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Dual processing in syllogistic reasoning: An individual differences perspective
Get PDFThe study aimed to examine several assumptions of dual process theories of reasoning by employing individual difference approach. A set of categorical syllogisms was administered to a relatively large sample of participants (N = 247) along with attached confidence rating scales, and measures of intelligence and cognitive reflection. As expected, response accuracy on syllogistic reasoning tasks highly depended on task complexity and the status of belief-logic conflict, thus demonstrating belief-bias on the group level. Individual difference analyses showed that more biased subject also performed poorer on Raven's Matrices (r =.25) and Cognitive Reflection Test (r =.27), which is in line with assumptions that willingness to engage and capacities to carry out type 2 processes both contribute to understanding of rational thinking. Moreover, measures of cognitive decoupling were significantly correlated with the performance on conflict syllogisms (r =.20). Individual differences in sensitivity to conflict detection, on the other side, were not related to reasoning accuracy in general (r =.02). Yet, additional analyses showed that noteworthy correlation between these two can be observed for easier syllogistic reasoning tasks (r =.26). Such results indicate that boundary conditions of conflict detection should be viewed as a function of both tasks' and participants' characteristics
Artikulacione i fonološke sposobnosti dece uzrasta od pet do sedam godina
Get PDFThe development of the child's speech sound articulation ability and phonological awareness goes through different stages during the child's preschool years. The aim of our research was to determine the articulation abilities and phonological awareness level in children with typical development. Our sample comprised 195 children aged five to seven. Speech sound articulation abilities and phonological awareness were assessed by means of the Global Test of Articulation and the FONT Phonological Awareness Test. The research results indicate that, depending on age, 42% to 78.3% of children are able to articulate clearly all 30 sounds of the Serbian language. An analysis of the Phonological Awareness Test results shows children performed best in the following tasks: syllable blending (99.1%), syllable segmentation (85%) and initial phoneme identification (86.1%), while they were least successful in the task of initial phoneme deletion (48.8%). Results have shown that children's success in most tasks within the framework of the elements of phonological awareness assessed - such as initial phoneme identification, rhyme recognition, phoneme segmentation, final phoneme identification, initial phoneme deletion and phoneme substitution (initial phoneme) - increases with children's age. The development of final phoneme identification, initial phoneme deletion and phoneme substitution (initial phoneme) abilities continues after children start school, as shown by data on the success rate among seven-year-olds. In view of the fact that phonological awareness plays an important role in the development and acquisition of reading ability, when working with preschool-age children particular attention should be devoted to tasks that stimulate the development of phonological awareness.Razvoj sposobnosti artikulacije glasova i fonološke svesnosti prolazi kroz različite faze tokom predškolskog perioda. Cilj našeg istraživanja je utvrđivanje artikulacionih sposobnosti i nivoa razvijenosti fonološke svesnosti kod dece tipičnog razvoja. U istraživanju je učestvovalo 195 dece, uzrasta od petdo sedam godina. Za procenu sposobnosti artikulacije glasova i fonološke svesnosti primenjeni su Globalni artikulacioni test i Test za ispitivanje fonološke svesnosti - FONT test. Rezultati istraživanja su pokazali da u zavisnosti od uzrasta od 42% do 78,3% dece pravilno izgovara svih 30 glasova srpskog jezika. Analizom rezultata utvrdili smo da su prilikom procene elemenata fonološke svesnosti deca postigla najveći uspeh na zadacima: spajanje slogova (99,1%), slogovna segmentacija (85%) i identifikovanje početnog fonema (86,1%), dok je najmanji uspeh postignut na zadatku eliminacije početnog fonema (48,8%). Rezultati su pokazali da se s uzrastom dece povećava i njihova uspešnost na najvećem broju zadataka u okviru procenjenih elemenata fonološke svesnosti, kao što su: identifikovanje početnog fonema, prepoznavanje rime, fonemska segmentacija, identifikovanje završnog fonema, eliminacija početnog fonema i fonemska supstitucija (početni fonem). Razvoj sposobnosti identifikovanja završnog fonema, eliminacije početnog fonema i fonemske supstitucije (početni fonem) nastavlja se i dalje tokom polaska u školu, o čemu govore podaci o procentualnoj uspešnosti dece na uzrastu od sedam godina. S obzirom na to da fonološka svesnost ima značajnu ulogu u razvoju i sticanju sposobnosti čitanja, u radu sa decom predškolskog uzrasta posebnu pažnju treba posvetiti zadacima koji podstiču razvoj fonološke svesnosti
Biligvalni pristup u obrazovanju gluve i nagluve dece
Get PDFThe bilingualism of deaf and hard of hearing children implies the knowledge and regular use of sign language, which is used by the community of deaf people, and of spoken language, which is used by the hearing majority. At preschool and school age, it is necessary to allow children to continue adopting the language that they started in the family (either sign language or spoken language). Children will adopt both language modalities best through interactions with other fluent speakers. Results of numerous studies indicate that the best approach in the process of development of speech and language and the education of the deaf and hard of hearing children is the bilingual approach. The aim of this approach is to develop communication skills in children, to provide a higher level of education for them, and to include them in the life of the community. It is necessary to improve the existing education system in the direction of developing a kind of a model that will respond to their specificities and limitations caused by their primary impairment.Bilingvizam gluve i nagluve dece podrazumeva poznavanje i redovnu upotrebu znakovnog jezika, koji koristi zajednica gluvih i govornog jezika koji koristi čujuća većina. Na predškolskom i školskom uzrastu, potrebno je omogućiti deci da nastave da usvajaju jezik koja su počela da usvajaju u porodici (znakovni ili govorni). Deca će najbolje usvojiti oba jezička modaliteta kroz interakcije sa drugim fluentnim govornicima. Rezultati mnogobrojnih istraživanja ukazuju da je najbolji pristup u procesu razvoja govora i jezika i obrazovanju gluve i nagluve dece - bilingvalni pristup. Cilj ovog pristupa je razviti komunikacijske veštine kod dece, omogućiti im viši nivo obrazovanja i uključiti ih u život društvene zajednice. Neophodno je usavršavanje postojećeg obrazovnog sistema u pravcu razvijanja takvog modela koji će da odgovori na njihove specifičnosti i ograničenja uzrokovana njihovim primarnim oštećenjem
Ponašanje gluvih i nagluvih učenika osnovnoškolskog uzrasta
Get PDFŠkola ima nezamenjivu ulogu u razvoju i ponašanju dece, jer se u njoj
ostvaruje značajan deo socijalnih interakcija između vršnjaka, dece i odraslih
(učitelja, nastavnika,pedagoga, psihologa i drugih) koje se bitno razlikuju od
interakcija koje dete ostvaruje u okviru uže i šire porodice.
Cilj ovog istraživanja je analiza ponašanja gluve i nagluve dece na času,
odmoru i u odnosu na autoritet u vaspitno obrazovnom procesu.
Uzorak je obuhvatio 25 gluvih i nagluvih ispitanika starosti 8-11 godina,
koji pohađaju školu sa domom za učenike oštećenog sluha u Kragujevcu, O.Š.
„Bubanj“ u Nišu, O.Š. „Radivoj Popović“ u Zemunu i Školu za oštećenje sluhom-
nagluve „Stefan Dečanski“.U istraživanju korišćen je Upitnik za procenu
ponašanja dece mlađeg školskog uzrasta (S. Bojanin i Lj. Savanović).
U našem istraživanju analizirano je ponašanje učenika na času, odmoru
i u odnosu na autoritet.
Rezultati istraživanja su pokazali da isti broj učenika 22 (88%) pokazuje
skladno ponašanje na času, na odmoru i u odnosu na autoritet. Hiperkinetičko
ponašanje zabeleženo je u istom broju učenika 3 (12%) na času, na odmoru i u
odnosu na autoritet. Vrpoljenje na času zabeleženo je kod 7 (28%) učenika, 4 (16%)
učenika zadirkuju druge učenike, a za 8 (32%) učenika se može reći da imaju „rasutu
pažnju“. Na odmoru je 7 učenika (28%) upadljivo aktivno, dok se 2 učenika (8%) ne
uključuje samostalno u organizovanu igru. Pohvale od strane nastavnika ne utiču
bitno na ponašanje i emocije 4 (16%) učenika, dok opomene nastavnika ne utiču
bitno na ponašanje 6 (24%) učenika. Samoinicijativno ustajanje i šetanje po
učionici pronađeno je kod 3 (12%) učenika.
Tolerantniji odnos, motivacija, ohrabrivanje učenika za komunikaciju od
strane nastavnika i socijalne sredine stvaraju povoljne usloveu kojima će
učenici imati veću želju i pokazati veći trud za postizanjem uspeha i pozitivnim
promenama u ponašanju
Uporeba asistivne tehnologije u radu sa osobama sa poremećajem iz spektra autizma
No full textPreventivni, stimulativni i korektivni rad u specijalnoj edukaciji i rehabilitacij
The use of words of the opposite meaning in written and sign language
Get PDFOdsustvo slušanja kod gluve i nagluve dece komplikuje i otežava razvoj govora
i jezika. Oni se usvajaju na specifičan način i razvijenost će, u velikoj meri, zavisiti od podsticaja iz okoline. Poseban problem je izgradnja rečnika, usvajanje
novih reči, kao i njihovo adekvatno povezivanje sa značenjem. Znakovni jezik
za njih nije hendikep već prirodni oblik izražavanja, uporediv sa izražajnim potencijalom govornog jezika. On im omogućava kognitivna, komunikativna i
kreativna iskustva. Cilj ovog rada bio je da se utvrdi stepen usvojenosti reči
suprotnog značenja datih imenica, glagola, prideva i priloga u pisanom i znakovnom jeziku gluvih i nagluvih učenika. Korišćen je segment Jezičkog korpusa
za procenu leksičko-stilskih specifičnosti (Dimić i Isaković, 2003). Od dece se
tražilo da daju suprotna značenja na zadate reči, koristeći pisani i znakovni
jezik. Ispitivanjem je oduhvaćeno 54 učenika sa oštećenjem sluha uzrasta od
petog do osmog razreda i obavljeno je u Beogradu. Računali smo frekvencije
i procente, aritmetičku sredinu i standardnu devijaciju, t-test i njegov značaj,
Vilkoksonov test označenih rangova. Uočava se uticaj uzrasta na adekvatnu
upotrebu reči suprotnog značenja. Najveći broj pravilno korišćenih reči suprotnog značenja i bolji rezultati dati su u znakovnom jeziku (imenice t = -3,82, p
< 0,01; glagoli t = -9,11, p < 0,01; pridevi t = -4,73, p < 0,01; prilozi t = -6,89,
p < 0,01). Znakovni jezik treba da bude osnova za razvoj pisanog jezika gluve
dece. Njegov razvoj prati razvoj pisanog govora, utiče na bolje razumevanje
značenja postojećih reči, kao i na usvajanje značenja nepoznatih reči. Uočene
su i date specifične greške.The absence of the auditory component in deaf children complicates or completely
incapacitates the development of speech and language. Language is adopted in a specific
manner and its development depends greatly on the stimulus from the environment. Problem
in vocabulary building is the assimilation of new words and their adequate association with
their meaning. For deaf children, sign language is not a handicap, but a natural form of
expression, comparable to the expressive potential of spoken language which provides them
with cognitive, communicative and creative experiences. The purpose of this paper was to
examine the level of adoption of the opposite meaning of the given nouns, verbs, adjectives
and adverbs in written and sign language of deaf and hard of hearing students. The study
incorporated a segment of the Language corpus for the evaluation of lexical-style related
characteristics (Dimic & Isakovic, 2003). In the tasks that were given to the children, they were
asked to give opposite meanings of the given words using written and sing language. The
study consisted of 54 deaf students attending fifth to eight grade at two schools in Belgrade.
We calculated frequencies and percentage mean score and standard deviations, t-test and its
significance, Wilcoxon Signed Ranks Test. We determined the influence of age on adequate
use of words of the opposite meanings. The greatest number of correctly used words of the
opposite meaning was used in the sign form of expression (nouns t = -3.82, p < 0.01; verbs t =
-9.11, p < 0.01; adjectives t = -4.73, p < 0.01; adverbs t = -6.89, p < 0.01). Sign language should
be the basis for the development of the written language of deaf children. Its development
follows the development of written speech, influences a better understanding of the meaning
of existing words, and the acceptance of the meaning of unknown words. Different specific
mistakes were observed
Production and characterisation of nanophotonic soft contact lenses, International Conference of Experimental and Numerical Investigations and New Technologies
Get PDFHydrogels have unique physical and chemical properties and therefore are used in a variety of biomedical
applications, including drug delivery agents, prosthetic devices, the repair and replacement of soft tissues and
contact lenses. Investigation of mechanical, physical and chemical properties of hydrogels is the first step in
biomedical application. Poly (2-hydroxyethyl methacrylate) (pHEMA), as a biocompatible hydrogel, was first
used hydrogel for making soft contact lens. Since then, many researches have been modified pHEMA with the
aim of improving its properties. Application of nanotechnology could be one of the possible solutions for
improving the characteristics of this biocompatible hydrogel. In this paper, poly (2-hydroxyethyl methacrylate)
was used as standard material for soft contact lenses (SL 38). This material was incorporated with fullerene
C60 (SL38-A), fullerol C60(OH)24 (SL 38-B) and fullerene metformin hydroxylate C60(OH)12(OC4N5H10)12 (SL 38-
C), respectively. Three new nanophotonic materials for soft contact lenses were obtained. The aim of this
study was to develop appropriate process parameters for soft contact lens micro-turning. Also, studying the
thermal decomposition of standard soft contact lens, pHEMA, as well as three new nanophotonic soft contact
lenses was one of the main objectives. From the obtained results, it can be concluded that manufacturing
process of nanofotonic soft contact lens is considered to be a micro-turning process regarding the cutting depth
and tool nose ratio. Further, thermal properties of nanofotonic soft contact lenses were improved comparing
to the standard soft contact lens.International Conference of Experimental and Numerical Investigations and New Technologies – CNN TECH 201
Attitudes of parents of students with typical development towards inclusive education
Get PDFl l O\lllll radu ispit i van i su sta\O\ i i spremnost roditcUa dece tipičnog razn~ja da prill\ ate
učen ike sa smetrliama u raz\ oju u i nk I uzivnoj školi. Istraživanje jc rea I izo\ ano u Beogradu
i sastl~j i se iz ch e studije. Prrn studija sprovedcna je na pol:etku pri mene inkluzi' nog
olmuO\ anja. 2012. godine. na uzorku od 586 ispitanika. oba pola. Druga studija
realizmana je 2017. godine. na uzorku od 540 ispitanika (oba pola). Stavo\ i roditelja
decc tipičnog razrnja ispitivani su pomoću Upitnika za roditelje. Rezultati istraži\mtja su
pokazali da izmedu dvc studije postoje statistički značajne razlike u stanwima roditelja
učenika li pičnog raz\ oja prema ink I uz i mom obrazovanju ( F: 11 ;.i = 11.128: p = .000 ).
odnosno da su stanwi neiratirniji u 2017. godini (M = 1.3-l: SD =1.051) nciro u 201:!.
god ini ( M = 1.56. SD = 0~9~ I). J{czultati upućqju na zaključak da se negati\ r~i sta\ mi i
dalje održa, aju i nakon deset godina od zvanil:nog U\ odcnja inkluzivnog obrazornnja u
Republiku Srbiju.This pa per exam ines the altitudcs and rcadincss of parcnts of typical dcvclopmcntal
childrcn to m:ccpt studenls \\ ith disahilities in an inclusi\c schOLll. Thl' rcscan.:h \\as
carried out in lklgrade and consists or l\\O studics. Thc first stud) \\as cnnductcd at
lhc hcginning of implcmenwtion of inclush e education in 2012. on a sample of 586
respondcnts. hoth sc:xcs. Thc sccond stud) \\as carried out in 2017. on a sample of 5-W
sul~jects (both scxcs). Parcnts· \iC\\S of typical developmenlal children \\ere C:\amincd
using the J>arcnt Questionnairc. The rcsults of thc study sho\\ ed that het\\cen the t\\ o
studies thcrc are statistically significant diflerences in the attitudcs of parents of students of
typical dcvelopmcnt towards inclusivc cducation ( F; 112~ = 11.128: p = .000). respccti\'cly.
theirattitudes \\Cre more negative in 2017 (M = 1.34: SD= 1.051) than in 2012 (M =1.56. SD == 0.921 ). Thc rcsults point to thc conclusion that 111.:gati' e attitude-. continw: to
hc maintaincd ali.er ten ycars -.int:c thc indusi\ c cdut:ation i-. olfo.:ial intniduccd in thc
Repuhlit.: of Serbia
Specifičnosti slike o sebi adolescenata na smještaju u ustanovama socijalne zaštite
No full textIV Međunarodna naučna konferencija Društvene devijacije Položaj marginalizovanih grupa u društv