Verbalna kratkoročna i radna memorija kod dece predškolskog uzrasta
Verbal short-term and working memory in preschool children
Authors
Buha, Nataša
Gligorović, Milica

Obradović, Jelena
Contributors
Filipović MirkoBrojčin Branislav
Conference object (Published version)
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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.
Keywords:
kratkoročna verbalna memorija / verbalna radna memorija / zadaci raspona / predškolski uzrast / verbal short-term memory / verbal working memory / span tasks / preschool childrenSource:
Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017., 2017, 101-108Publisher:
- University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
Funding / projects:
Collections
Institution/Community
rFASPERTY - CONF AU - Buha, Nataša AU - Gligorović, Milica AU - Obradović, Jelena PY - 2017 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/2661 AB - 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. AB - 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. PB - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju C3 - Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017. T1 - Verbalna kratkoročna i radna memorija kod dece predškolskog uzrasta T1 - Verbal short-term and working memory in preschool children EP - 108 SP - 101 UR - https://hdl.handle.net/21.15107/rcub_rfasper_2661 ER -
@conference{ author = "Buha, Nataša and Gligorović, Milica and Obradović, Jelena", year = "2017", 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.", publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju", journal = "Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017.", title = "Verbalna kratkoročna i radna memorija kod dece predškolskog uzrasta, Verbal short-term and working memory in preschool children", pages = "108-101", url = "https://hdl.handle.net/21.15107/rcub_rfasper_2661" }
Buha, N., Gligorović, M.,& Obradović, J.. (2017). Verbalna kratkoročna i radna memorija kod dece predškolskog uzrasta. in Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017. University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 101-108. https://hdl.handle.net/21.15107/rcub_rfasper_2661
Buha N, Gligorović M, Obradović J. Verbalna kratkoročna i radna memorija kod dece predškolskog uzrasta. in Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017.. 2017;:101-108. https://hdl.handle.net/21.15107/rcub_rfasper_2661 .
Buha, Nataša, Gligorović, Milica, Obradović, Jelena, "Verbalna kratkoročna i radna memorija kod dece predškolskog uzrasta" in Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017. (2017):101-108, https://hdl.handle.net/21.15107/rcub_rfasper_2661 .