Neuropsychological functions as predictors of the successfulness of music culture teaching of students with intellectual disability

Abstract

Acquisition of contents of the teaching subject Musical Culture among students with intellectual disability depends to a significant extent upon the quality of the development of neuropsychological contents. Although the researches dealing with the estimation of the relations between music and neuropsychological functions have a very rich and old intellectual history, only few of them tried to single out its most important component for the acquisition of musical contents. The aim of our research was to determine whether there is connectedness between neuropsychological functions as prediction variables with the success in acquisition of musical contents by students with intellectual disability as a criterion variable, and which of the estimated neuropsychological functions has the most influence on the acquisition of musical contents. The sample included 124 respondents, aged 8 -16. To examine executive functions we used a 20 items test, Stroop test, Beter-Cragin test, Rey Auditory verbal learning test, Acadia test, and Learning Accomplishment Profile - LAP to estimate academic achievements. A statistically significant coefficient of correlation indicates that between the success in the teaching of musical culture and the results obtained by the tests for measuring attention (selectivity of attention r = 0.25, p = 0.01: resistance to obstructions r = 0.22, p = 0.01, visual memory (r = 0.21, p = 0.01) and forced recognition (r = 0.24, p = 0.01) there is a positive relatedness of a low intensity. Among them the most prominent is attention selectivity. Practical implications indicate that it is necessary to plan educational activities aimed at the development of the estimated abilities among the students with intellectual disability within the course of musical culture.

Usvajanje gradiva iz predmeta Muzička kultura kod učenika s intelektualnom ometenošću umnogome je uslovljeno kvalitetom razvijenosti neuropsiholoških funkcija. Iako istraživanja koja se bave procenom odnosa muzike i neuropsiholoških funkcija imaju veoma bogatu i dugu intelektualnu istoriju, mali broj radova je pokušao da izdvoji najznačajniju komponentu za usvajanje muzičkih sadržaja. Cilj istraživanja je da se utvrdi da li postoji povezanost između neuropsiholoških funkcija kao prediktorskih varijabli s uspehom u nastavi muzičke kulture kod učenika s intelektualnom ometenošću kao kriterijumskom varijablom, kao i koja od procenjenih neuropsiholoških funkcija ima najveći uticaj na usvajanje muzičkih sadržaja kod učenika s intelektualnom ometenošću. Ispitano je 124 ispitanika starosti 8-16 godina Testom dvadeset pitanja za procenu egzekutivnih funkcija, Strup testom (Stroop), Betr-Krein testom (Beter-Cragin), Rej testom (Rey Auditory verbal learning test), Akadija testom kao i Lap testom procene akademskih postignuća (Learning Accomplishment Profile - LAP). Statistički značajan koeficijent korelacije pokazuje da između uspeha iz nastavne oblasti Muzička kultura i rezultata dobijenih na testovima pažnje (selektivnost pažnje r = 0.25, p = 0.01; otpornost na distrakcije r = 0.22, p = 0.01), vizuelnog pamćenja (r = 0.21, p = 0.01) i forsirane rekognicije (r = 0.24, p = 0.01) postoji pozitivna povezanost niskog intenziteta. Među njima najznačajnije mesto pripada selektivnosti pažnje. Praktične implikacije odnose se na neophodnost koncipiranja edukativnog programa s ciljem razvoja procenjenih sposobnosti u okviru nastave muzičke kulture za učenike s intelektualnom ometenošću.