Definisanje pojmova kohlearno implantirane dece predškolskog uzrasta
Defining terms of cochlear implanted children of pre-school age

2018
Authors
Đoković, Sanja
Kovačević, Tamara

Ostojić-Zeljković, Sanja

Contributors
Isaković LjubicaKovačević Tamara
Conference object (Published version)
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Show full item recordAbstract
Definisanje pojmova je složen jezički zadatak na koji utiče veći
broj faktora: uzrast, kognicija, bogatsvo rečnika, jezičko umeće i dru-
go. Da bi se pojam mogao definisati na pravilan način on mora biti
potpuno usvojen. Učenje ili formiranje pojmova je dinamičan proces koji
počinje na ranom predškolskom uzrastu, a završava se, u većini slučaje-
va na srednjoškolskom uzrastu ili traje čitav život. Cilj rada je bio
utvrđivanje načina na koji kohlearno implantirana deca predškolskog
uzrasta definišu neke osnovne pojmove. Takođe, cilj je bio utvrditi da
li postoje razlike u definisanju pojmova u odnosu na pol, hronološki uz-
rast, uzrast implantacije i slušni uzrast i utvrditi da li postoji
povezanost između zavisnih i nezavisnih varijabli. U uzorku je bilo 25
dece oba pola uzrasta od 4 do 8 godina. Rezultati pokazuju da kohlearno
implantirana deca predškolskog uzrasta u 74,4% ne mogu prihvatlji-
vo definisati pojmove a da u 25,6% definišu pojmove prihvatljivim
definicijama.... Najzastupljenije su literarne, zatim deskriptivne,
podjednako funkcionalne i logičke sa karakteristikom i najmanje lo-
gičke definicije. Ne postoji statistički značajna razlika u odnosu na
pol i hronološki uzrast a statistički značajne razlike se pojavljuju
u odnosu na uzrast implantacije i slušni uzrast. Takođe,utvrđena je
povezanost između definisanja pojmova uzrasta implantacije i sluš-
nog uzrasta.
Defining the term is a complex language task which is affected by
numerous factors: age, cognition, vocabulary, linguistic knowledge etc... For
a term to be defined correctly, it must be completely accepted. Learning or
forming terms is a dynamic process which starts during early pre-school age,
and it ends, in most cases, during high school years or lasts the entire lifetime.
The goal of study was to determine how children with cochlear implants
of preschool age define some basic terms. Thus, the goal was to determine
whether there is a difference in defining a term in relation to gender,
chronological age, implantation age and hearing age, and whether there is a
link between dependent and independent variables. There were 25 children
in the sample, both genders, aged 4 to 8 years. The results show that children
with cochlear implants, of preschool age, in 74.4% cases cannot define terms
within acceptable parameters while in 25.6% cases they can. Literary terms
are repres...ented the most, followed by descriptive, functional and logical with
characteristics, with logical definitions being the least represented. There is
no statistically significant differences in gender and chronological age, while
statistically significant differences occurs in relation to the age of implantation
and hearing age. Also, has been established between the definition of the term
and the age of implantation and the hearing age.
Keywords:
definisanje pojmova / kohlearno implantirana deca / predškolski uzrast / uzrast implantacije / slušni uzrast / definition of term / cochlear implanted children / pre-school age / age of implantation / and hearing ageSource:
Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018., 2018, 57-71Publisher:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Collections
Institution/Community
rFASPERTY - CONF AU - Đoković, Sanja AU - Kovačević, Tamara AU - Ostojić-Zeljković, Sanja PY - 2018 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/2870 AB - Definisanje pojmova je složen jezički zadatak na koji utiče veći broj faktora: uzrast, kognicija, bogatsvo rečnika, jezičko umeće i dru- go. Da bi se pojam mogao definisati na pravilan način on mora biti potpuno usvojen. Učenje ili formiranje pojmova je dinamičan proces koji počinje na ranom predškolskom uzrastu, a završava se, u većini slučaje- va na srednjoškolskom uzrastu ili traje čitav život. Cilj rada je bio utvrđivanje načina na koji kohlearno implantirana deca predškolskog uzrasta definišu neke osnovne pojmove. Takođe, cilj je bio utvrditi da li postoje razlike u definisanju pojmova u odnosu na pol, hronološki uz- rast, uzrast implantacije i slušni uzrast i utvrditi da li postoji povezanost između zavisnih i nezavisnih varijabli. U uzorku je bilo 25 dece oba pola uzrasta od 4 do 8 godina. Rezultati pokazuju da kohlearno implantirana deca predškolskog uzrasta u 74,4% ne mogu prihvatlji- vo definisati pojmove a da u 25,6% definišu pojmove prihvatljivim definicijama. Najzastupljenije su literarne, zatim deskriptivne, podjednako funkcionalne i logičke sa karakteristikom i najmanje lo- gičke definicije. Ne postoji statistički značajna razlika u odnosu na pol i hronološki uzrast a statistički značajne razlike se pojavljuju u odnosu na uzrast implantacije i slušni uzrast. Takođe,utvrđena je povezanost između definisanja pojmova uzrasta implantacije i sluš- nog uzrasta. AB - Defining the term is a complex language task which is affected by numerous factors: age, cognition, vocabulary, linguistic knowledge etc... For a term to be defined correctly, it must be completely accepted. Learning or forming terms is a dynamic process which starts during early pre-school age, and it ends, in most cases, during high school years or lasts the entire lifetime. The goal of study was to determine how children with cochlear implants of preschool age define some basic terms. Thus, the goal was to determine whether there is a difference in defining a term in relation to gender, chronological age, implantation age and hearing age, and whether there is a link between dependent and independent variables. There were 25 children in the sample, both genders, aged 4 to 8 years. The results show that children with cochlear implants, of preschool age, in 74.4% cases cannot define terms within acceptable parameters while in 25.6% cases they can. Literary terms are represented the most, followed by descriptive, functional and logical with characteristics, with logical definitions being the least represented. There is no statistically significant differences in gender and chronological age, while statistically significant differences occurs in relation to the age of implantation and hearing age. Also, has been established between the definition of the term and the age of implantation and the hearing age. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. T1 - Definisanje pojmova kohlearno implantirane dece predškolskog uzrasta T1 - Defining terms of cochlear implanted children of pre-school age EP - 71 SP - 57 UR - https://hdl.handle.net/21.15107/rcub_rfasper_2870 ER -
@conference{ author = "Đoković, Sanja and Kovačević, Tamara and Ostojić-Zeljković, Sanja", year = "2018", abstract = "Definisanje pojmova je složen jezički zadatak na koji utiče veći broj faktora: uzrast, kognicija, bogatsvo rečnika, jezičko umeće i dru- go. Da bi se pojam mogao definisati na pravilan način on mora biti potpuno usvojen. Učenje ili formiranje pojmova je dinamičan proces koji počinje na ranom predškolskom uzrastu, a završava se, u većini slučaje- va na srednjoškolskom uzrastu ili traje čitav život. Cilj rada je bio utvrđivanje načina na koji kohlearno implantirana deca predškolskog uzrasta definišu neke osnovne pojmove. Takođe, cilj je bio utvrditi da li postoje razlike u definisanju pojmova u odnosu na pol, hronološki uz- rast, uzrast implantacije i slušni uzrast i utvrditi da li postoji povezanost između zavisnih i nezavisnih varijabli. U uzorku je bilo 25 dece oba pola uzrasta od 4 do 8 godina. Rezultati pokazuju da kohlearno implantirana deca predškolskog uzrasta u 74,4% ne mogu prihvatlji- vo definisati pojmove a da u 25,6% definišu pojmove prihvatljivim definicijama. Najzastupljenije su literarne, zatim deskriptivne, podjednako funkcionalne i logičke sa karakteristikom i najmanje lo- gičke definicije. Ne postoji statistički značajna razlika u odnosu na pol i hronološki uzrast a statistički značajne razlike se pojavljuju u odnosu na uzrast implantacije i slušni uzrast. Takođe,utvrđena je povezanost između definisanja pojmova uzrasta implantacije i sluš- nog uzrasta., Defining the term is a complex language task which is affected by numerous factors: age, cognition, vocabulary, linguistic knowledge etc... For a term to be defined correctly, it must be completely accepted. Learning or forming terms is a dynamic process which starts during early pre-school age, and it ends, in most cases, during high school years or lasts the entire lifetime. The goal of study was to determine how children with cochlear implants of preschool age define some basic terms. Thus, the goal was to determine whether there is a difference in defining a term in relation to gender, chronological age, implantation age and hearing age, and whether there is a link between dependent and independent variables. There were 25 children in the sample, both genders, aged 4 to 8 years. The results show that children with cochlear implants, of preschool age, in 74.4% cases cannot define terms within acceptable parameters while in 25.6% cases they can. Literary terms are represented the most, followed by descriptive, functional and logical with characteristics, with logical definitions being the least represented. There is no statistically significant differences in gender and chronological age, while statistically significant differences occurs in relation to the age of implantation and hearing age. Also, has been established between the definition of the term and the age of implantation and the hearing age.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.", title = "Definisanje pojmova kohlearno implantirane dece predškolskog uzrasta, Defining terms of cochlear implanted children of pre-school age", pages = "71-57", url = "https://hdl.handle.net/21.15107/rcub_rfasper_2870" }
Đoković, S., Kovačević, T.,& Ostojić-Zeljković, S.. (2018). Definisanje pojmova kohlearno implantirane dece predškolskog uzrasta. in Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 57-71. https://hdl.handle.net/21.15107/rcub_rfasper_2870
Đoković S, Kovačević T, Ostojić-Zeljković S. Definisanje pojmova kohlearno implantirane dece predškolskog uzrasta. in Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:57-71. https://hdl.handle.net/21.15107/rcub_rfasper_2870 .
Đoković, Sanja, Kovačević, Tamara, Ostojić-Zeljković, Sanja, "Definisanje pojmova kohlearno implantirane dece predškolskog uzrasta" in Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. (2018):57-71, https://hdl.handle.net/21.15107/rcub_rfasper_2870 .