se utvrdi koje
sociodemografske varijable utiču na procenjeni nivo informisanosti ispitanika. Metode:
U istraživanju je učestvovalo 48 logopeda koji su zaposleni na teritoriji republike Crne
Gore. U istraživanju je korišćen online upitnik koji je posebno konstruisan za potrebe
ovog istraživanja. Rezultati: Dobijeni rezultati pokazuju da ispitanici smatraju da su
informisani o asistivnoj tehnologiji za decu sa poremećajima verbalne komunikacije (M
= 4.03, SD = 0.46). Analiza rezultata je pokazala da stepen obrazovanja, kao i dužina
radnog staža, nisu statistički značajno povezani sa procenjenim nivoom informisanosti.
Dobijeni podaci ukazuju na to da 27.10% ispitanika ne koristi nijedan uređaj u tretmanu
dece sa poremećajima verbalne komunikacije. Cboard aplikacija se najčešće primenjuje u
logopedskom tretmanu. Rezultati istraživanja pokazuju da logopedima nedostaje znanje
o visokoj asistivnoj tehnologiji, kao i obuka za upotrebu ove tehnologije. Zaključak:
Obuka logopeda trebalo bi da bude usmerena na oblast primene asistivne tehnologije
u tretmanu dece sa poremećajima verbalne komunikacije, na način razvoja timskog
pristupa i međunarodne saradnje, kao i na informisanje o ustanovama koje pružaju
tehnološku pomoć korisnicima.Introduction. Assistive technology includes tools and devices that can be used in their
original, modified, or adapted form. The use of assistive technology in children with
verbal communication disorders enables effective establishment of social interaction,
expression of needs and desires, as well as increasing independence, self-esteem, and
productivity. Aim. The aim of this research was to assess the level of awareness of
speech and language therapists employed in the territory of the Republic of Montenegro
about assistive technology for children with verbal communication disorders. Also, the
study aimed to determine which sociodemographic variables influence the respondents’
estimated level of information. Methods. Forty-eight speech therapists employed in
the Republic of Montenegro participated in the research. The research used an online
questionnaire that was specifically designed for the purpose of this research. Results.
The results showed that the respondents believed that they were informed about assistive
technology for children with verbal communication disorders (M = 4.03, SD = 0.46). The
analysis of the results showed that the respondents’ gender and the length of service were
not statistically significantly related to the estimated level of awareness. The obtained data indicate that 27.10% of respondents do not use any device in the treatment of children with
verbal communication disorders. The Cboard application is most often used in speech
and language treatment. The results showed that speech and language therapists lack
knowledge about high-assistive technology, as well as training in its use. Conclusion. The
training of speech and language therapists should focus on the application of assistive
technology in the treatment of children with verbal communication disorders, developing
a team approach and international cooperation, as well as providing information on
institutions that offer technological assistance to users
Disciplinary Offenses of Inmates Serving Long-term Sentences
No full textUvod: Zatvori predstavljaju visokostrukturirane ustanove u pogledu održavanja reda i
bezbednosti. Glavni cilj izvršenja zatvorske kazne je uticanje na osuđene da se uključe
u životne tokove nakon izvršenja zatvorske kazne, te da u budućnosti ne vrše krivična
dela. Kako se određen broj osuđenih u zatvorima ne pridržava pravila ponašanja i krši
disciplinu, u pogledu održavanja reda i bezbednosti i tretmanskog delovanja, pored
mnogobrojnih aktivnosti koristi se i disciplinsko kažnjavanje. Cilj: Istraživanje ima za
cilj
ispitivanje povezanosti sociodemografskih, kriminoloških i penoloških
karakteristika osuđenih na dugovremene kazne zatvora sa vršenjem disciplinskih
prestupa. Metode: Uzorkom je obuhvaćeno 131 osuđeno lice iz Kazneno-popravnog
zavoda u Beogradu. Dužina izrečene kazne je od pet do 40 godina (M = 24.18; SD =
10.40) i jedan osuđeni se nalazio na izvršenju kazne doživotnog zatvora. Godine
starosti osuđenih su od 23 do 71 (M = 42.70; SD = 9.30). U ispitivanom uzorku je bilo
64.9% ispitanika koji su ranije osuđivani, a broj ranijih osuda je od nula do 11 (M =
2.18; SD = 2.61). Podaci su prikupljeni analizom službene dokumentacije. Rezultati:
Dobijeni nalazi pokazuju da postoje razlike između osuđenih koji vrše i koji ne vrše
disciplinske prestupe u pogledu godina starosti, nivoa obrazovanja, vrste izvršenog
krivičnog dela, dužine izrečene kazne, utvrđenog rizika od recidivizma i učestvovanja
u tretmanu. Zaključak: Dobijeni rezultati mogu biti od značaja u pogledu koncipiranja
penalnog tretmana koji odgovara individualnim karakteristikama osuđenih, a sve to u cilju uticanja na smanjenje nedoličnog ponašanja tokom izvršenja kazne. Dodatno,
dobijeni nalazi ukazuju na značaj razvijanja i održavanja motivacije osuđenih da
učestvuju u tretmanskim aktivnostima tokom izvršenja kazne.Introduction: Prisons represent highly structured institutions in terms of maintaining
order and security. The primary goal of serving a prison sentence is to help convicted
individuals reintegrate into society after their release and to prevent future criminal
behavior. Since a certain number of inmates do not adhere to behavioral rules and
violate discipline, disciplinary sanctions are employed alongside various activities to
maintain order, security, and treatment efforts. Aim: The aim of the research is to
examine the relationship between the sociodemographic, criminological, and
penological characteristics of inmates serving long-term sentences and the commission
of disciplinary offenses. Methods: The sample included 131 convicted individuals
from the Correctional Facility in Belgrade. The length of the imposed sentences ranged
from five to 40 years (M = 24.18; SD = 10.40), with one inmate serving a life sentence.
The ages of the inmates ranged from 23 to 71 years (M = 42.70, SD = 9.30). In the
sample, 64.9% of participants had prior convictions, with the number of prior
convictions ranging from 0 to 11 (M = 2.18, SD = 2.61). Data were collected through
the analysis of official documentation. Results: The findings indicate that there are
differences between inmates who commit disciplinary offenses and those who do not,
concerning age, education level, type of committed crime, length of sentence, assessed
risk of recidivism, and participation in treatment programs. Conclusion: The results
obtained may be significant in designing penal treatment that aligns with the individual
characteristics of inmates, with the aim of reducing inappropriate behavior during the
sentence. Additionally, the findings underscore the importance of developing and
maintaining inmates' motivation to participate in treatment activities while they are
serving their sentences
Something Old, Something New, Something Borrowed, Something Green: How Different Domains of Traditional, Alternative, and Complementary Medicine Use Are Rooted in an Irrational Mindset
No full textDespite insufficient evidence base for some of its practices, traditional, complementary, and alternative medicine (TCAM) use is rapidly growing; psychological roots of this trend are still under-studied. Based on previous research, input from TCAM practitioners, and content analysis of online media, we developed a comprehensive instrument to measure the use of TCAM and administered it to an online community sample (N=583). Factor analysis indicated four domains of TCAM use, in line with theoretical taxonomies: Alternative medical systems, Natural/biological products and practices, New Age medicine, and Rituals/Customs, all converging toward a common tendency. Irrational beliefs and cognitive biases, especially magical health beliefs and naturalness bias, predicted unique variance in both TCAM attitudes and overall TCAM use, above sociodemographic variables, reported health status, and ideological beliefs. Furthermore, each domain of TCAM use, although differing slightly in sociodemographic/psychological profile, was consistently associated with an irrational mindset, even after controlling for other factors. This provides strong evidence for exploring psychological susceptibility to the use of traditional, complementary, and alternative medicine
The Effect of Cognitive Reserve on the Cognitive Status of Persons With Multiple Sclerosis
No full textThis literature review examined publications on cognitive reserve and multiple
sclerosis cognitive function. Educational attainment proxied cognitive reserve. Google
Scholar and KoBSON were used for the literature review. Twelve publications were
examined. Cognitive reserve improves multiple sclerosis patients’ cognitive functions,
according to selected literature. Higher education, as a measure of cognitive reserve,
protects the population under investigation against cognitive decline and disability.
Cognitive performance is also linked to education quality, cognitive enrichment, and years of
education. Regular exercise, reading, and hard work can help low-educated people protect
their cognitive reserve. As more research demonstrates that cognitively stimulating activities
outside of formal education can improve cognitive function in people with multiple sclerosis,
the reviewed studies underscore the need for additional research into parameters influencing
cognitive reserve
Informisanost terapeuta o visokoj asistivnoj tehnologiji za osobe sa poremećajima auditivne percepcije
No full textPoremećaji auditivne percepcije nastaju kao posledica deficita u obradi auditivnih
informacija u centralnom nervnom sistemu. Simptomi koji su najčešće prisutni u kliničkoj
slici obuhvataju poteškoće u lokalizaciji, lateralizaciji, diskriminaciji i prepoznavanju
auditivnih stimulusa, kao i smetnje u diskriminaciji zvuka u uslovima pozadinske buke.
Pored toga, često se javljaju poteškoće u percepciji govora, praćenju verbalnih naloga i
razgovora, kao i u obrazovnim i profesionalnim aktivnostima, što može da dovede do
socijalne anksioznosti i izolacije. Primena asistivne tehnologije za komunikaciju
predstavlja jedan od osnovnih pristupa u tretmanu poremećaja auditivne percepcije, kao
vid kompenzacione strategije za ostvarivanje komunikacije. S obzirom na važnost
primene asistivne tehnologije u tretmanu osoba sa ovim poremećajima, važno je da se
utvrdi u kojoj meri su terapeuti koji sprovode treninge auditivne percepcije informisani
o visokoj asistivnoj tehnologiji za komunikaciju.
Cilj ovog rada je bio da se utvrdi nivo informisanosti i svesnosti terapeuta o
postojanju visoke asistivne tehnologije za komunikaciju za osobe sa poremećajima
auditivne percepcije. Uzorak je činilo 15 specijalnih edukatora i rehabilitatora, kao i
logopeda koji su zaposleni u školama na teritoriji Banja Luke. Primenjen je upitnik koji
je posebno konstruisan za svrhu ovog istraživanja. Analiza rezultata je pokazala da su ispitanici upoznati sa slušnim aparatom,
kohlearnim implantom, štipaljkama pričalicama, tablet komunikatorima i pričajućim
rasporedom. Iako ispitanici imaju iskustva u radu sa korisnicima asistivne tehnologije koji
imaju deficite auditivne percepcije, u svom radu ne koriste KSAFA aparat, Earobics i
Phonema softver niti Tomatis aparat. Takođe, u ustanovama u kojima su zaposleni ne
postoji indukciona petlja. Nedostatak obuke i finansijskih sredstava predstavljaju glavne
barijere za upotrebu visoke asistivne tehnologije za komunikaciju. Rezultati istraživanja
pokazuju da terapeuti prepoznaju značaj upotrebe asistivne tehnologije u tretmanu osoba
sa poremećajima auditivne percepcije, kao i njen pozitivan uticaj na poboljšanje kvaliteta
komunikacije i života ovih korisnika. Pored toga, smatraju da je neophodna edukacija
korisnika, roditelja dece sa deficitima auditivne percepcije, kao i stručnjaka, kako bi se
razvila svest o postojanju i prednostima primene visoke asistivne tehnologije za
komunikaciju