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Neuroanatomical approach to the analysis of reading disorder in dyslexia
No full textIntroduction.The identification of reading disorders showed that
certain areas of the cortex have a specific role in the realization of the
reading process. Neuroimaging studies examined the functional
connection of these regions with other areas of the cortex in people with
dyslexia, as well as the very nature of the disorder and the mechanism
of its occurrence.
Objective. The aim of the paper is to present and analyze data on the
importance of the neuroanatomical approach to the analysis of reading
disorders in dyslexia.
Method. Internet search engines and electronic databases, as well as
textbooks and collections of papers, were used for the collection and
analysis of empirical data.
Results. The research results showed deficits in the area of the left
occipitotemporal gyrus, which was connected to the left frontal and
parietal areas of the cortex.Also, it was shown that the left arcuate
fasciculus connects the left temporoparietal region and the left
posterior frontal gyrus.
Conclusion.Based on the results of the research, it can be concluded
that the area of the left occipitotemporal gyrus, the ‘’Visual word form
area’’ (VWFA ), provides visual processing of the text. It was also
shown that the left arcuate fasciculus maintains the phonological
pathway, which underlies the decoding of grapho-phonemic
conversion, while the left posterior fronto-occipital fasciculus
maintains the orthographic pathway, wich is the basis of reading by
direct access to words. Therefore, the neuroanatomical approach to the
analysis of reading disorders, in persons with dyslexia, provides
insight into the structure of damage to linguistic and cognitive
processes that participate in the reading process, which contributes to
the selection of appropriate treatment methods.Uvod.Identifikacijom poremećaja čitanja pokazano je da određene
oblasti korteksa imaju specifičnu ulogu u realizaciji procesa
čitanja.Neuroimidžing studijama ispitana je funkcionalna povezanost
ovih regija sa drugim oblastima korteksa, kod osoba sa disleksijom, kao
i sama priroda poremećaja i mehanizam nastanka.
Cilj. Cilj rada je da se prikažu i analiziraju podaci o značaju
neuroanatomskog pristupa analizi poremećaja čitanja kod disleksije.
Metod.Za prikupljanje i analizu empirijskih podataka korišćeni su
internet pretraživači i elektronske baze podataka, kao i udžbenici i
zbornici radova.
Rezultati. Rezultati istraživanja su pokazali deficite u predelu levog
okcipitotemporalnog girusa koji je bio povezan sa levim frontalnim i
parijetalnim oblastima korteksa. Takođe, pokazano je da levi lučni
fascikulus povezuje levi temporoparijetalni region i levi posteriorni
frontalni girus.
Zaključak. Na osnovu rezultata istraživanja može se zaključiti da
oblast levog okcipitotemporalnog girusa, „Vizuelna oblast oblika reči“
(VWFA) ,obezbeđuje vizuelnu obradu teksta,.Takođe, pokazano je da
levi lučni fascikulus održava fonološki put, koji leži u osnovi
dekodiranja grafo-fonemske konverzije, dok levi posteriorni fronto-
okcipitalni fascikulus održava ortografski put, koji leži u osnovi čitanja
direktnim pristupom reči.Prema tome,neuroanatomski pristup analizi
poremećaja čitanja, kod osoba sa disleksijom, daje uvid u strukturu
oštećenja jezičkih i kognitivnih procesa koji učestvuju u p
The desirability bias in personality-related syllogistic reasoning
No full textThe belief-bias effect is a tendency to evaluate syllogistic statements based on believability rather than on formal logic validity. Following this rationale, the study examines desirability bias as the tendency to evaluate syllogistic conclusions based on their desirability when reasoning is conducted on personality-relevant categorical syllogisms. For this purpose, 60 syllogisms were constructed based on the items of the Big Five questionnaire. Syllogisms were subsequently categorized as desirable (e.g., “I empathize with others”) and undesirable (e.g., “I am passive”) based on their conclusion. In each task, the second premise and the conclusion were
formulated in the first person to increase a respondent’s identification with the content. A total of 300 university students (Mage = 20.08, SD = 2.02) participated in the study. A 2 (syllogism validity: valid, invalid) 9 2 (syllogism desirability: desirable, undesirable) repeated measures ANOVA was employed. The analysis showed a greater tendency to accept desirable conclusions on valid syllogisms (valid desirable rather than valid undesirable) and reject undesirable conclusions on
invalid syllogisms (invalid undesirable rather than invalid desirable). These findings have implications for socially desirable responding in cognitive tasks, which may be further developed as a source of self-relevant content as well as for further extension of belief bias in the form of desirability bias
Toward Becoming a “Math-Person”: Relationship between Achievement Emotions, Personal Beliefs, and Mathematics Identity
No full textThe current study explored the relationship between mathematics beliefs (MB) (perceived competence, intrinsic value, extrinsic value and cost), academic emotions (AE) (anxiety, boredom and enjoyment), mathematics identity (MI) and mathematics achievement (MA) among eight-, nine– and ten-year-old students. The model specified in path analysis proposed that MI is associated with MB and AE. Furthermore, according to this model, MI is associated with MA and perceived competence. Results show that the model fits the data, supporting the assumed relationship between the variables and thus possibly confirming MI has a strong influence on MB. However, the relationship between MB and AE was more ambiguous. Enjoyment was the only emotion linked to mathematics identity. Finally, MA was affected by perceived competence but not by mathematics identity. The findings confirm a robust circuit of associations between intrinsic value, enjoyment and MI, signalling the importance of tracking the development of student’s interest and MI. The lack of association between MI and MA, points to the need for an educational system that prioritises mastery-oriented goals instead of achievement-oriented ones
Stavovi nastavnika redovnih osnovnih škola prema inkluzivnom obrazovanju učenika sa smetnjama u razvoju
No full textCilj ovog istraživanja bio je ispitivanje stavova nastavnika redovnih osnovnih
škola prema inkluzivnom obrazovanju učenika sa smetnjama u razvoju. Posebne
pretpostavke bile su da se stavovi nastavnika razlikuju u zavisnosti od dužine radnog
staža, radnog mesta te prethodnog iskustva u radu sa ovim učenicima. U istraživanju su
učestvovala 52 nastavnika, zaposlena u redovnom sistemu obrazovanja. Za procenu
nastavničkih stavova prema inkluzivnom obrazovanju korišćena je Skala o stavovima
nastavnika prema inkluzivnim odeljenjima (Scale of Teacherʼs Attitudes Toward Inclusive
Classrooms). Faktori koji su se dovodili u vezu sa formiranjem stavova nastavnika,
ispitani su posebno konstruisanim upitnikom, koji je obuhvatao relevantne
sociodemografske karakteristike nastavnika. Rezultati ukazuju na prisustvo neutralnih
nastavničkih stavova prema inkluzivnom obrazovanju (M=3.44, SD=0.65). Neutralni
stavovi zapaženi su na subskalama koje se odnose na profesionalna pitanja inkluzije
(M=3.43, SD=0.98) i prednosti i nedostatke inkluzije (M=3.03, SD=0.69). Najpozitivniji
stavovi primećeni su u okviru subskala koje se odnose na filozofska (M=3.86, SD=0.88)
i logistička pitanja inkluzije (M=3.75, SD=0.92). Utvrđeno je kako statistički značajan
uticaj na stavove nastavnika ima dužina radnog staža, dok ostali faktori ne utiču na
njihove stavove u značajnoj meri. Zaključeno je kako nastavnici redovnih škola pokazuju
neutralne do blago pozitivne stavove prema inkluzivnom obrazovanju. Praktične
implikacije sprovedenog istraživanja ogledaju se u potrebi za osposobljavanjem starijeg
nastavnog kadra za inovativnije pristupe nastavi, kao i u organizovanju radionica koje
bi, kroz lični kontakt sa učenicima sa smetnjama u razvoju, pospešile formiranje
pozitivnih stavova prema inkluzivnom obrazovanju
Impact of voice characteristics on quality of communication in adults with depressive disorders
No full textОпшти циљ истраживања био је да се утврде акустичке и перцептивне карактеристике гласа и говора код одраслих особа са депресивним поремећајем, њихова повезаност и утицај на квалитет комуникације ових особа. Подстакнутост темом повезивања гласа, говора и комуникације са депресијом проистекла је прегледом великог броја претежно иностраних радова у којима се истиче важна улога гласа као физиолошког и патофизиолошког маркера, а са циљем продубљивања теме у контексту комуникације.Узорак истраживања обухватио је 100 испитаника, од којих је 45 чинило експерименталну групу (испитаници са депресивним поремећајем) и 55 контролну групу (испитаници без дијагностикованог депресивног поремећаја и без симптома депресивности). Обухваћени су испитаници оба пола, старосне доби између 19 и 64 године. Испитаници се нису статистички значајно разликовали према полу и узрасту.Мерни инструменти коришћени у истраживању су: (1) за акустичку анализу гласа - софтверски програм Мултидимензионалне анализе гласа и говора (Multidimensional voice program analysis, MDVP) помоћу специјализоване компјутерске лабораторије за говор „Kay Elemetrics” корпорације (модел 4300); (2) за перцептивну анализу гласа – ГРБАС скала (GRBAS scale, Isshiki et al., 1969); (3) за процену квалитета комуникације – скала Индекс гласовног оштећења (The Voice Handicap Index, VHI, Jacobson et al., 1997), и (4) за процену присуства/одсуства симптома депресивности и степена депресије коришћена је Монтгомери-Ашбергова скала за процену депресивности (Montgomery–Åsberg Depression Rating Scale, MADRS, Montgomery & Åsberg, 1979).Резултати истраживања показују да се акустичке и перцептивне карактеристике гласа статистички значајно разликују код особа са депресивним поремећајем у односу на испитанике контролне групе, као и да међу овим карактеристикама постоји значајна повезаност. Просечне вредности скоро свих параметара су веће код испитаника са депресивним поремећајем. Квалитет комуникације на основу самопроцене степена хендикепа условљеног гласом се статистички значајно разликује код особа са депресивним поремећајем у односу на контролну групу испитаника. Осим тога, постоје одређене разлике у акустичким, перцептивним карактеристикама гласа и квалитету комуникације између одраслих особа са депресивним поремећајем различитог степена тежине депресије. Акустичке и перцептивне карактеристике гласа су делимично значајно повезане са квалитетом комуникације код одраслих особа са депресивним поремећајем и утичу на квалитет комуникације.Карактеристике гласа, у контексту комуникације, имају потенцијал индикативног маркера у категоризовању депресивног поремећаја, што одражава савременији глобални правац у детекцији менталног поремећаја. Резултати подстичу наду у правцу мултидисциплинарности и увођења допунске свеобухватне анализе гласа и говора у проучавању и разумевању менталног здрављаThe general goal of the research was to determine the acoustic and perceptual characteristics of voice and speech in adults with depressive disorders, their relationship, and their impact on the quality of communication of these individuals. The motivation behind exploring the connection between voice, speech, and communication with depression stemmed from the review of a large number of predominantly foreign studies that emphasize the important role of voice as a physiological and pathophysiological marker, with the aim to delve deeper into this topic in the context of communication.The research sample included 100 participants, with 45 individuals in the experimental group (participants with depressive disorders) and 55 individuals in the control group (participants without diagnosed depressive disorders and depression symptoms). Both male and female participants were included in the study, with ages ranging from 19 to 64 years. The participants did not differ statistically significantly in gender and age.The research used the following measurement instruments: (1) for acoustic voice analysis, Multidimensional Voice Program Analysis (MDVP) software with the specialized computer laboratory for speech by Kay Elemetrics Corporation (model 4300); (2) for perceptual voice analysis, GRBAS scale (Isshiki et al., 1969); (3) for assessing communication quality, the Voice Handicap Index scale (VHI, Jacobson et al., 1997), and (4) for assessing the presence/absence of depression symptoms and the degree of depression, the Montgomery-Åsberg Depression Rating Scale (MADRS, Montgomery & Åsberg, 1979).The results of the research indicate that the acoustic and perceptual characteristics of the voice significantly differ between individuals with depressive disorders and the control group, and that there is a significant correlation between these characteristics. The average values of almost all parameters are higher in participants with depressive disorders. The quality of communication based on self-assessment of the degree of voice-related handicap significantly differs between individuals with depressive disorders and the control group. In addition, there are certain differences in acoustic, perceptual characteristics of the voice and the quality of communication between adults with depressive disorders of different degrees of severity. Acoustic and perceptual voice characteristics are partially significantly associated with the quality of communication in adults with depressive disorders and influence the quality of communication.In the context of communication, voice characteristics have the potential of an indicative marker in the categorization of depressive disorder, which reflects a more contemporary global trend in the detection of mental disorders. The results inspire hope towards multidisciplinarity and the introduction of complementary comprehensive voice and speech analysis in the study and understanding of mental health
Аssessment of voice pronunciation quality in different speech styles
No full textДуги низ година научници траже одговор на питање како говор,
манифестован у различитим говорним модалитетима, задржава велики
ниво поузданости у преносу информација. Различите манифестације
се могу односити на различите говорне стилове (нпр. нормалан говор,
шапат сценски говор итд.) или варијације у оквиру једног стила. Нека
од питања која су и данас остала неразјашњена односе се на продукцију
и перцепцију односно, везу продукционих и перцептивних обележја као
и на њихова варијациона поља. За изучавање ових феномена битна
претпоставка је познавање артикулационо-акустичких обележја и
начина њихове физичке манифестације. Један од битних предуслова
сваког истраживања у овој области је могућност одређивања типичних
реализација акустичких корелата перцептивних обелезја, као носилаца
говорних информација. У раду су дати резултати истраживања оцене
квалитета изговора кроз анализу одређених акустичких обележја у
току нормалног говорног стила. Такође су изнети и проблеми искусних
стручњака у ситуацијама када је потребно анализирати шапат као
често заступљен говорни стил. Показује се да правила која се користе за
један говорни стил а која могу бити јасно дефинисана, не морају да важе
за неки други говорни стил. То подразумева да се за сваки говорни стил
морају дефинисати критеријуми како би изговор могао бити процењен
на адекватан начин.For many years, scientists have been looking for an answer to the question of
how speech, manifested in different speech modalities, maintains a high level
of reliability in the transmission of information. Different manifestations may
refer to different speech styles (e.g., normal speech, stage speech, whispering,
etc.) or variations within a single style. Some of the questions that remain
unresolved even today relate to production and perception, more specifically,
the connection between production and perceptual features, as well as their
variation fields. For the study of these phenomena, an essential assumption
is knowledge of articulatory-acoustic characteristics and the way of their
physical manifestation. One of the essential preconditions of any research
in this field is the possibility of determining typical realizations of acoustic
correlates of perceptual features, as carriers of spoken information. This
paper presents the results of the pronunciation quality evaluation through
the analysis of certain acoustic characteristics during the normal speaking
style. We have also presented problems experienced by experts in situations
where it is necessary to analyze another frequently represented speech style –
whispering. Results indicate that the rules used for one clearly defined speech
style do not necessarily apply to another speech style. More specifically,
results indicate that criteria must be defined for each speaking style so that the pronunciation can be assessed in an adequate way
MODEL OF READING: INTERPRETATION AND CLINICAL IMPLICATIONS
No full textIntroduction. Reading is a complex cognitive skill that is acquired
through learning. For successful reading, processes of visual analysis
of script, sensorimotor transformations of orthographic script into
phonological codes and their connection with semantic representations
are necessary. There are several different models for understanding the
functioning of these processes and their interrelationship.
The goal. The aim of this paper is to present and interpret the dual rout
model of reading from the aspect of its applicability in clinical practice.
Method. Internet search engines and electronic databases were used to
collect and analyse empirical data. Original and review papers, books
and chapters in books that talk about reading and reading disorders
were taken into account. Also, printed versions of monographs,
textbooks and collections of papers available in the University Library
in Belgrade were used.
Results. The results showed that the dual rout model of reading
dominates in contemporary literature. This model includes two basic
ways
of
processing
written
words:
lexical
and
non-lexical
(phonological). The importance of a differentiated approach to the
interpretation of reading errors, as well as the importance of the
classification of dyslexia based on damage to the basic reading
pathways, is emphasized. It was also emphasized that the model of
reading provides guidelines for the design of measurement
instruments for the assessment of reading disorders, as well as for
choosing an adequate treatment method.
Conclusion. Consideration of the dual model of reading contributes to
the extending of knowledge about the cognitive processing of written
language, as well as about the specifics of this processing in languages
with different orthographies. The interpretation of reading disorders
results in the context of current theoretical models contributes to the
improvement of the diagnostics and treatment of dyslexia.Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju,
Beograd, Srbija
Uvod. Čitanje je složena kognitivna veština koja se stiče učenjem. Za
uspešno čitanje neophodni su procesi vizuelne analize pisma,
senzomotornih transformacija ortografskog pisma u fonološke kodove
i njihovo povezivanje sa semantičkim predstavama. Postoji više
različitih modela shvatanja načina funkcionisanja ovih procesa i
njihove međusobne povezanosti.
Cilj. Cilj ovog rada je prikaz i interpretacija dvostrukog modela čitanja
s aspekta njegove primene u kliničkoj praksi.
Metod. Za prikupljanje i analizu empirijskih podataka korišćeni su
internet pretraživači i elektronske baze podataka. U obzir su uzeti
originalni i pregledni radovi, knjige i poglavlja u knjigama koji govore
o čitanju i poremećajima čitanja. Takođe, korišćena je literatura
dostupna u Univerzitetskoj biblioteci u Beogradu.
Rezultati. Rezultati su pokazali da dvostruki model čitanja dominira
u savremenoj literaturi. Ovaj model uključuje dva osnovna puta obrade
napisanih reči: leksički i neleksički (fonološki). Istaknut je značaj
diferenciranog pristupa interpretaciji grešaka u čitanju, kao i značaj
klasifikacije disleksije na osnovu oštećenja osnovnih puteva čitanja.
Takođe je naglašeno da model čitanja pruža smernice za oblikovanje
test mernih instrumenata za dijagnostikovanje poremećaja čitanja, kao
i za izbor adekvatnog metoda tretmana.
Zaključak. Razmatranje dvostrukog modela čitanja doprinosi
proširivanju znanja o kognitivnoj obradi pisanog jezika, kao i o
specifičnostima ove obrade u jezicima sa različitom ortografijom.
Interpelacija rezultata poremećaja čitanja u kontekstu aktuelnih
teorijskih modela doprinosi unapređenju dijagnostike i tretmana
disleksije /aleksije
History of Inclusive Education in Serbia
No full textInclusion can be defined as a continuous process of
development and adaptation of society in order to enable the
optimal development of each individual, as well as their
participation in all areas of life, in accordance with their own
needs and capabilities. Inclusion in the narrower sense
includes inclusive education, which emphasizes adjusting the
conditions for the optimal development of each child within
regular schools, as well as creating a stimulating environment
for learning and providing support for students with special
needs.
Inclusive education in Serbia has come a long developmental
way. After many centuries of isolation, marginalization and
exclusion from all social streams, the WWI influenced the
change in the attitude of society and the state towards people
with developmental disabilities in the direction of their
systematic inclusion and integration into the school system. The period between the two wars represents a significant
turning point in the inclusion of persons with developmental
disabilities in the educational process, which is primarily
reflected in the recognition of the importance of education for
these persons. In this period, the Institutes for students with
different kinds of disabilities is being opened under the
auspices of the Ministry of Social Affairs politics and public
health, as institutions independent of the regular education
system. After the WWII curriculums and programs for
children with developmental disabilities were formed, along
with the organization of special schools according to types of
disabilities, and later the organization of special departments
at regular schools. Almost a hundred years later, in 2009, by
the Law on the Basics of the education system, inclusive
education was prescribed as an obligation in our country.
Despite the developed legal framework, the realization of the
right to quality education is still not ensured for all students
and requires further changes and improvements
Самоефикасност у раду са децом са сметњама у развоју
No full textУвереност наставника у сопствену способност за рад са уче- ницима са сметњама у развоју чини кључни предуслов за успешну реали- зацију наставног процеса. Циљ: Циљ истраживања био је утврђивање самоефикасности наставника за извођење наставног процеса са децом са сметњама у развоју, разлике које постоје у перципираној самоефикас- ности у односу на врсту школе, те повезаности година старости и рад- ног искуства наставника са перципираном самоефикасношћу. Метод: У истраживању је учествовало 85 наставника (54 наставника из редовних школа и 31 наставник из специјалних школа). За процену самоефикаснос- ти наставника коришћена је Скала ефикасности наставника за инклу- зивну праксу (The Teacher Efficacy for Inclusive Practices Scale). Фактори као што су врста школе, године старости и године радног искуства испитани су посебно конструисаним упитником. Резултати: Резултати истражи- вања показују како наставници имају прилично висок ниво перципиране ефикасности за скалу у целости (AS=85,69, SD=20,09). Висока самоефикас- ност запажена је у областима које се односе на сарадњу (AS=28,98, SD=7,09) и управљање понашањем (AS=28,87, SD=7,58), док је у области извођења ин- клузивне наставе забележен мало нижи ниво самоефикасности (AS=24,41, SD=5,60). Наставници редовних школа су своју ефикасност у управљању понашањем проценили значајно вишом (U=1067,00, p=0,04) у односу на наставнике из специјалних школа. Резултати су такође показали да је самоефикасност у управљању понашањем у статистички значајној вези са годинама старости наставника (rs =0,28, p=0,01), а забележена је и гранична статистичка значајност са годинама радног искуства (rs=0,22, p=0,06). Закључак: Наставници показују прилично висок ниво самоефи- касности за извођење наставног процеса са децом са сметњама у развоју. Разлике које постоје између наставника редовних и специјалних школа по питању самоефикасности у управљању понашањем могу се тумачити кроз повезаност година старости и радног искуства са самоефикасношћу.The teacher’s confidence in their own ability to work with students with disabilities is an important prerequisite for the successful implementation of the teaching process. Goal. The purpose of this study was to determine teacher’s self-efficacy in carrying out the teaching process with children with disabilities, differences in perceived self-efficacy in relation to type of school, and the correlation between age and length of professional experience with perceived self-efficacy. Method. 85 teachers participated in this study (54 from the regular education system and 31 from schools for children with disabilities). The Teacher Efficacy for Inclusive Practices Scale was used to assess teacher’s self-efficacy. Factors, such as type of school, age, and length of professional experience were examined using a specially constructed questionnaire. Results. Results of this study show that the average score across the scale indicates a high level of teacher self-efficacy (AS = 85.69, SD = 20.09). A high level of self-efficacy was observed in the areas of collaboration (AS = 28.98, SD = 7.09) and behavior management (AS = 28.87, SD = 7.58), while the level of self-efficacy for the area of inclusive teaching was slightly lower (AS = 24.41, SD = 5.60). Teachers from regular schools rated their effectiveness in behavior management significantly better (U = 1067.00, p = 0.04) than teachers from special schools. Self-efficacy in behavior management was statistically significantly related to teachers’ age (rs = 0.28, p = 0.01), while a borderline statistical significance was registered for the length of professional experience (rs = 0.22, p = 0.06). Conclusion. Teachers have a fairly high level of self-efficacy in conducting the teaching process with children with disabilities. The differences between regular and special school teachers regarding self-efficacy in behavior management can be interpreted through the association of age and professional experience with self-efficacy