Argo (Greece)
rFASPER - Repository of the Faculty of Special Education and RehabilitationNot a member yet
5766 research outputs found
Sort by
The possibility of employing people with autism
No full textThe unemployment rate of people with autism is four times higher than in neurotypical population.
Although competitive employment is considered the most adequate form of work engagement of people with autism, they are still mainly engaged in poorly paid jobs within the segregated environment. Existing vocational rehabilitation programs are mainly focus on developing technical and soft skills of people with autism, while the issues of adaptation, discrimination and strength-based approaches are rarely raised. The adaptation process should include: physical environment and equipment (e.g. temperature, lighting, plotted space, visual cues), work roles and management process (e.g. precise job description, announcing a change, frequent feedback), as well as different social practices (e.g. avoiding negative language and idioms, team building activities, training on neurodiversity). In process of adaptation, special attention should be paid to the position of the employee with autism in relation to other workers. Apart from direct discrimination, it can also be indirect, when employers and other colleagues discriminate against persons with autism by imposing rules and norms that are accepted in general population. One of the ways to improve attitudes towards people with autism spectrum disorder is to perceive autism as a condition with some advantages. The most common explanatory concepts explain autism through executive function disorders, insufficient theory of mind or poor central coherence. Each of the mentioned deficits can be an advantage of the people with autism in the workplace. The most common strengths of people with autism are: persistence, attention to details, a tendency to think outside clichés, honesty, naivety, good memory and visual processing, the primacy of rational reasoning over emotions etc. Additional research is necessary to determine actual effectiveness of all above interventions
The quality of interaction with the teacher as a predictor Of the acquisition of social skills of students with mild Intellectual disability
Get PDFUvod: Kod učenika sa intelektualnom ometenošću prisutan je deficit u oblasti
socijalnih veština, koji ograničava mogućnosti njihove uspešne adaptacije na
školsko okruženje. Određene sociodemografske odlike nastavnika i učenika,
kao i kvalitet njihovih interakcija, predstavljaju činioce socijalizacije učenika
kojima u domaćoj literaturi još uvek nije posvećeno dovoljno značaja.
Cilj: Utvrđivanje prediktivnog značaja interakcije sa nastavnikom i demografskih
karakteristika nastavnika (hronološko doba i radno iskustvo) i učenika (hronološki
uzrast) za kvalitet socijalnih veština učenika sa intelektualnom ometenošću.
Metode: Uzorkom su obuhvaćena 32 nastavnika − oligofrenologa u ulozi informanata,
starosti 28–62 godine (AS = 38,72, SD = 9,33) i 32 učenika sa
lakom intelektualnom ometenošću uzrasta 10–18 godina (AS = 14,56, SD =
2,40). Za procenu kvaliteta odnosa nastavnik-učenik korišćena je Skala odnosa
učenik-nastavnik – kratka forma (Student-Teacher Relationship Scale – Short
Form), koja sadrži subskale Bliskost i Konflikt. Podaci o socijalnim veštinama
učenika prikupljeni su upotrebom subskala Socijalne veštine i Slobodno vreme,
Sistema za procenu adaptivnog ponašanja II (Adaptive Behavior Assessment
System II). Sociodemografski podaci dobijeni su primenom upitnika osmišljenog
za potrebe ovog istraživanja.
Rezultati: Višestrukom postepenom linearnom regresionom analizom utvrđeno
je da rezultati na subskali Bliskost predstavljaju jedini prediktor uspeha
na subskalama Socijalne veštine (R2 = 0,52, prilagođeno R2 = 0,50) i Slobodno
vreme (R2 = 0,49, prilagođeno R2 = 0,48).
Zaključak: Potrebno je osmisliti aktivnosti i kreirati okruženje koje će stimulativno
delovati na povećanje nivoa bliskosti nastavnika i učenika, kako bi učenici
sa lakom intelektualnom ometenošću uspešnije usvajali socijalne veštine i
prilagođavali se školskom okruženju.Introduction: Students with intellectual disabilities have a deficit in the area of social
skills, which limits the possibilities of their successful adaptation to the school environment.
Certain sociodemographic characteristics of teachers and students, as well as the quality of
their interactions, represent factors of student socialization that are still not given enough
importance in domestic literature.
Aim: Determining the predictive significance of interaction with the teacher and
demographic characteristics of teachers (chronological age and work experience) and
students (chronological age) for the quality of social skills of students with mild intellectual
disabilities.
Methods: The sample included 32 teachers (oligophrenologist) aged 28-62 (M = 38.72,
SD = 9.33) as informants and 32 students with mild intellectual disability aged 10-18 (M =
14.56, SD = 2.40). To assess the quality of the teacher-student relationship, the Student-
Teacher Relationship Scale - Short Form, which contains the subscales Closeness and
Conflict, was used. Data on students’ social skills were collected using the subscales Social
Skills and Leisure Time, Adaptive Behavior Assessment System II. Sociodemographic data
were obtained using a questionnaire designed for the purpose of this research.
Results: Multiple stepwise linear regression analysis revealed that the results on the
Closeness subscale were the only predictor of success on the Social skills (R2 = 0,52, adjusted
R2 = 0,50) and Leisure time (R2 = 0,49, adjusted R2 = 0.48).
Conclusion: It is necessary to design activities and create an environment that will have
a stimulating effect on increasing the level of closeness between teachers and students so
that students with mild intellectual disability can more successfully acquire social skills and
adapt to the school environment
Акустичке карактеристике гласа и говора одраслих особа са атаксичном дизартријом
Get PDFThe aim of this study was to determine the acoustic characteristics of voice and speech in adults with ataxic dysarthria, and to examine the extent to which they differ from those of typical speakers. The sample consisted of 30 patients with ataxic dysarthria, ages 21 through 82 (M = 56.07). Using the computer programme for multidimensional voice analysis (MDVP), the individual values of 10 acoustic voice parameters were determined for each sex. Additionally, the programme provided the frequency values of the first two formants for all five vowels of the Serbian language, based on the participants’ reading of the Balanced Text. The results of the analysis showed statistically significant differences in the values of the acoustic parameters between the participants with ataxic dysarthria and the reference values valid for typical speakers, which were generated by the MDVP. These differences were observed in parameters indicating voice frequency variability (F0, Fhi, Flo, STD, Jitt, vF0), voice intensity variability (Shim and vAm), and the presence of voice interruptions (DVB) and voiceless periods (DUV). Furthermore, a statistically significant difference was found between participants with ataxic dysarthria and typical speakers in the second formant (F2) of the vowels /E/ (p <0.01), /I/ (p <0.01), and /U/ (p <0.05). The significant deviations from the norms applicable to typical speakers indicate the substantial changes present in the voice and speech of individuals with ataxic dysarthria.Атаксична дизартрија се јавља као последица оштећења малог мозга услед ког долази до поремећаја у координацији и прецизности покрета мишића ефекторног система, нарочито артикулатора, уз хипотонију мишића. Говор особа са атаксичном дизартријом се одликује непрецизном артикулацијом консонаната и вокала, монотоношћу, пролонгирањем говорних интервала, стереотипним интонационим обрасцима, уједначеним акцентом и изражавањем у кратким фразама. Присутни су храпав, напет и пригушен глас, поремећај ритма и прозодије говора, повећан број неадекватних пауза у говору, ,,скандирање“ приликом вокализације и колебљива модулација гласа, неадекватан шаблон наглашавања слогова, као и абнормалне вредности акустичких параметара гласа. Данас се све чешће спроводи акустичка анализа гласа и говора помоћу компјутеризованих уређаја, на основу које се добијају објективни, квантитативни подаци. Нумеричким и графичким приказима представљају се разлике у вредностима акустичких параметара гласа између испитаника са патологијом говора и типичних говорника. Такође, добија се спектрографски приказ положаја форманата гласова чији правилан облик, положај и међусобни однос омогућавају препознавање сваког гласа појединачно и утичу на општу разумљивост говорне продукције. Програми за акустичку анализу гласа и говора омогућавају и праћење напретка пацијента у току третмана, али и садрже задатке помоћу којих пацијенти могу да побољшају квалитет гласа и разумљивост говорне продукције. Мали број студија се бави испитивањем акустичких карактеристика гласа и говора особа са атаксичном дизартријом. Углавном су ови испитаници део већег узорка у коме се дизартрија посматра глобално, као моторички поремећај говора, без истицања специфичности везаних за тип дизартрије. Сходно наведеном, циљ овог истраживања је био да се утврде акустичке карактеристике гласа и говора испитаника са атаксичном дизартријом и да се испита у којој мери се оне разликују од карактеристика типичних говорника. Узорак је чинило 30 пацијената са атаксичном дизартријом, оба пола и узраста од 21 до 82 године (АС=56.07). Применом компјутерског програма за мултидимензионалну анализу гласа (MDVP) утврђене су вредности 10 акустичких параметара гласа за сваки пол појединачно. Истим програмом, спектралном анализом узорка говора добијеног читањем Балансираног текста, утврђене су фреквенцијске вредности прва два форманта свих пет вокала српског језика. Резултати анализе су показали статистички значајне разлике у вредностима аустичких параметара између испитаника са атаксичном дизартријом и референтних вредности које важе за типичне говорнике, а које је генерисао MDVP. Разлике су утврђене на параметрима који указују на варијабилност фреквенције гласа (F0, Fhi, Flo, STD, Jitt, vF0) и варијабилност интензитета гласа (Shim и vAm), као и на присуство прекида у гласу (DVB) и перода без гласа (DUV). Спектралном анализом су утврђене статистички значајне разлике између испитаника са атаксичном дизартријом и типичних говорника српског језика на другом форманту (F2) вокала /Е/ (p<0.01), вокала /И/ (p<0.01) и вокала /У/ (p<0.05), при чему је утврђена и централизација фреквенције форманата. Значајна одступања од норми које важе за типичне говорнике указују на перцептуално упадљиве промене које су присутне у гласу и говору особа са атаксичном дизартријом
Employability support and barriers among individuals with Functional diversity – a systematic review
Get PDFIntroduction: Employability refers to the “capability to move self-sufficiently
within the labor market to realize potential through sustainable employment”.
Some authors analyze employability as an outcome in terms of a person’s
subjective or objective chance of a job on the labor market, whereas others
focus on employability as a set of individual and contextual antecedents of
sustainable employment. In the last few decades, research on employability
has blossomed, which resulted in a great volume of literature coupled with
the variety of contexts and populations among which employability is studied.
Among people with functional diversity, understanding factors that support
or impede employability is a key element in promoting social inclusion.
Aim: The aim of this study is to provide a systematic review of the individual
and contextual factors that relate to employability of individuals with
functional diversity. In addition, comparing the findings from multiple primary
studies, the study contributes to explaining the current inconsistencies.
Methods: We conducted a comprehensive search for relevant publications
across different databases (i.e., PsycINFO, Web of Science, Business Source
Premier). We used combinations of keywords pertinent to employability
and functional diversity in order to perform a qualitative analysis of the key
relationships.
Results: Preliminary results show inconsistency in theorizing and measurement,
as well as a lack of insight into the “how” of the theoretical framework.
Moreover, individuals with functional diversity experience a range of
barriers to employability, which vary depending on the context where studies
are conducted. Finally, the results substantially vary depending on the specific
conceptualization of employability, measurement, and functional diversity in
question.Conclusion: We unpack the antecedents of employability, increasing insight
into the complexity of its promotion among individuals with functional
diversity. From a societal standpoint, this is relevant in promoting decent work
for all. With the current labor shortage in key societal sectors, societies need
workers to develop beyond organizational boundaries
Overcoming academic stress among special education and Rehabilitation students
Get PDFUvod: Akademski stres predstavlja rezultat različitih činilaca koji potiču iz
akademske sredine – poput pritisaka neposrednog okruženja u pogledu akademskih
očekivanja od studenta, stepena akademskog samopouzdanja i uverenja
koja se tiču uspeha tokom studija i buduće karijere, kao i zahteva koji se
nameću studentima kao izvora stresa. Optimalni nivoi akademskog stresa su
očekivani i podsticajni. Međutim, produženo trajanje akademskog stresa, njegov
povišen intenzitet praćen neadekvatnim resursima i strategijama prevladavanja,
povezan je sa nizom negativnih ishoda na planu fizičkog i mentalnog
zdravlja studenata.
Cilj: Cilj ovog istraživanja je ispitivanje strategija prevladavanja kao prediktora
akademskog stresa kod studenata.
Metode: U istraživanju su učestvovala 233 studenta specijalne edukacije
i rehabilitacije sa Univerziteta u Beogradu, prvenstveno ženskog pola (95%).
Akademski stres je procenjen Skalom opaženog akademskog stresa, dok su
podaci o strategijama prevladavanja stresa dobijeni putem inventara COPE.
Rezultati: Testiran je regresioni model sa ukupnim skorom na Skali opaženog
akademskog stresa kao kriterijumskom varijablom i 15 strategija prevladavanja
stresa kao setom prediktora (aktivno prevladavanje, planiranje, suzbijanje
konkurentskih aktivnosti, povlačenje, instrumentalna socijalna podrška, emocionalna
socijalna podrška, ventiliranje osećanja, bihejvioralna distrakcija,
mentalno povlačenje, pozitivna reinterpretacija i razvoj, poricanje, prihvatanje,
okretanje religiji, humor, zloupotreba supstanci). U okviru ovog modela
F (15, 217) = 3,832, p < .001, akademski stres značajno predviđaju strategije
aktivno prevladavanje (β = -.255, p < .001), bihejvioralna distrakcija (β = .295,
p < .001) i suzbijanje konkurentskih aktivnosti (β = .150, p < .05). Ovim setom
prediktora objašnjava se 20% varijanse kriterijumske varijable.
Zaključak: Rezultati potvrđuju negativnu povezanost aktivnog prevladavanja
i akademskog stresa, i suprotno tome, ukazuju da bihejvioralna distrakcija
pri susretu sa akademskim obavezama pojačava intenzitet stresa. Zanimljivo je zapažanje da rigidni obrazac rešavanja problema, kao što je nedopuštanje
osobe da se bilo čime zaokupi dok ne reši problem, takođe pozitivno predviđa
akademski stres. Osnaživanje studenata da razumeju i prepoznaju različite
strategije prevladavanja akademskog stresa može doprineti prevenciji njegovih
negativnih implikacija.Introduction: Academic stress is the result of various factors originating from the
academic environment ‒ pressure concerning academic expectations, the degree of
academic self-confidence and beliefs regarding success during studies and future career,
as well as demands imposed on students as a source of stress. Optimal levels of academicstress are expected and encouraging. However, increased intensity of academic stress
accompanied by inadequate resources and coping strategies is associated with a number of
negative outcomes in terms of physical and mental health of students.
Aim: The aim of this research is to examine coping strategies as predictors of academic
stress in students.
Methods: 233 students of special education and rehabilitation from the University
of Belgrade, primarily female (95%), participated. Academic stress was assessed with the
Perceived Academic Stress Scale, while data on coping strategies were obtained through the
COPE inventory.
Results: A regression model was tested, with the total score on the Perceived Academic
Stress Scale as a criterion variable and 15 stress coping strategies as a set of predictors
(active coping, planning, suppression of competing activities, restraint, instrumental social
support, emotional social support, venting emotions, behavioral disengagement, mental
disengagement, positive reinterpretation and growth, denial, acceptance, religious coping,
humor, substance use). Within this model (F(15,217) = 3.832, p < .001), academic stress is
significantly predicted by active coping (β = -.255, p < .001), behavioral disengagement (β
= .295, p < . 001) and suppression of competing activities (β = .150, p < .05). This set of
predictors explains 20% of the variance of the criterion variable.
Conclusion: The results confirm the negative association between active coping and
academic stress and indicate that withdrawal when meeting academic obligations increases
the intensity of stress. An interesting observation is that a rigid problem-solving pattern,
such as not allowing a person to preoccupy himself with anything until he solves a problem,
also positively predicts academic stress. Empowering students to understand and recognize
different strategies for overcoming academic stress can contribute to the prevention of its
negative implications
Special measures and registers for sex offenders - normative framework in Serbia and comparative legal analysis
Get PDFIn recent years the attention of the wide audience and academics
has been directed toward sexual offending in general and child sexual
abuse. On the one hand, there is a pressing need to protect the youngest
and enable the realization of the best interests of the child, and on the
other, there is also a need to adequately address the moral panic caused
by these brutal crimes against minors. With the aforementioned chal lenges, it is easy to forget that sex offenders also enjoy human rights that
must not be violated, regardless of the importance of the goal that is
being pursued. Bearing in mind the above, the article is devoted to the
analysis of the Serbian substantive legal framework that defines the ap plication of special measures and the registration of sex offenders, an
The importance of cooperative learning for deaf and hard-of-hearing students in informal educational contexts
Get PDFUvod: Primenom modela kooperativnog učenja u neformalnim obrazovnim kontekstima interakcije među učenicima se unapređuju u okviru prostora koji omogućavaju da se odvijaju slobodnije i dinamičnije. U takvim uslovima socijalizacija učenika postaje uspešnija, ali podstiču se i kontekstualno i iskustveno učenje koji doprinose sticanju trajnih i funkcionalnih znanja. Cilj: Cilj rada je da se analizom dostupne literature u periodu 2000–2022. godine istaknu prednosti primene kooperativnog učenja u neformalnim obrazovnim kontekstima u obrazovanju gluvih i nagluvih učenika. Metod: Za pretraživanje literature korišćeni su sledeći pretraživači: Ebscohost, ScienceDirect, KoBSON, Google Scholar. Rezultati: U neformalnim obrazovnim kontekstima celokupna perceptivna čulna iskustva gluvih i nagluvih učenika, mimo slušnog oštećenja, dobijaju na značaju, oživljavaju i bogate se u sisteme znanja i veština koji će im pomoći da razumeju svet koji ih okružuje, kao i da se u njemu snađu. Kooperativno učenje dalo je pozitivne rezultate u razvoju komunikativnih veština i akademskog postignuća gluvih i nagluvih učenika. Njegova primena kroz neformalne obrazovne kontekste dovela bi do efektivnijeg učenja i uspešnije socijalizacije gluvih i nagluvih učenika. Zaključak: Pored razvoja kognitivnih i socijalnih sposobnosti, interakcije koje se ostvare uz pomoć kooperativnog učenja u neformalnim kontekstima mogu doprineti i suštinskom ostvarenju inkluzije gluvih i nagluvih učenika, kako u obrazovanju, tako i u društvu.Introduction. This paper aims to present the most adequate conditions and access for the learning and development of deaf and hard-of-hearing students. By applying the cooperative learning model in informal educational contexts, interactions between students are enhanced within spaces that allow these interactions to take place more freely and dynamically. In these conditions, student socialization becomes more successful, and contextual and experiential learning is also encouraged, which contributes to the acquisition of permanent and functional knowledge. Objective. The aim of the paper was to analyze the available literature from 2000 to 2022 to highlight the advantages of applying cooperative learning in informal educational contexts in the education of deaf and hard-of-hearing students. Method. The following search engines were used for the literature search: Ebscohost, ScienceDirect, KoBSON, and Google Scholar. Results. In informal educational contexts, the entire perceptive sensory experiences of deaf and hard-of-hearing students, despite the hearing impairment, gain importance, come to life, and are enriched in a system of knowledge and skills that will help them understand the world around them and find their way in it. Cooperative learning has produced positive results in the development of communication skills and academic achievement of deaf and hard-of-hearing students. Its application through informal educational contexts would lead to effective learning and successful socialization. Conclusion. In addition to the development of cognitive and social abilities, interactions created with the help of cooperative learning in informal contexts can contribute to the essential realization of the inclusion of deaf and hard-of-hearing students, both in education and society
Vitamin b12 status and development in children and adolescents
Get PDFUvod: Vitamin B12 ili kobalamin je hidrosolubilni vitamin koji učestvuje u
stvaranju kateholamina, dezoksiribonukleinske kiseline, mijelina i u hematopoezi.
On je esencijalan faktor u intrauterinom razvoju mozga i mijelinizaciji
sve do puberteta, pa i kasnije. Ljudski organizam nema sposobnost sinteze
kobalamina, pa je zavistan od unosa ishranom ili supstitucijom.
Cilj: Pregled savremene literature o deficijenciji vitamina B12 kod dece i adolescenata,
prikaz
tipične
kliničke
slike i
diskusija
terapijskih
pristupa.
Metode:
Pretraga
elektronskih
baza
podataka
u
sklopu
servisa
Konzorcijuma
biblioteka
Srbije
za
objedinjenu
nabavku
(KOBSON)
sa
ključnim
rečima:
vitamin
B12,
kobalamin,
deficijencija,
deca,
adolescenti.
Rezultati:
Deficit
vitamina
B12
je
čest
među
decom
i
omladinom
u
zemlјama
u
razvoju,
ali
sve
češće
i
u
razvijenim
zemljama.
Kod
dece
postoje
tri
osnovna
uzroka
deficijencije:
1.
smanjen
unos,
2.
poremećaj
resorpcije,
3. urođeni
poremećaji transporta i metabolizma. Snižen nivo vitamina B12 u krvi
povezan je sa negativnim ishodom trudnoće po majku i dete, podižući rizik
za
razvojne
anomalije,
spontani
pobačaj,
preeklampsiju
i
nisku
težinu
deteta
na
rođenju.
Neuropsihološke
posledice
kod
dece
su
kognitivni
poremećaji
(smetnje
pažnje,
pamćenja
i
sniženje
akademskog
postignuća),
izmene
afekta
i
ponašanja.
Nekoliko
kohortnih
studija
pokazalo
je
povezanost
nivoa
vitamina
B12 u krvi ili zastupljenost u ishrani majke sa kognitivnim ishodima kod
dece. Međutim, najveći broj do sada objavljenih studija o negativnom uticaju
sniženog nivoa vitamina B12 na kognitivni status dece je opservacionog tipa,
te ne mogu potvrditi kauzalnu povezanost. Dijagnoza deficita vitamina B12
zasniva se na kliničkoj slici, neurološkom i psihijatrijskom nalazu, ispitivanju
kognicije i laboratorijskoj dijagnostici, koja obuhvata cirkulatorne i funkcionalne
biomarkere.
Nadoknada
deficita
kobalamina
je
podjednako
efikasna
i
parenteralno i
oralno,
ukoliko se
daju
adekvatne
doze.
Zaključak:
Nedostatak
vitamina
B12
je
relativno
čest
među
decom
i
omladinom
i
dovodi
do
neuroloških
i
psihijatrijskih
smetnji
koje,
ako
se
ne
leče,
mogu
dovesti
do
ireverzibilnih
promena.Introduction: Vitamin B12, also known as cobalamin, is a water- soluble vitamin
that participates in the synthesis of catecholamines, deoxyribonucleic acid, myelin, and
hematopoiesis. It is an essential factor in the intrauterine development of the brain and
myelination, extending through puberty, and later on in life. The human body lacks the
ability to synthesize cobalamin, thus depending on dietary intake or supplementation.
Aim: Review of current literature on vitamin B12 deficiency in children and adolescents,
typical presentation and therapeutic approach.
Methods: Literature search via electronic database within the Serbian Library
Consortium for Coordinated Acquisition (KOBSON) with keywords: vitamin B12, cobalamin,
deficiency, children, adolescents.
Results: Vitamin B12 deficiency is common among children and adolescents in
developing countries, but it is becoming increasingly prevalent in developed countries as well. In children, there are three main causes of deficiency: 1. Reduced intake, 2. Impaired
absorption, 3. Inherited transport and metabolism disorders. Decreased levels of vitamin B12
in the blood are associated with adverse outcomes for both the mother and child during
pregnancy, increasing the risk of developmental abnormalities, spontaneous abortion,
preeclampsia, and low birth weight. Neuropsychological consequences in children include
cognitive disorders (attention deficits, memory impairments, and decreased academic
achievement), changes in mood, and behavior. Several cohort studies have shown an
association between vitamin B12 levels in the blood or maternal dietary intake and cognitive
outcomes in children. However, the majority of published studies on the negative impact of
low vitamin B12 levels on the cognitive status of children are observational in nature and
cannot confirm a causal relationship. The diagnosis of vitamin B12 deficiency is based on
clinical presentation, neurological and psychiatric findings, cognitive testing, and laboratory
diagnostics, which include circulating and functional biomarkers. Replenishment of
cobalamin deficiency is equally effective via parenteral and oral routes if adequate doses are
administered.
Conclusion: Vitamin B12 deficiency is relatively common among children and adolescents,
and it leads to neurological and psychiatric impairments that, if left untreated, can result in
irreversible changes
Тhe importance of using semantic fluency tasks in assessing language abilities of preschool children
Get PDFСемантичка флуентност је способност која се развија током детињства,
са перформансама које достижу зрелост током периода адолесценције. Циљ
истраживања био је испитивање динамике у развоју способности семантичке
флуентности код деце предшколског узраста. Узорак је чинило 224 деце типичног
развоја, узраста од пет до седам и по година. У истраживању је коришћен тест
Асоцијације речи. Резултати истраживања су показали, да у временском интервалу
од три минута деца просечно остварују 27 поена на задацима набрајања
речи из семантичких категорија животиња, хране и занимања. Увидом у вредности
перцентилних
рангова
утврђено
је
да
четвртина
деце
из
узорка
испољава
блажи
или тежи степен дефицита на задацима семантичке флуентности.
Додатно, потврђен је статистички значајан утицај узраста на постигнуће деце
на наведеним задацима (p=0,000), али и одсуство утицаја пола (p<0,005). Будућа
истраживања семантичке флуентности би требала бити фокусирана и на примену
когнитивних
задатака,
како
би
се
добили
потпунији
подаци
о
сличностима
и
разликама у
језичком и
когнитивном
функционисању
међу
децом.Semantic fluency is an ability that develops
in childhood, with performance reaching
maturity in adolescence. The aim of this
study was to investigate the dynamics in the
development of semantic fluency in preschool
children. The sample consisted of 224 children
with typical development from five to seven
and a half years of age. The Word association
test was used for the study. The results of the
study showed that in a time interval of three
minutes, the children scored an average of
27 points on the tasks of enumerating words
from the semantic categories of animals, food,
and occupations. Based on the percentile
rank values, it was found that a quarter of
the children in the sample had a milder or
more severe deficit in the semantic fluency
tasks. In addition, a statistically significant
effect of age on children’s performance on
the above tasks was confirmed (p=0.000), as
well as the absence of gender differences (p
< 0.005). Future research of semantic fluency
should also focus on the use of cognitive
tasks to provide more comprehensive data
on similarities and differences in children’s
language and cognitive performance