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Theory of mind in children – preliminary research the role of memory and language abilities as developmental indicators
Get PDFPredškolski uzrast predstavlja period suštinskih promena u sposobnostima dece da eksplicitno rasuđuju o mentalnim stanjima drugih. Cilj istraživanja je bio da se utvrdi odnos između teorije uma, radne memorije i jezičkih sposobnosti kod dece tipičnog razvoja, uzrasta od četiri do osam godina. Za procenu navedenih sposobnosti korišćeni su merni instrumenti: Zadatak lažnog verovanja „Sanja i Ana”, Raspon brojeva unazad, Test verbalnog pamćenja, Test brzine odlučivanja, Gramatika mališana i FONT test. Rezultati istraživanja su ukazali na statistički značajne korelacije između teorije uma, verbalnog pamćenja, kao i nekih aspekata jezičkih sposobnosti. Ipak, kao statistički značajan pokazatelj postignuća na zadacima teorije uma izdvaja se samo verbalno pamćenje (p < .05) koje zajedno sa verbalnom radnom memorijom predviđa 26% varijanse postignuća u usvojenosti teorije uma prvog reda (F = 9.40; df = 2; p = .00) i 15% varijanse postignuća u ukupnom skoru na zadacima procene teorije uma (F = 4.55; df = 2; p = .01). Rezultati istraživanja sugerišu blizak ali intrigantan odnos između teorije uma, egzekutivnih funkcija i jezičkih sposobnosti.Preschool age is a period of fundamental changes in child's ability to explicitly reason about the other people’s mental states. The aim of the research was to determine the relationship between the development of theory of mind, working memory and language abilities in children with typical development, aged four to eight years. For the assessment of listed abilities several instruments were used: "Sanja and Ana" False belief task, Backward span task, Verbal memory test, Decision speed test, Toddler grammar and FONT test. The results of the research indicated statistically significant correlations between theory of mind, verbal memory, as well as some aspects of language abilities. However, as a statistically significant indicator of achievement on theory of mind tasks, only verbal memory stands out (p < .05) which together with verbal working memory predicts 26% of the variance of achievement in first-order theory of mind acquisition (F = 9.40, df = 2; p = .00) and 15% of the achievement variance in the total score on theory of mind tasks (F = 4.55, df = 2, p = .01). Research results suggest a close but intriguing relationship between theory of mind, executive functions, and language abilities
Types od naming errors in person with aphasia
Get PDFUvod: Imenovanje slika ili objekata je kompleksan proces koji uključuje veliki broj različitih kognitivnih sposobnosti i mentalnih reprezentacija. Većina osoba sa afazijom ima poremećaj imenovanja, odnosno anomiju. Anomija se manifestuje se deficitima u pronalaženju sadržajnih reči, posebno imenica tokom spontanog govora i na zadacima imenovanja vizuelno i auditivno predstavljenih stimulusa. Iako je odavno pokazano da pacijenti sa afazijom ispoljavaju različite tipove grešaka na zadacima vizuelnog imenovanja, još uvek nema dovoljno podataka o prirodi tih grešaka. Cilj: Cilj ovog rada je utvrđivanje tipova grešaka u imenovanju kod osoba sa različitim tipovima afazija. U studiju je uključeno šest pacijenata sa afazijom uzrokovanom moždanim udarom. Metod: Za postavljanje dijagnoze i određivanje tipa afazije primenjeni su Skrining test za afazije i Bostonski dijagnostički test za afazije. U studiju su uključena dva ispitanika sa Brokinom, dva sa Vernikeovom, jedan sa konduktivnom i jedan sa anomičkom afazijom. Rezultati: Rezultati su pokazali da svi pacijenti ispoljavaju poremećaj imenovanja. Utvrđeno je da su na Bostonskom testu imenovanja najuspešniji bili ispitanici sa Brokinom afazijom, dok su najveći broj netačnih odgovora imali ispitanici sa Vernikeovom afazijom. Zaključak: Zaključeno je da se ispitanici sa različitim afazičkim sindromima razlikuju prema tipovima grešaka u imenovanjuIntroduction: Naming pictures or objects is a complex process that involves a large number of different cognitive abilities and mental representations. Most people with aphasia have a naming disorder, i.e. anomia. Anomia is manifested by deficits in finding meaningful words, especially nouns during spontaneous speech and in tasks of naming visually and auditorily presented stimuli. Although it has long been shown that patients with aphasia exhibit different types of errors in naming tasks, there is still insufficient data on the nature of these errors. Aim: The aim of this work is to determine the types of naming errors in people with different types of aphasia. Six patients with aphasia caused by stroke were included in the study. Method: The Screening Test for Aphasia and the Boston Diagnostic Test for Aphasia were used to diagnose and determine the type of aphasia. Two respondents with Broca's, two with Wernicke's, one with conduction, and one with anomic aphasia were included in the study. Results: The results showed that all patients showed a naming disorder. It was found that respondents with Broca's aphasia were the most successful on the Boston Naming Test, while respondents with Wernice's aphasia had the highest number of incorrect answers. Conclusion: It was concluded that respondents with different aphasic syndromes differentiate according to the types of naming error
Assessment of the quality of life in persons with aphasia: implications for treatment
Get PDFUvod: Afazija je poremećaj jezičke komunikacije uzrokovan lezijom mozga. Budući da često ostavlja trajne posledice na psihosocijalnom planu, u novijoj literaturi se sve više pažnje poklanja proučavanju kvaliteta života osoba sa afazijom. Za procenu kvaliteta komunikacije i kvaliteta života primenjuju se različite skale. Razvoj Skale za merenje kvaliteta života specifičnog za afaziju (Stroke and Aphasia Quality of Life Scale-39) doveo je do proboja u istraživanju samoprocene kvaliteta života kod osoba sa afazijom. Cilj: Cilj ovog rada je da se, na osnovu podataka iz literature, prikažu i analiziraju podaci o značaju procene kvaliteta života kod osoba sa afazijom, kao i da se ukaže na potrebu primene terapijskih pristupa koji doprinose boljem funkcionisanju na komunikativnom i socioemocionalnom planu. Metode: Za prikupljanje i analizu empirijskih podataka, korišćeni su internet pretraživači i elektronske baze podataka, kao i udžbenici i zbornici sa domaćih i međunarodnih naučno-stručnih konferencija. Rezultati: Rezultatima istraživanja pokazano je da procena kvaliteta života ima poseban značaj za tretman osoba sa afazijom. Pored toga, rezultati procene služe i za praćenje napretka u rehabilitaciji i sagledavanje ishoda govorno-jezičke terapije na svakodnevni život ovih osoba. Funkcionalno usmerene terapije, kao što su obuka komunikacijskih partnera, pružanje podrške u razgovoru, potpomognuta komunikacija i grupna terapija, danas se koriste kao terapijski programi, Zaključak: Pregledom literature, pokazano je da procena kvaliteta života predstavlja bazu za planiranje terapijskog procesa jer daje uvid u uticaj različitih domena na kvalitet života obolele osobe. Funkcionalno usmerene terapije imaju za cilj da poboljšaju komunikativnu efikasnost u prirodnom okruženju i smanje psihosocijalne posledice afazije.Introduction: Aphasia is a language communication disorder caused by a brain lesion. Since it often leaves lasting consequences on the psychosocial level, recent literature has paid increasing attention to studying the quality of life of individuals with aphasia. Various scales are used to assess the quality of communication and the quality of life. The development of the Stroke and Aphasia Quality of Life Scale-39 led to a breakthrough in researching self-assessment of the quality of life in individuals with aphasia. Aim: This paper aims to, based on data from the literature, present and analyze the significance of assessing the quality of life in individuals with aphasia, as well as to emphasize the need for the implementation of therapeutic approaches that contribute to better functioning on a communicative and socio-emotional level. Methods: For the collection and analysis of empirical data, internet search engines and electronic databases were used, as well as textbooks and proceedings from national and international scientific conferences. Results: The research findings demonstrated that the assessment of the quality of life holds particular significance in the treatment of individuals with aphasia. In addition, the assessment results are utilized to monitor rehabilitation progress and assess the outcome of speech-language therapy on the daily lives of these individuals. Functionally oriented therapies, such as communication partner training, conversation support, assisted communication, and group therapy, are used today as therapeutic programs. Conclusion: Through a literature review, it has been shown that assessing the quality of life is a basis for planning the therapeutic process because it provides insight into the impact of different domains on the quality of life of the affected person. Functionally-oriented therapies aim to improve communicative efficiency in the natural environment and reduce the psychosocial consequences of aphasia
Relevance of parental monitoring strategies in explanation of externalising behaviour problems in adolescence: Mediation of parental knowledge
Get PDFA process model of parental monitoring (PM) proposes that PM occurs in two distinct
stages: before the adolescent goes out and when they return home. Parental and
adolescent responses to monitoring interactions impact on future monitoring episodes.
Research suggests that passive PM strategies (e.g. child disclosure) correlate with
higher parental knowledge and less behavior problems. Self-reported measures were
used on a sample of 507 Belgrade secondary school students (42.1% male) to examine
the mediating effect (mediation analysis using JASP) of parental knowledge (the Scale
of Parental Monitoring) on the relationship of PM strategies (Child Disclosure, Parental
Solicitation and Parental Control) (the Scale of Parental Monitoring) with externalising
problems (Aggressive and Rule-Breaking Behaviour) (ASEBA, YSR). The research results
show that Parental Knowledge mediate the relation of Child Disclosure and RuleBreaking Behaviour (z = -6.544, p < .001) and Parental Control and Rule-Breaking
Behaviour (z =-3.770, p< .001). No direct link between Parental Control and RuleBreaking Behavior, as well as Parental Solicitation and Rule-Breaking Behavior were
established. Full mediation of the link between Child Disclosure and Aggressive Behavior by Parental Knowledge is found (total indirect effect z = -4.050, p < .001). The research
results were discussed in the context of the relevance of the PM strategies for greater
parental knowledge and prevention of externalising problems in adolescence
Comprehension of proverbs in persons with TBI: case reports
Get PDFTraumatic brain injury (TBI) leaves numerous consequences on cognitive, language, and com-
munication abilities. TBI often leads to disturbances in comprehending figurative language,
which can disrupt the communication process. The purpose of this study was to evaluate the
ability of persons who have suffered TBI to understand proverbs in order to draw attention to
figurative language/conversation abilities, which is a topic that is rarely investigated.
Method: The sample consisted of 4 subjects with TBI aged 22 to 29 years, who had complet-
ed 12 to 16 years of education. Subjects were tested between 4 and 9 months after the injury. Using magnetic resonance imaging, it was determined that two subjects had a diffuse brain
injury, while the other two had a contusion brain injury. The control group consisted of four
subjects who equally-matched to subjects with TBI in terms of gender, age, and level of edu-
cation. The study focused on 10 proverbs that are used often in everyday communication. The
assessment of the understanding of proverbs was carried out by two clinicians in the Serbian
language. After the subject heard the proverb, he/she was asked to interpret the meaning,
while two clinicians recorded the success of the understanding and categorised the subject’s
answers based on the following: understands the concrete meaning, partially understands
the metaphor, and fully understands the metaphor. Descriptive statistical measures were
used in this study. The results show that subjects with diffuse lesions had pronounced diffi-
culties in understanding proverbs, while subjects with brain contusions interpreted the prov-
erbs well, but with a delayed latency.
Conclusion: Our data shows that proverb comprehension disorders are more pronounced in
people with a diffuse injury than those with a contusion brain injury. Due to the small num-
ber of respondents, in this study, we compared only the type of brain injury, not the location.
In addition, these results are limited by the size of the sample and cannot be generalised
School engagement of high school students: Gender and age differences
Get PDFSchool or student engagement is widely recognized as a multidimensional construct that encompasses three aspects of engagement – cognitive, behavioral and emotional. Research suggests that school engagement is associated with multiple students outcomes, including academic achievement, school completion, and social-emotional adjustment. Therefore, the aim of this study is to assess the engagement of high school students and to examine differences in the level of engagement by gender and age so that we can determine which students are at greater risk for various negative outcomes. Data on students’ engagement were collected using the Delaware Student Engagement Scale (four-point Likert-type scale). The results of the confirmatory factor analysis did not yield three separate factors, but instead showed that the items of the behavioral and cognitive engagement subscales were best represented by one factor. Thus, the scale consists of only two subscales: cognitive/behavioral engagement (8 items) and emotional engagement (4 items). The sample consisted of 860 students (59.6% female) from Belgrade secondary schools, aged from 15 to 19 (M =16.38, SD = 1.05). The results show that students are engaged to a considerable extent at the cognitive/behavioral level (M = 3.22, SD = 0.66) and to a lesser extent at the emotional level (M = 2.85, SD = 0.91). When looking at the total scores on the cognitive/behavioral engagement subscale, statistically significant difference in the level of engagement by gender were found, t(786) = 2.29, p = < 0.05, d = 0.17, indicating a slightly higher engagement of female students, while no such differences were found on the emotional engagement subscale, t(798) = 1.67, p = .10, d = 0.12. In addition, a weak negative correlation was found between student age and level of engagement on the cognitive/behavioral (r = -.15, p < .001) and emotional engagement subscales (r = -.22, p < .001). In summary, the results of this study showed that high school students’ engagement is at middle level, with girls being slightly more engaged in cognitive/behavioral aspects and younger students generally more engaged compared to older ones. This knowledge is is important from the perspective of prevention science and strengthening protective factors in the school environment, such as student engagement, that can contribute to positive developmental outcomes of students
Provođenje slobodnog vremena učenika s intelektualnom ometenošću
Get PDFSlobodno vreme je prostor slobode stoga je važno da deca shvate njegov značaj kako im
organizovane aktivnosti ne bi bile nametnute od strane odraslih osoba. Ciljevi istraživanja bili su
da se utvrde načini provođenja slobodnog vremena učenika s intelektualnom ometenošću kao i
da se utvrdi da li postoje razlike u korišćenju slobodnog vremena između učenika različitog pola.
Za potrebe ovog istraživanja sačinjen je direktni intervju koji se sastoji od pet pitanja. Uzorkom
je obuhvaćen 31 učenik s intelektualnom ometenošću kalendarskog uzrasta od osam do 12 godina
(starost u mesecima: AS = 116.7; SD = 21.8). Od ukupnog broja ispitanika nijedan ispitanik se
nije izjasnio da često posećuje pozorišta, dok njih 45.2% povremeno gleda pozorišne predstave.
Ukupno 13 (41.9%) ispitanika nikada ne čita. Sa svojim vršanjacima druži se devetoro učenika
(29%). Slobodno vreme u prirodi veoma često provode tri ispitanika (9.8%). Nešto manje od
polovine ispitivanog uzorka (45.2%) slobodno vreme provodi na društvenim mrežama i internetu.
Dečaci češće idu u pozorište (p = 0.000) i češće čitaju knjige (p = 0.001) u poređenju sa
devojčicama, dok se devočice više druže sa svojim vršanjacima (p = 0.001) u odnosu na dečake.
Nisu utvrđene statistički značajne razlike između učenika različitog pola u odnosu na vreme
provedeno na internetu (p = 0.253) ili u prirodi (p = 0.214). Učenici s intelektualnom ometenošću
i roditelji treba da budu informisani o mogućnostima organizovanja i planiranja slobodnog
vremena.Free time is a time of freedom; therefore, it is crucial for children to understand its value so that
organized activities are not imposed on them by adults. The goals of the research are to determine
the ways students with intellectual disabilities spend their free time, as well as to determine
whether there are some differences in the use of free time among students of different genders.
For the purpose of this research, a direct interview consisted of five questions was conducted.
The sample included 31 students with intellectual disabilities aged eight to 12 (age in months:
AS=116.7; SD=21.8). Out of the total number of respondents, no respondent stated that they often
visit theaters, while 45.2% occasionally watch theater performances. A total of 13 (41.9%)
respondents never read. Nine students (29%) hang out with their peers. Three respondents (9.8%)
often spend their free time in nature. Slightly less than half of the surveyed (45.2%) spend their
free time on social networks and the Internet. Boys go to the theater more often (p= 0.000) and
read books more often (p=0.001) compared to girls, while girls hang out more with their peers
(p=0.001). No statistically significant differences were found between students of different
genders regarding the time spent on the Internet (p=0.253) or in nature (p=0.214). Students with
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intellectual disabilities and their parents should be informed about the possibilities of organizing
and planning the free time in questio
Quality of life and physical activity in people with rheumatoid arthritis
Get PDFRheumatoid arthritis (RA) is the most common form of inflammatory rheumatism.
The onset of synovitis in middle aged population, the irreversibility of damage and the
progression of the disease reduce the possibilities and capacities of a person with RA to fulfill
their needs and thus achieve the overall quality of life. Quality of life (Qol) is a
multidimensional concept defined by the World Health Organization as a state of complete
physical, mental, and social well-being. Early diagnosis, the therapeutic approach “treat to
target” and the application of biological therapy are current recommendations that contribute
to the Qol of people with RA. Regular physical activity (PA), or any physical movement that
leads to energy expenditure, is a key component of a healthy life. Since existing research has
shown a significant impact of PA on chronic diseases of the modern era, the question of the
benefits of PA in RA arises. The objective of this paper is to review and analyze the available
recent research in order to examine the effects and importance of the implementation of PA on
the Qol of people with RA. This study is a review of the literature using PubMed/MEDLINE
and Science Direct, not older than ten years. People with RA, in addition to designed programs
of therapeutic exercises as part of physiotherapy, also practice different forms of PA in their
free time or through organized activities. The results indicate that the implementation of regular
PA, dosed according to time and intensity as well as according to the current picture of arthritis
reduces the symptoms of arthritis, which improves the overall Qol of these people.
Implementation of PA is beneficial for people with RA. In order to improve the Qol, it is
necessary to design adapted programs of PA, respecting the specifics of each individual
Procena sposobnosti čitanja kod starih osoba
No full textЧитање је важна способност сваког појединца, па тако и старих људи, имајући у виду да повећава
психичко, физичко и когнитивно здравље током живота, чак и у старости.Истраживање је спроведено с
циљем да се утврди способност читања код старијих особа, у односу на особе средње животне доби.
Узорак се састојао од 40 испитаника који су подељени у две групе: прву групу чинило је 20 старијих
испитаника од 66 до 75 година, а другу 20 испитаника средњег живиотног доба, од 40 до 60 година.
Групе су уједначене према полу. Од испитаника су прикупљени подаци о образовању како би се
утврдило, да ли образовање утиче на способност читања код старијих. У истраживању су примењени
субтестови читања из БДАЕ, а за процену способности разумевања прочитаног примењена је басна
Сељакови синови. Резултати истраживања показали су да способност читања не зависи од пола. Уочено
је да постоји разлика у способности читања, као и разумевању прочитаног у односу на старосне групе.
Способност читања се разликује и према степену образовања у специфичним случајевима, што је
детаљније објашњено у резултатима истраживања.Reading is an important skill for every individual, including the elderly, given that it increases psychological,
physical and cognitive health throughout life, even in old age. The research was conducted with the aim of
determining the assessment of the reading ability of old people, in relation to middle-aged people.The sample
consisted of 40 respondents who were divided into two groups: the first group consisted of 20 elderly
respondents from 66 to 75 years old, and the second 20 middle-aged respondents from 40 to 60 years old. The
groups are balanced according to gender. Data on education were collected from the respondents in order to
determine whether education affects the reading ability of the elderly.In the research, the reading subtests from
the BDAE were applied, and the fable The Farmer & His Sons was used to assess the reading comprehension
ability. The results of the research showed that reading ability does not depend on gender. It was observed that
there is a difference in reading ability, as well as reading comprehension in relation to age groups. The ability
to read also differs according to the level of education in specific cases, which is explained in more detail in
the research results
Socioemocionalne kompetencije i akademski potencijal učenika osnovnoškolskog uzrasta
No full textThe aim of this research is to determine the relationship between the emotional and behavioral
competencies of elementary school students and their academic potential. The sample included
52 typically developed participants, aged 10-12 years (50% boys). The BERS-2 scale was used
to assess socio-emotional competences, while academic potential was assessed using the Acadia
Test of Developmental Abilities, Raven's Progressive Matrices and the Teacher's Assessment of
Motivation and Learning Potential scale. The results of the research indicate that most of the
examined children have average and above-average socioemotional potential. Depending on the
area, 1.9% to 13.2% of children show lower competencies than expected, which may indicate
potential disorders in socioemotional functioning. No significant gender differences were found
in the composite score, nor in the scores on the individual subscales of the BERS-2 scale. The
age difference was observed only in the domain of interpersonal potentials (p = 0.019). Emotional
and behavioral competencies are not significantly related to academic potential in any of the
applied instruments. Bearing in mind the significance of the differences in self-assessment of
emotional and behavioral potentials compared to the normative sample, the obtained results
should be examined on a larger sample of subjects of a wider age range with the necessary
validation of the Serbian version of the BERS-2 scale. Considering the statistically significant
difference in self-assessment of emotional and behavioral capacities compared to the normative
sample, it is advisable to verify the obtained results on a more extensive sample of participants
spanning a wider age range, while ensuring the Serbian version of the BERS-2 scale is
appropriately validated.Istraživanje je usmereno na utvrđivanje povezanosti emocionalnih i bihejvioralnih kompetencija
učenika osnovnoškolskog uzrasta sa njihovim akademskim potencijalom. Uzorkom je
obuhvaćeno ispitanika 52 učenika tipičnog razvoja, uzrasta 10-12 godina (50% dečaka). Za
procenu socioemocionalnih kompetencija upotrebljena je BERS-2 skala, dok su akademski
potencijali procenjeni primenom Akadija testa razvojnih sposobnosti, Ravenovih progresivnih
matrica i skale Nastavnička procena motivacije i potencijala za učenje. Rezultati istraživanja
ukazuju na to da većina ispitane dece ima prosečne i iznadprosečne socioemocionalne potencijale.
U zavisnosti od oblasti, 1.9% do 13.2% dece pokazuje niže kompetencije od očekivanog, što
može da ukazuje na potencijalne poremećaje u socioemocionalnom funkcionisanju. Nisu
utvrđene značajne polne razlike kompozitnih skorova, niti na skorovima pojedinačnih supskala
BERS-2 skale. Uzrasna razlika je uočena samo u domenu interpesonalnih potencijala (p = 0.019).
Emocionalne i bihejvioralne kompetencije nisu značajno povezane sa akademskim potencijalom
ni u jednom od primenjenih instrumenata. Imajući u vidu značajnost razlika samoprocene
emocionalnih i bihejvioralnih potencijala u odnosu na normativni uzorak, dobijene rezultate bi
trebalo proveriti na većem uzorku ispitanika šireg uzrasnog raspona uz neophodnu validaciju
srpske verzije BERS-2 skale