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    О истакнутим Π°ΡΠΎΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²Π½ΠΈΠΌ ΠΈΡΡ‚Ρ€Π°ΠΆΠΈΠ²Π°ΡšΠΈΠΌΠ° Π½Π° Π—Π°ΠΏΠ°Π΄Ρƒ Ρƒ 21. Π²Π΅ΠΊΡƒ ΠΈ могућностима ΡšΠΈΡ…ΠΎΠ²Π΅ ΠΏΡ€ΠΈΠΌΠ΅Π½Π΅ Ρƒ (Π΄ΠΎΠΌΠ°Ρ›ΠΎΡ˜) лингвистици

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    ΡƒΠ΄ΡƒΡ›ΠΈ Π΄Π° су Π΄ΠΎΠΌΠ°Ρ›Π° Π°ΡΠΎΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²Π½Π° ΠΈΡΡ‚Ρ€Π°ΠΆΠΈΠ²Π°ΡšΠ° досада Π±ΠΈΠ»Π° ΠΎΠΊΡ€Π΅Π½Ρƒ-Ρ‚Π° Π˜ΡΡ‚ΠΎΠΊΡƒ ΠΈ Ρ€ΡƒΡΠΊΠΎΡ˜ Ρ‚Ρ€Π°Π΄ΠΈΡ†ΠΈΡ˜ΠΈ, Ρ†ΠΈΡ™ јС ΠΎΠ²ΠΎΠ³ ΠΏΡ€Π΅Π³Π»Π΅Π΄Π° Π΄Π° ΠΏΡ€ΠΈΠΊΠ°ΠΆΠ΅ нашој Ρ˜Π°Π²Π½ΠΎΡΡ‚ΠΈ мањС ΠΏΠΎΠ·Π½Π°Ρ‚Π°, Π° ΠΈΠ·Ρ€Π°Π·ΠΈΡ‚ΠΎ Π·Π°Π½ΠΈΠΌΡ™ΠΈΠ²Π° Π·Π°ΠΏΠ°Π΄Π½Π° ΠΈΡΡ‚Ρ€Π°ΠΆΠΈΠ²Π°ΡšΠ°, која Π±ΠΈ ΠΌΠΎΠ³Π»Π° ΠΏΠΎ-слуТити овдашњим лингвистима Ρƒ будућности. ΠΡΠΎΡ†ΠΈΡ˜Π°Ρ†ΠΈΡ˜Π΅ сС ΠΏΡ€ΠΈΠΌΠ΅ΡšΡƒΡ˜Ρƒ Ρƒ вишС Π³Ρ€Π°Π½Π° Π΄Ρ€ΡƒΡˆΡ‚Π²Π΅Π½ΠΈΡ… Π½Π°ΡƒΠΊΠ°, Π°Π»ΠΈ ΠΎΠ²Π΄Π΅ Ρ›Π΅ΠΌΠΎ сС усрСдсрСдити Π½Π° области најблиТС Π΄ΠΎΠΌΠ°Ρ›ΠΈΠΌ истраТивачима ΠΈ Π½Π° ΡšΠΈΡ…ΠΎΠ²Π° достигнућа: ΡƒΠ΄Ρ€ΡƒΠΆΠΈΠ²Π°ΡšΠ΅ Π°ΡΠΎΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²Π½ΠΎΠ³ ΠΌΠ΅Ρ‚ΠΎΠ΄Π° с корпусима ΠΈ њСгово ΠΊΠΎΡ€ΠΈΡˆΡ›Π΅ΡšΠ΅ ΠΊΠ°ΠΊΠΎ Π±ΠΈ сС олакшала ΠΏΡ€Π΅Ρ‚Ρ€Π°Π³Π° Ρ€Π΅Ρ‡Π½ΠΈΠΊΠ°; ΠΏΡ€ΠΈΠΌΠ΅Π½Π° ΠΎΠ²ΠΎΠ³ ΠΌΠ΅Ρ‚ΠΎΠ΄Π° ΠΊΠ°ΠΊΠΎ Π±ΠΈ сС ΠΈΠ·Π³Ρ€Π°Π΄ΠΈΠ»ΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΌΠ΅Π½Ρ‚Π°Π»Π½ΠΎΠ³ лСксикона; Π°ΡΠΎΡ†ΠΈΡ˜Π°-Ρ†ΠΈΡ˜Π΅ Ρƒ ΠΏΡ€ΠΈΠΌΠ΅ΡšΠ΅Π½ΠΎΡ˜ линвгистици, Ρƒ Π°Π½Π°Π»ΠΈΠ·Π°ΠΌΠ° Π²Π΅Π·Π°Π½ΠΈΠΌ Π·Π° ΡƒΡΠ²Π°Ρ˜Π°ΡšΠ΅ страног јСзика

    Verbal associations and cognitive development of schoolchildren ; Π’Π΅Ρ€Π±Π°Π»ΡŒΠ½Ρ‹Π΅ ассоциации ΠΈ ΠΊΠΎΠ³Π½ΠΈΡ‚ΠΈΠ²Π½ΠΎΠ΅ Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠ΅ ΡƒΡ‡Π΅Π½ΠΈΠΊΠΎΠ² Π²ΠΎΡΡŒΠΌΠΈΠ»Π΅Ρ‚Π½Π΅ΠΉ ΡˆΠΊΠΎΠ»Ρ‹

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    Π£ ΠΎΠ²ΠΎΠΌ ΠΈΡΡ‚Ρ€Π°ΠΆΠΈΠ²Π°ΡšΡƒ испитан јС Ρ˜Π΅Π·ΠΈΡ‡ΠΊΠΈ Ρ€Π°Π·Π²ΠΎΡ˜ Π΄Π΅Ρ†Π΅ Ρ‚ΠΎΠΊΠΎΠΌ основнС школС, Ρƒ ΠΎΠ΄Π΅Ρ™Π΅ΡšΠΈΠΌΠ° Π³Π΄Π΅ сС српски ΡƒΡ‡ΠΈ ΠΊΠ°ΠΎ ΠΌΠ°Ρ‚Π΅Ρ€ΡšΠΈ јСзик, Π° Π½Π° ΠΌΠ°Ρ‚Π΅Ρ€ΠΈΡ˜Π°Π»Ρƒ слободних Π²Π΅Ρ€Π±Π°Π»Π½ΠΈΡ… Π°ΡΠΎΡ†ΠΈΡ˜Π°Ρ†ΠΈΡ˜Π° Π½Π° апстрактнС ΠΈΠΌΠ΅Π½ΠΈΡ†Π΅. Π¦ΠΈΡ™Π΅Π²ΠΈ су Π±ΠΈΠ»ΠΈ: ΠΎΠ±Ρ€Π°Π·ΠΎΠ²Π°Ρ‚ΠΈ Π°ΡΠΎΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²Π½Π΅ Ρ€Π΅Ρ‡Π½ΠΈΠΊΠ΅ Π·Π° испитиванС Ρ€Π΅Ρ‡ΠΈ, Π°Π½Π°Π»ΠΈΠ·ΠΈΡ€Π°Ρ‚ΠΈ ΠΈΡ… ΠΈ, сСкундарно, ΡƒΡ‚Π²Ρ€Π΄ΠΈΡ‚ΠΈ ΠΈΡΡ‚ΠΎΡ€ΠΈΡ˜ΡΠΊΠΈ, Ρ‚Π΅ΠΎΡ€ΠΈΡ˜ΡΠΊΠΈ ΠΈ ΠΌΠ΅Ρ‚ΠΎΠ΄ΠΎΠ»ΠΎΡˆΠΊΠΈ контСкст Π°ΡΠΎΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²Π½ΠΈΡ… ΠΈΡΡ‚Ρ€Π°ΠΆΠΈΠ²Π°ΡšΠ°. Π˜ΡΡ‚Ρ€Π°ΠΆΠΈΠ²Π°ΡšΠ΅ јС Π±ΠΈΠ»ΠΎ ΡˆΠΈΡ€ΠΎΠΊΠΎ ΠΏΠΎ ΠΎΠ±ΠΈΠΌΡƒ: Π°Π½ΠΊΠ΅Ρ‚ΠΈΡ€Π°Π½ΠΈ су ΡƒΡ‡Π΅Π½ΠΈΡ†ΠΈ са сСла ΠΈ ΠΈΠ· Π³Ρ€Π°Π΄Π°, ΠΈΠ· ΠΊΡšΠΈΠΆΠ΅Π²Π½ΠΈΡ… ΠΈ Π½Π΅ΠΊΡšΠΈΠΆΠ΅Π²Π½ΠΈΡ… Π΄ΠΈΡ˜Π°Π»Π΅ΠΊΠ°Ρ‚Π°. Π‘ΠΈΠ»ΠΎ ΠΈΡ… јС 709 ≀ n ≀ 797 ΠΏΠΎ Ρ€Π°Π·Ρ€Π΅Π΄Ρƒ (ΡƒΠΊΡƒΠΏΠ½ΠΎ: 5232), Π° Ρ‚Π°ΠΊΠΎΡ’Π΅ јС Π°Π½ΠΊΠ΅Ρ‚ΠΈΡ€Π°Π½ΠΎ ΠΈ Π±Π»ΠΈΠ·Ρƒ 700 испитаника с Ρ„Π°ΠΊΡƒΠ»Ρ‚Π΅Ρ‚Π°, ΠΊΠ°ΠΊΠΎ Π±ΠΈ сС Π΄ΠΎΠΏΡƒΠ½ΠΈΠ»ΠΈ ΠΏΠΎΠ΄Π°Ρ†ΠΈ ΠΈΠ· ΠΡΠΎΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²Π½ΠΎΠ³ Ρ€Π΅Ρ‡Π½ΠΈΠΊΠ° српскога јСзика. Од испитаника јС Ρ‚Ρ€Π°ΠΆΠ΅Π½ΠΎ Π΄Π° Π½Π° 20 Ρ€Π΅Ρ‡ΠΈ-Π΄Ρ€Π°ΠΆΠΈ, ΠΏΡ€Π΅ свСга Π΅ΠΌΠΎΡ†ΠΈΡ˜Π°, ΠΎΠ΄Π³ΠΎΠ²ΠΎΡ€Π΅ ΠΏΡ€Π²ΠΎΠΌ Π²Π΅Ρ€Π±Π°Π»Π½ΠΎΠΌ Ρ€Π΅Π°ΠΊΡ†ΠΈΡ˜ΠΎΠΌ која ΠΈΠΌ ΠΏΠ°Π΄Π½Π΅ Π½Π° ΠΏΠ°ΠΌΠ΅Ρ‚. Π’Π΅ су Ρ€Π΅Ρ‡ΠΈ ΠΎΠ΄Π°Π±Ρ€Π°Π½Π΅ Ρ˜Π΅Ρ€ ΠΏΡ€Π΅Π΄ΡΡ‚Π°Π²Ρ™Π°Ρ˜Ρƒ апстрактнС ΠΊΠΎΠ½Ρ†Π΅ΠΏΡ‚Π΅ – ΠΏΠΎΠ·ΠΈΡ‚ΠΈΠ²Π½Π΅ ΠΈ Π½Π΅Π³Π°Ρ‚ΠΈΠ²Π½Π΅ – којС Π΄Π΅Ρ†Π° Π΄ΠΎΠΆΠΈΠ²Ρ™Π°Π²Π°Ρ˜Ρƒ Ρ€Π΅Π»Π°Ρ‚ΠΈΠ²Π½ΠΎ Ρ€Π°Π½ΠΎ, Ρ‚Π΅ јС стога Π²Π°ΠΆΠ½ΠΎ Π·Π½Π°Ρ‚ΠΈ, Ρ€Π°Π΄ΠΈ Π±ΠΎΡ™Π΅ ΠΊΠΎΠΌΡƒΠ½ΠΈΠΊΠ°Ρ†ΠΈΡ˜Π΅ с њима, ΡˆΡ‚Π° Π·Π° Π΄Π΅Ρ†Ρƒ ΠΈΠΌΠ΅Π½Π° Ρ‚ΠΈΡ… ΠΊΠΎΠ½Ρ†Π΅ΠΏΠ°Ρ‚Π° Π·Π½Π°Ρ‡Π΅, ΠΊΠ°ΠΊΠΎ ΠΈΡ… ΠΎΠ½Π° Π΄ΠΎΠΆΠΈΠ²Ρ™Π°Π²Π°Ρ˜Ρƒ. ΠžΠ΄Π³ΠΎΠ²ΠΎΡ€ΠΈ су сабрани, ΠΏΠ° су састављСни узрасни Π°ΡΠΎΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²Π½ΠΈ Ρ€Π΅Ρ‡Π½ΠΈΡ†ΠΈ – ΡƒΠΊΡƒΠΏΠ½ΠΈ ΠΈ ΠΏΠΎΠ»Π½ΠΎ стратификовани. Анализом Ρ˜Π°ΠΊΠΈΡ… ΠΎΠ΄Π³ΠΎΠ²ΠΎΡ€Π° ΡƒΠ½ΡƒΡ‚Π°Ρ€ Π°ΡΠΎΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²Π½ΠΈΡ… ΠΏΠΎΡ™Π° дошло сС Π΄ΠΎ слСдСћих Π·Π°ΠΊΡ™ΡƒΡ‡Π°ΠΊΠ°: ΠΏΠΎΡΡ‚ΠΎΡ˜Π΅ Ρ€Π°Π·Π»ΠΈΠΊΠ΅ ΠΈΠ·ΠΌΠ΅Ρ’Ρƒ Ρ€Π°Π·Π»ΠΈΡ‡ΠΈΡ‚ΠΈΡ… узраста ΠΈ ΠΏΠΎΠ»ΠΎΠ²Π°, осим ΠΊΠΎΠ΄ Ρ€Π΅Ρ‡ΠΈ којС ΠΈΠ·Π°Π·ΠΈΠ²Π°Ρ˜Ρƒ стСрСотипнС Ρ€Π΅Π°ΠΊΡ†ΠΈΡ˜Π΅; Π²Ρ€Π΅ΠΌΠ΅Π½ΠΎΠΌ ΠΎΠ΄Π³ΠΎΠ²ΠΎΡ€ΠΈ ΠΏΠΎΡΡ‚Π°Ρ˜Ρƒ ΡΡ‚Π΅Ρ€Π΅ΠΎΡ‚ΠΈΠΏΠ½ΠΈΡ˜ΠΈ; ΠΎΠ½ΠΈ Π½ΡƒΠ΄Π΅ ситуациони ΠΎΠΊΠ²ΠΈΡ€ Π·Π° испитиванС ΠΈΠΌΠ΅Π½ΠΈΡ†Π΅, с њима су Ρƒ Ρ‚Π΅ΠΌΠ°Ρ‚ΡΠΊΠΎΡ˜ Π²Π΅Π·ΠΈ, Ρ€Π΅Ρ‚ΠΊΠΎ Ρƒ Ρ‚Π°ΠΊΡΠΎΠ½ΠΎΠΌΡΠΊΠΎΡ˜; ΠΎΠ΄Π³ΠΎΠ²ΠΎΡ€ΠΈ Π²Ρ€Π΅ΠΌΠ΅Π½ΠΎΠΌ, супротно ΠΎΡ‡Π΅ΠΊΠΈΠ²Π°ΡšΠΈΠΌΠ°, Π½Π΅ ΠΏΠΎΡΡ‚Π°Ρ˜Ρƒ Π°ΠΏΡΡ‚Ρ€Π°ΠΊΡ‚Π½ΠΈΡ˜ΠΈ.Using free word associations elicited by abstract nouns, we study the language development of schoolchildren learning Serbian as a first language. The two primary aims are to make associative dictionaries for our chosen words, and to analyze them. The secondary aim is to establish a historical, theoretical and methodological context for associative research. Our study had a wide scope: we had both urban and rural subjects, speakers of both the standard and non-standard dialects. There were 709 ≀ n ≀ 797 subjects in each grade (in total: 5232), from 2nd to 8th grade. The study also included nearly 700 University of Belgrade undergraduates, so that the data from the Associative Dictionary of Serbian Language could be supplemented. The subjects were required to write the first thing that came to their mind in response to 20 words, mostly emotions. The words chosen represented abstract concepts – both positive and negative ones – that the children acquire relatively early. Therefore, it is important, in the interest of fostering better communication with children, to ascertain what meaning those concepts have for them, how they perceive them. The responses were collected and dictionaries were made for each word, divided first just by grade, and then by gender. The analysis of strong responses in the associative fields leads to the following conclusions: there were age- and gender-related differences between them, except when the words elicited stereotypical responses; with age the responses themselves become more stereotypical; the responses offer a situational frame for the initial words, and they make thematic connections with them, while only rarely taxonomic ones; the responses do not become, contrary to expectations, more abstract with age
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