Verbalna kratkoročna i radna memorija kod dece predškolskog uzrasta

Abstract

S obzirom na to da kratkoročno pamćenje i radna memorija predstavljaju važne prediktore razvoja sposobnosti rešavanja problema, vokabulara, kao i razvoja veštine računanja, čitanja i razumevanja pročitanog, cilj ovog istraživanja je da se utvrdi dinamika razvoja verbalne kratkoročne i radne memorije kod dece predškolskog uzrasta. Uzorak je činilo sedamdeset petoro dece tipičnog razvoja, uzrasta 4-6,11 godina (AS=5,052; SD=0,814), podeljenih u tri jednake uzrasne grupe. Obuhvaćeno je 39 (52%) dečaka i 36 (48%) devojčica. Za procenu verbalne kratkoročne i radne memorije korišćeni su zadaci raspona. Kratkoročna memorija procenjena je zadatkom raspona brojeva unapred, a radna memorija zadatkom raspona brojeva unazad. Beležen je broj tačnih odgovora i dostignuti nivo/raspon memorije. Analizom rezultata utvrđeno je da uzrast statistički značajno korelira sa rasponom verbalne kratkoročne memorije (r=0,503) i rasponom radne memorije (r=0,639). Rezultati analize varijanse su pokazali da je uzrast značajan činilac skora (p≤0,000; parcijalni η2 =0,251) i nivoa (p≤0,000; parcijalni η2 =0,250) kratkoročne verbalne memorije, kao i skora (p≤0,000; parcijalni η2 =0,451) i nivoa (p≤0,000; parcijalni η2 =0,403) verbalne radne memorije. Post hoc analizom utvrđeno je da se značajan napredak u domenu kratkoročnog verbalnog pamćenja odigrava nakon šeste godine (p=0,028), a u oblasti verbalne radne memorije značajne razlike su prisutne među svim procenjenim uzrasnim kategorijama (p=0,004-0,000). Poznavanje dinamike razvoja verbalne kratkoročne i radne memorije na zadacima raspona moglo bi omogućiti rano detektovanje dece čiji razvoj odstupa od očekivanog i blagovremenu primenu programa stimulacije.

Research subject: Having in mind that short-term and working memory are strong predictors of development of problem-solving skills, vocabulary, as well as calculation skills, reading and comprehension, the aim of this research is to determine developmental trend of verbal short-term and working memory in preschool children. Method: Te sample consisted of 75 children with typical development, between 4 and 6.11 years of age (M=5.052, SD=0.814), distributed into three equal age groups. Tere were 39 (52%) boys and 36 (48%) girls. Verbal short-term memory and working memory were assessed by span tasks. Short-term memory was assessed by Digit span forward, while working memory was assessed by Digit span backward. Te number of correct responses and the achieved level-span were recorded. Results: Analysis of the results revealed a statistically signifcant correlation between age and verbal short-term (r=0.503) and working memory span (r=0.639). Te results of analysis of variance showed that age was a signifcant factor of short-term memory score (p≤0.000; partial η2 =0.251) and span (p≤0.000; partial η2 =0.250), as well as working memory score (p≤0.000; partial η2 =0.451) and span (p≤0.000; partial η2 =0.403). Post hoc analysis revealed that signifcant developmental progress in short-term memory occurred afer sixth year of age (p=0.028). In the domain of verbal working memory, developmental changes were more pronounced, and they were present in every age group (p=0.004-0.000). Conclusion: Knowing the developmental trend of verbal short-term and working memory on span tasks can enable early detection of children with developmental delay and timely implementation of the stimulation program.