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Relationship between phonemic discrimination ability and articulation in cochlear implanted preschool children
No full textUvod: Usvajanje maternjeg jezika ostvaruje se savladavanjem glasovnog sistema, koje
počiva na razvoju fonemske diskriminacije i artikulacije. Cilj: Istraživanje je imalo za
cilj da ispita odnos između fonemske diskriminacije i artikulacije u periodu intenzivnog
govorno-jezičkog razvoja kod dece oštećenog sluha predškolskog uzrastа. Меtode:
Istraživanjem je obuhvaćeno 20 dece sa kohlearnim implantom uzrasta između 36
i 77 meseci. Razvijenost fonemske diskriminacije i artikulacije ispitana je Testom za
ispitivanje razlikovanja fonemа i Globalnim artikulacionim testom. Rezultati istraživanja
pokazuju da deca koja uspešnije razlikuju foneme imaju statistički značajno bolje
rezultate na Globalnom artikulacionom testu, kao i da postoji međusobna povezanost
između fonemske diskriminacije i artikulacije ispitanika. Rezultati takođe ukazuju na
bolja postignuća u nivou razvijenosti fonemske diskriminacije i artikulacije u grupi
dece čije je učešće u auditivnom treningu svakodnevno, u odnosu na decu koja su u
auditivni trening uključena dva puta nedeljno. Faktori hronološki, slušni uzrast i dužina
auditivnog treninga nisu bili statistički značajno povezani sa artikulaciono-fonološkim
sposobnostima ispitanika. Zaključak: Analizom rezultata istraživanja zaključuje se
da su sposobnost fonemske diskriminacije i artikulacije kohlearno implantirane dece
predškolskog uzrasta međusobno povezane. Faktori hronološki, slušni uzrast i dužina
auditivnog treninga nisu utvrđeni kao indikatori koji se dovode u vezu sa artikulacionofonološkim
sposobnostima ispitanika. Učestalost auditivnog treninga utvrđena je kao
jedini faktor koji je povezan sa sposobnostima fonemske diskriminacije i artikulacije
predškolaca sa kohlearnim implantom.Introduction. The acquisition of the native language is achieved through mastering
the phonological system, which relies on the development of phonemic discrimination
and articulation. Objectives. The aim of this study was to examine the relationship
between phonemic discrimination and articulation during the period of intensive speechlanguage
development in preschool children with hearing impairment. Methods. The
study involved 20 children with cochlear implants aged between 36 and 77 months. The
development of phonemic discrimination and articulation was assessed using the Phoneme
Discrimination Test and the Global Articulation Test. Results. The results of the study
indicate that children who better distinguish phonemes have statistically significantly
better results on the Global Articulation Test, and that there is an interrelation between
phonemic discrimination and articulation in the participants. The results also show better
achievements in phonemic discrimination and articulation in the group of children who
participated in auditory training daily, compared to children who participated in auditory
training twice a week. Chronological age, auditory age, and the duration of auditory
training were not statistically significantly related to the participants’ articulation and
phonological abilities. Conclusion. Analysis of the study results concludes that the
ability to discriminate phonemes and articulation in preschool children with cochlear
implants are interrelated. Chronological age, auditory age, and the duration of auditory
training were not found to be indicators associated with the participants’ articulation
and phonological abilities. The frequency of auditory training is the only identified
factor related to phonemic discrimination and articulation abilities in preschoolers with
cochlear implants
A common factor underlying individual differences in confirmation bias
No full textWhen they are asked to test a given hypothesis, individuals tend to be biased towards confirming
evidence. This phenomenon has been documented on different cognitive components: information
search, weighing of evidence, and memory recall. However, the interpretation of these observations has been debated, and it remains unclear whether they truly reflect a confirmation bias (as opposed to e.g., a bias towards positive information). In the present study we aimed at evaluating whether these biases might be subtended by a common factor. We adapted three classic experimental paradigms on hypothesis testing (Wason selection task, 2-4-6 task, and interviewee task) and examined the relation between these biases using an individual differences approach. Participants (N = 200) completed a total of nine behavioral tasks, in which each component of confirmation bias was measured in each of the three experimental paradigms. Correlations and factor analyses within a multitrait–multimethod framework indicated greater convergence of bias scores within each component across paradigms, than within experimental paradigms. This suggests that a common factor underlies the different measurements of confirmation bias across experimental paradigms, at least to some extent. In these
paradigms, thus, biases towards confirming evidence may truly reflect a confirmation bias
Am I a math person? Linking math identity with students’ motivation for mathematics and achievement
No full textBased on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students’ MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students’ MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as “math persons” than their grade 3 peers in all countries
Signs of Consciousness in Ai: Can Gpt-3 Tell How Smart it Really is?
No full textThe emergence of artificial intelligence (AI) is transforming how humans live and interact,
raising both excitement and concerns—particularly about the potential for AI consciousness.
For example, Google engineer Blake Lemoine suggested that the AI chatbot LaMDA might
become sentient. At that time, GPT-3 was one of the most powerful publicly available
language models, capable of simulating human reasoning to a certain extent. The notion of
GPT-3 having some degree of consciousness could be linked to its ability to produce human-
like responses, hinting at a basic level of understanding. To explore this further, we admi-
nistered both objective and self-assessment tests of cognitive (CI) and emotional intelligence
(EI) to GPT-3. Results showed that GPT-3 outperformed average humans on CI tests
requiring the use and demonstration of acquired knowledge. However, its logical reasoning
and EI capacities matched those of an average human. GPT-3’s self-assessments of CI and EI
didn’t always align with its objective performance, with variations comparable to different
human subsamples (e.g., high performers, males). A further discussion considered whether
these results signal emerging subjectivity and self-awareness in AI. Future research should
examine various language models to identify emergent properties of AI. The goal is not to
discover machine consciousness itself, but to identify signs of its development, occurring
independently of training and fine-tuning processes. If AI is to be further developed and
widely deployed in human interactions, creating empathic AI that mimics human behavior is
essential. The rapid advancement toward superintelligence requires continuous monitoring of
AI’s human-like capabilities, particularly in general-purpose models, to ensure safety and
alignment with human values
Mogućnosti primene mobilne aplikacije namenjene deci iz spektra autizma
No full textU sklopu praktičnog dela vežbi iz predmeta Asistivna tehnologija u komunikaciji
za studente logopedije Fakulteta za specijalnu edukaciju i rehabilitaciju, Univerziteta u
Beogradu osmišlјena je aplikacija za pametne uređaje namenjena deci iz spektra autizma.
Ideja za pravlјenje aplikacije je nastala nakon što je manja grupa studenata na osnovu
dobijenih rezultata sprovedene ankete utvrdila da nastavno osoblјe i roditelјi imaju
poteškoće prilikom primene stečenih znanja o autizmu u praksi.
Cilј pravlјenja aplikacije je bio usmeren ka tome da se njenom primenom olakša
funkcionisanje u svakodnevnim aktivnostima, uspostavi i održava komunikacija i da se
pruže dodatne informacije o samom poremećaju koje su neophodne u radu sa decom iz
spektra autizma. Aplikacija takođe ima za cilј da unapredi sistem specijalne edukacije kroz
primenu savremene asistivne tehnologije, i razmenu informacija između nastavnog
osoblјa, roditelјa i deteta. Svaki od navedenih korisnika imao bi mogućnost kreiranja
naloga koji sadrži različite funkcije u skladu sa sopstvenim potrebama. Roditelј bi mogao
da upravlјa detetovim nalogom (npr. da pravi za dete raspored dnevnih aktivnosti, prati
lokaciju deteta na mapi i dr.). Nastavnom osoblјu se pruža mogućnost kreiranja više
naloga za svako dete ponaosob. Na taj način nastavnik može da vodi evidenciju za
nekoliko učenika na jednom mestu, ostvari direktnu komunikaciju sa roditelјima i dobije
opšte informacije o karakteristikama i specifičnostima poremećaja iz spektra autizma.
Uzevši u obzir odlike samog poremećaja, aplikacija pruža detetu vizuelne, auditivne i
verbalne stimuluse, kao što su vizuelni rasporedi, umirujući zvukovi, komunikaciona
tabla, mape za kretanje i dr.
Prvobitna verzija aplikacije je unapređena i opseg njene primene je proširen kroz
saradnju profesora, asistenta i studenata. S obzirom na broj različitih funkcija koje mogu
da se prilagode potrebama korisnika, celokupni sadržaj aplikacije se neograničeno može
nadograđivati i ažurirati, što predstavlјa značajnu prednost i olakšicu u procesu
komunikacije, rada i edukacije
Disciplinary practices and teacher-student relations in high school
No full textSchool climate refers to the quality and nature of school life. One of
the components of this multidimensional construct is the relationship between
teacher and student. The aim of this study is to examine the impact of teachers’
disciplinary techniques on the quality of teacher-student relations. The research
sample consisted of 860 students (59.6% female) aged 15 to 19 years (M = 16.38, SD
= 1.05). Data on teachers’ disciplinary practices were collected using the Delaware
Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87).
The scale consists of three subscales that measure students’ perceptions of the use
of positive behavioral techniques (6 items, α = .88), punitive techniques (6 items,
α = .74), and social emotional learning techniques (6 items, α = .88). Relationships
between teachers and students were assessed using the Teacher-Student Relations
subscale of the Delaware School Climate Scale (4 items, α = .90). Results indicate
that teacher’s techniques are statistically significantly correlated with studentteacher
relations (r(858) = .57, p = <.001). The strongest positive correlation was found
between positive techniques and teacher-student relations (r(858) = .72, p = < .001),
then with SEL learning techniques (r(858) = .66, p = < .001), while a weak negative
correlation was found between punitive practices and relationships between
teachers and students (r(858) = -.31, p = < .001). This correlation remains even when
respondents’ age and gender are taken into account. The findings demonstrate
how important the use of positive and SEL teacher’s disciplinary techniques may
be for the promotion of interpersonal relationships and, consequently, for the
improvement of the school climate
Stanje maloletničkog kriminaliteta u Srbiji
No full textIn view of the recent tragic events, juvenile delinquency in Serbia is attracting significant public interest and opens up a place for a future reform of the juvenile justice system. For future answers to correspond with the existing state of affairs, it is essential to familiarize the public with the state and trends of juvenile crime. In this sense, it should be borne in mind that juvenile crime in Serbia during the last decade has been characterized by relatively stable figures and that, contrary to certain media depictions, there have been no dramatic changes. However, certain changes in the structure of offenses committed by minors should not be ignored. Also, an analysis of the trends in the field of applied juvenile criminal sanctions is necessary, bearing in mind the complex problems burdening this area. Hence, the authors have analyzed the statistical data collected by the Republic Institute of Statistics of Serbia. The aim of the work is to create a summary of the state of juvenile crime in order to support future discussions about reforming the juvenile justice system in Serbia.Малолетнички криминалитет у Србији, у светлу актуелних трагичних догађаја, привлачи значајно интересовање јавности, истовремено отварајући простор за реформисање система реаговања на малолетничку делинквенцију. Како би будући одговори кореспондирали са реалним стањем ствари, изузетно је значајно упознавање са стањем и трендовима малолетничког криминалитета. У том смислу треба имати у виду да се малолетнички криминалитет у Србији током последње деценије одликује релативно стабилним бројкама, те да, супротно одређеним медијским осликавањима, није било драматичних промена. И поред тога, не треба занемарити извесне промене у домену структуре кривичних дела учињених од стране малолетника. Такође, нужна је анализа броја и структуре изречених малолетничких кривичних санкција, имајућу у виду комплексне проблеме који оптерећују ову област. Отуда су се ауторке бавиле анализом статистичких података прикупљених од стране Републичког завода за статистику Србије. Циљ рада је да се сачини сумаран пресек стања малолетничког криминалитета, а како би се потпомогла будућа дискусија о реформисању система малолетничког правосуђа схваћеног у ширем смислу
Osnove razvojne neurologije za studente Fakulteta za specijalnu edukaciju i rehabilitaciju
No full textUdžbenik Osnove razvojne neurologije za studente Fakulteta za specijalnu edukaciju i rehabilitaciju namenjen je studentima na studijskim grupama Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju i Logopedija, koji u sklopu osnovnih akademskih studija slušaju i polažu predmet Razvojna neurologija. Sadržaj udžbenika usaglašen je sa silabusom ovog predmeta, te je glavni cilj da bude osnovni materijal preko koga će se studenti upoznati sa najvažnijim bolestima i stanjima iz oblasti neurologije razvojnog perioda. Iako se ovaj predmet na Fakultetu za specijalnu edukaciju i rehabilitaciju izučava godinama, do sada nije postojao odgovarajući udžbenik. Autorka, međutim, veruje da će biti koristan i studentima drugih studijskih programa Fakulteta za specijalnu edukaciju i rehabilitaciju koji će se u praksi susretati sa decom i odraslim osobama sa razvojnim neurološkim problemima. Imajući u vidu činjenicu da se u novije vreme na svetskom nivou registruje porast učestalosti mnogih bolesti i stanja iz razvojne neurologije, nesumnjivo je da se radi o temama koje će biti u žiži medicine i defektologije narednih decenija. Autorka udžbenika je lekarka, specijalista neurologije, i daje medicinski pogled na bolesti i stanja kojima će se budući oligofrenolozi, logopedi i defektolozi susretati na dnevnom nivou. U svakom poglavlju od četvrtog do poslednjeg, sedamnaestog, obrađene su bolesti po sistemu koji se koristi u medicini: definicija; etiologija; epidemiologija; patofiziologija; klinička slika (anamneza i nalaz); komorbiditeti i komplikacije; dijagnostika; diferencijalna dijagnoza; terapija; prognoza, a gde god je moguće ovaj niz završava se prevencijom. U tekstu koji se bavi dijagnostikom i terapijom dati su osnovni principi prepoznavanja i lečenja pojedinih bolesti i stanja, kao i osnovne informacije o lekovima, njihovoj efikasnosti i neželjenim dejstvima. Poseban akcenat stavljen je na komorbiditete i komplikacije pojedinih bolesti i stanja s obzirom na to da često nepovoljno utiču na kvalitet života deteta i njegove okoline, na prvom mestu porodice i staratelja. Za sve entitete iz oblasti razvojne neurologije očigledna je istovremena pojava neuroloških, defektoloških, psiholoških i psihijatrijskih manifestacija (a neretko i internističkih, fizijatrijskih, hirurških, oftalmoloških itd.), te je neophodan timski trud stručnjaka iz svih ovih oblasti u cilju precizne dijagnostike i adekvatnog lečenja. Autorka veruje da na ovaj način bar u nekoj meri doprinosi multidisciplinarnosti i, idealno, transdisciplinarnosti u ovoj oblasti. Takođe, veruje da je prevencija ključna stavka medicine, ali i obaveza celog društva, koje treba da bude informisano i angažovano na zajedničkom zadatku da se, kad god je moguće, ublaži ili spreči razvoj bolesti ili nastanak patološkog stanja. Kroz sve obrađene oblasti autorka se trudila da sagleda i istakne osnovne neurološke, defektološke, psihološke i psihijatrijske, kao i opšte zdravstvene probleme koji se prelivaju i često usložnjavaju pri tranziciji iz dečjeg u odraslo životno doba. Sve informacije iz teksta temelje se na medicini zasnovanoj na dokazima i savremenoj literaturi. Za najveći broj bolesti i stanja iz razvojne neurologije naučne i stručne informacije ažuriraju se gotovo na mesečnom nivou, sa mnogim novim klasifikacionim sistemima i kriterijumima objavljenim u poslednjih nekoliko godina. S druge strane, neki aspekti entiteta kojima se tekst bavi još uvek čekaju da se na njih obrati pažnja savremenih istraživača, pa su o njima dostupne samo informacije iz publikacija od pre par decenija i ranije. Ipak, preko 70% referenci korišćenih u tekstu nije starije od sedam godina. Autorka se nada da će ovaj udžbenik biti od koristi svim čitaocima i zahvaljuje se na svim savetima i sugestijama
The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging
Get PDFAn authoritative school climate, along with greater teacher support and warm relations
among peers are frequently connected with less school bullying. The main aim of this
paper is to examine the direct link as perceived by students between teachers’
disciplinary practices and bullying in school and students’ satisfaction with school. The
indirect relationships are explored via the mediation of school belonging and the
moderation of gender. High school students (N=860, 40.4% male students) completed
the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction
Scale, and the Psychological Sense of School Membership Scale at a single time
point. In general, teachers’ disciplinary practices have significant direct effects on
perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect =
.28, SE = .04, p < .001) and SEL techniques (direct effect = .22, SE = .04, p < .001) are
related to bullying only among males, while punitive techniques are directly linked to
school bullying unrelated to gender (b = .03, SE = .05, p = .50). Similarly, the effect of
positive disciplinary (direct effect = .27, SE = .08, p < .001) and SEL (direct effect = .21,
SE = .08, p < .01) techniques on satisfaction with school was significant only among
males. A direct relationship between punitive disciplinary techniques and satisfaction
with school was not recognized. The mediation analysis revealed the indirect effects of
teachers’ disciplinary practices on the dependent variables via school belonging to be
stronger among females. Teachers’ negative modeling through punitive disciplinary
practices leads to more bullying. School belonging may serve as a protective factor
related to the negative impact of teachers’ disciplinary practices on school bullying as
well as satisfaction with school, especially among females. Interventions should be
focused on fostering school belonging along with the development of positive genderspecific
disciplinary practices
Sex-Specific Associations Between Lifestyle Factors and Sick Leave in the Serbian Working Population: Findings from the National Health Survey
No full textBackground/Objectives: Sick leave is influenced by various modifiable lifestyle factors and sex differences. This study investigates the associations between body mass index, fruit and vegetable consumption, physical activity, smoking, and alcohol consumption and sick leave among Serbia’s working population, with emphasis on sex differences. Methods: Data from the 2019 National Health Survey of Serbia were analyzed, involving a sample of 4652 individuals. Chi-square tests and logistic regression models assessed the relationships between lifestyle factors and sick leave. Results: Among the participants, 15.8% reported sick leave in the past 12 months, with higher rates among women in both short-term (13.9% vs. 10.6%) and long-term (3.4% vs. 2.2%) sick leave. This study identifies obesity (OR = 2.6), poor dietary habits (fruit OR = 2.1; vegetables OR = 2.8), smoking (OR = 1.9), and risky alcohol consumption (OR = 4.1) as key predictors of sick leave in men, while smoking (OR = 1.8) and risky alcohol consumption (OR = 3.1) are major predictors in women. The inconsistent association between diet, physical activity, and sick leave may be attributed to differences in reporting accuracy, differing definitions of healthy intake, or the influence of unmeasured lifestyle factors. Conclusions: Smoking and risky alcohol consumption increase the odds of sick leave for both sexes. Interventions targeting smoking cessation and mitigating risky alcohol consumption could significantly decrease sick leave rates. While fruit and vegetable consumption, along with physical activity, showed inconsistent effects in both sexes, further studies are warranted to elucidate their roles