Postignuće dece tipičnog razvoja na viskonsin testu sortiranja karata

Abstract

Uvod: Viskonsin test sortiranja karata predstavlja jedan od najpoznatijih i najčešće korišćenih instrumenata za procenu egzekutivnih funkcija. Reč je o kompleksnom zadatku budući da je prethodnim faktorskim analizama usta- novljeno da procenjuje kognitivnu fleksibilnost, testiranje hipoteze/rešavanje problema i sposobnost održavanja mentalnog seta, te kao takav ima značajno mesto u proceni sposobnosti dece sa neurorazvojnim poremećajima. Cilj: Cilj ovog preliminarnog istraživanja je da se na uzorku dece tipičnog ra- zvoja, uzrasta 9 i 10 godina, proveri teza o kulturološkoj nezavisnosti Viskonsin testa sortiranja karata. Metod: Uzorkom su obuhvaćeni učenici dve beogradske osnovne škole (N=104), oba pola (49% devojčica i 51% dečaka), koji pohađaju treći (43,3%) i četvrti razred (56,7%). Test je primenjen na standardan način, a skorovanje je izvršeno rukovodeći se originalnim uputstvima iz priručnika. Ukupno je anali- zirano devet skorova. Rezultati: Na osnovu deskriptivne analize i poređenjem rezultata sa original- nim (američkim) normama, utvrđeno je da naši ispitanici ostvaruju lošije po- stignuće na gotovo svim varijablama, pri čemu su razlike izraženije kod starijih ispitanika (uzrast od 10 godina). Kod devetogodišnjaka, najizraženija razlika je u domenu inicijalne konceptualizacije (20,08 vs. 14,47), dok su izraženije razli- ke kod desetogodišnjaka rasprostranjenije, i obuhvataju broj sortiranih kate- gorija (4,98 vs. 5,71) i prekinutih setova (1,27 vs. 0,55), ukupan broj potrošenih karata do završetka zadatka (111,61 vs. 98,41), te procenat grešaka (30,65 vs. 23,97) i konceptualnih odgovora (61,43 vs. 70,41). Postignuće naših desetogo- dišnjaka više odgovara uzrastu od devet godina normativnog uzorka. Zaključak: Dobijeni rezultati ukazuju na mogućnost nešto drugačije dinamike razvoja sposobnosti obuhvaćenih Viskonsin testom sortiranja karata u popu- laciji dece iz Srbije i potrebu za normiranjem testa utvrđivanjem potencijalnih kulturoloških činilaca postignuća, kako bi njegova primena u kliničkoj praksi bila pouzdanija.

Introduction: The Wisconsin Card Sorting Test (WCST) is one of the most well-known and commonly used instrument for assessing executive functions. It is a complex task since previous factor analysis studies have revealed that this test assesses cognitive flexibility, hypothesis testing/ problem solving and the ability to maintain a mental set, and as such has a significant place in assessing the abilities of children with neurodevelopmental disorders. Aim: The aim of this preliminarily research is to test the thesis that Wisconsin Card Sorting Test is culture-free, on a sample of children of typical development, aged 9 and 10. Method: The sample included students from two Belgrade primary schools (N=104), both sexes (49% girls and 51% boys), who attend the third (43.3%) and fourth grade (56.7%). The test was applied in the standard way, and the scoring was performed following the original instructions from the WCST Manual. A total of nine scores were analyzed. Results: Based on the descriptive analysis and comparing the results with the original (American) norms, it was determined that our participants performed less well on almost all variables, with differences being more pronounced in older participants (aged 10 years). In nine-year-olds, the most pronounced difference is in the domain of initial conceptualization (Trials to complete first category; 20.08 vs. 14.47), while more pronounced differences in ten-year-olds are more widespread, and include the Number of completed categories (4.98 vs. 5.71) and Failure to maintain set (1.27 vs. 0.55), the Total number of trials administered (111.61 vs. 98.41), and the Percent of errors (30.65 vs. 23.97) and Conceptual level responses (61.43 vs. 70.41). The achievement of our ten-year-olds is more in line with the age of nine years of the normative sample. Conclusion: The obtained results indicate the possibility of slightly different developmental trend of abilities assessed by the WCST in the population of children from Serbia and the need to standardize the test by determining potential cultural factors of achievement, so that its application in clinical practice would be more reliable.