Tipovi grešaka na zadacima imenovanja kod starijih osoba

Abstract

Različiti činioci doprinose tačnosti postignuća na zadacima imenovanja kod starijih osoba. Cilj istraživanja je bio da se ispita uticaj starosti, nivoa obrazovanja i pola na postignuće starijih osoba u zadacima konfrontacionog imenovanja. Uzorak istraživanja činilo je 37 ispitanika oba pola, podeljenih u tri starosne grupe. Za procenu imenovanja objekata korišćen je Bostonski test imenovanja – BTI. Rezultati istraživanja su pokazali da ispitanici stariji od 80 godina ostvaruju statistički značajno manje tačnih odgovora na zadacima imenovanja, ali i statistički značajno više grešaka po tipu omisije u odnosu na grupu is- pitanika od 69 do 79 godina. Dobijeni rezultati ukazuju na činjenicu da je sposob- nost imenovanja relativno očuvana sve do kraja osme decenije života, kada se očekuje značajniji pad u postignuću na zadacima procene navedenih sposobnosti. Analiza polnih razlika pokazala je da žene prave statistički značajno manje grešaka semantičkog tipa, ali istovremeno i statistički značajno više gre- šaka po tipu omisija u odnosu na muškarce. Pored ostalog, rezultati su pokaza- li da, sa manjim izuzecima, postignuće ispitanika na zadacima konfrontacio- nog imenovanja nije značajno uslovljeno nivoom obrazovanja. Nalazi istraživanja ukazuju da je važno uzeti u obzir polne, obrazovne, ali i starosne razlike kao faktore prilikom procene postignuća na Bostonskom testu imenovanja.

Numerous factors contribute to the accuracy of performance on picture-naming tasks in elderly people. The aim of the research was to examine the influence of age, level of education and gender on the achievement of elderly people in picture-naming tasks. The research sample consisted of 37 participants of both genders, divided into three age groups. The Boston Naming Test – BNT was used to assess naming pictures of objects. The results of the research showed that people older than 80 years achieve statistically significantly fewer correct answers on naming tasks, but also statistically significantly more omission errors compared to the group aged 69 to 79 years. The obtained results point to the fact that the naming ability is relatively preserved until the end of the eighth decade of life, when a significant drop in achievement on these tasks is expected. The analysis of gender differences showed that women make statistically significantly fewer semantic errors, but at the same time statistically significantly more omission errors compared to men. Also, the results showed that with minor exceptions, the achievement on confrontational naming tasks was not significantly conditioned by the level of education. Research findings point to the importance of taking into account gender, level of educational and age differences when assessing achievement on the Boston Naming Test.