3 research outputs found
Π ΠΈΡΡΠ°ΠΊΠ½ΡΡΠΈΠΌ Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΈΠΌ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠΈΠΌΠ° Π½Π° ΠΠ°ΠΏΠ°Π΄Ρ Ρ 21. Π²Π΅ΠΊΡ ΠΈ ΠΌΠΎΠ³ΡΡΠ½ΠΎΡΡΠΈΠΌΠ° ΡΠΈΡ ΠΎΠ²Π΅ ΠΏΡΠΈΠΌΠ΅Π½Π΅ Ρ (Π΄ΠΎΠΌΠ°ΡΠΎΡ) Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠΈ
ΡΠ΄ΡΡΠΈ Π΄Π° ΡΡ Π΄ΠΎΠΌΠ°ΡΠ° Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΠ²Π½Π° ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° Π΄ΠΎΡΠ°Π΄Π° Π±ΠΈΠ»Π° ΠΎΠΊΡΠ΅Π½Ρ-ΡΠ° ΠΡΡΠΎΠΊΡ ΠΈ ΡΡΡΠΊΠΎΡ ΡΡΠ°Π΄ΠΈΡΠΈΡΠΈ, ΡΠΈΡ ΡΠ΅ ΠΎΠ²ΠΎΠ³ ΠΏΡΠ΅Π³Π»Π΅Π΄Π° Π΄Π° ΠΏΡΠΈΠΊΠ°ΠΆΠ΅ Π½Π°ΡΠΎΡ ΡΠ°Π²Π½ΠΎΡΡΠΈ ΠΌΠ°ΡΠ΅ ΠΏΠΎΠ·Π½Π°ΡΠ°, Π° ΠΈΠ·ΡΠ°Π·ΠΈΡΠΎ Π·Π°Π½ΠΈΠΌΡΠΈΠ²Π° Π·Π°ΠΏΠ°Π΄Π½Π° ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ°, ΠΊΠΎΡΠ° Π±ΠΈ ΠΌΠΎΠ³Π»Π° ΠΏΠΎ-ΡΠ»ΡΠΆΠΈΡΠΈ ΠΎΠ²Π΄Π°ΡΡΠΈΠΌ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΠΌΠ° Ρ Π±ΡΠ΄ΡΡΠ½ΠΎΡΡΠΈ. ΠΡΠΎΡΠΈΡΠ°ΡΠΈΡΠ΅ ΡΠ΅ ΠΏΡΠΈΠΌΠ΅ΡΡΡΡ Ρ Π²ΠΈΡΠ΅ Π³ΡΠ°Π½Π° Π΄ΡΡΡΡΠ²Π΅Π½ΠΈΡ
Π½Π°ΡΠΊΠ°, Π°Π»ΠΈ ΠΎΠ²Π΄Π΅ ΡΠ΅ΠΌΠΎ ΡΠ΅ ΡΡΡΠ΅Π΄ΡΡΠ΅Π΄ΠΈΡΠΈ Π½Π° ΠΎΠ±Π»Π°ΡΡΠΈ Π½Π°ΡΠ±Π»ΠΈΠΆΠ΅ Π΄ΠΎΠΌΠ°ΡΠΈΠΌ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠΈΠΌΠ° ΠΈ Π½Π° ΡΠΈΡ
ΠΎΠ²Π° Π΄ΠΎΡΡΠΈΠ³Π½ΡΡΠ°: ΡΠ΄ΡΡΠΆΠΈΠ²Π°ΡΠ΅ Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ ΠΌΠ΅ΡΠΎΠ΄Π° Ρ ΠΊΠΎΡΠΏΡΡΠΈΠΌΠ° ΠΈ ΡΠ΅Π³ΠΎΠ²ΠΎ ΠΊΠΎΡΠΈΡΡΠ΅ΡΠ΅ ΠΊΠ°ΠΊΠΎ Π±ΠΈ ΡΠ΅ ΠΎΠ»Π°ΠΊΡΠ°Π»Π° ΠΏΡΠ΅ΡΡΠ°Π³Π° ΡΠ΅ΡΠ½ΠΈΠΊΠ°; ΠΏΡΠΈΠΌΠ΅Π½Π° ΠΎΠ²ΠΎΠ³ ΠΌΠ΅ΡΠΎΠ΄Π° ΠΊΠ°ΠΊΠΎ Π±ΠΈ ΡΠ΅ ΠΈΠ·Π³ΡΠ°Π΄ΠΈΠ»ΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΌΠ΅Π½ΡΠ°Π»Π½ΠΎΠ³ Π»Π΅ΠΊΡΠΈΠΊΠΎΠ½Π°; Π°ΡΠΎΡΠΈΡΠ°-ΡΠΈΡΠ΅ Ρ ΠΏΡΠΈΠΌΠ΅ΡΠ΅Π½ΠΎΡ Π»ΠΈΠ½Π²Π³ΠΈΡΡΠΈΡΠΈ, Ρ Π°Π½Π°Π»ΠΈΠ·Π°ΠΌΠ° Π²Π΅Π·Π°Π½ΠΈΠΌ Π·Π° ΡΡΠ²Π°ΡΠ°ΡΠ΅ ΡΡΡΠ°Π½ΠΎΠ³ ΡΠ΅Π·ΠΈΠΊΠ°
Verbal associations and cognitive development of schoolchildren ; ΠΠ΅ΡΠ±Π°Π»ΡΠ½ΡΠ΅ Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠΈ ΠΈ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΡΠ΅Π½ΠΈΠΊΠΎΠ² Π²ΠΎΡΡΠΌΠΈΠ»Π΅ΡΠ½Π΅ΠΉ ΡΠΊΠΎΠ»Ρ
Π£ ΠΎΠ²ΠΎΠΌ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΡ ΠΈΡΠΏΠΈΡΠ°Π½ ΡΠ΅ ΡΠ΅Π·ΠΈΡΠΊΠΈ ΡΠ°Π·Π²ΠΎΡ Π΄Π΅ΡΠ΅ ΡΠΎΠΊΠΎΠΌ
ΠΎΡΠ½ΠΎΠ²Π½Π΅ ΡΠΊΠΎΠ»Π΅, Ρ ΠΎΠ΄Π΅ΡΠ΅ΡΠΈΠΌΠ° Π³Π΄Π΅ ΡΠ΅ ΡΡΠΏΡΠΊΠΈ ΡΡΠΈ ΠΊΠ°ΠΎ ΠΌΠ°ΡΠ΅ΡΡΠΈ ΡΠ΅Π·ΠΈΠΊ, Π° Π½Π°
ΠΌΠ°ΡΠ΅ΡΠΈΡΠ°Π»Ρ ΡΠ»ΠΎΠ±ΠΎΠ΄Π½ΠΈΡ
Π²Π΅ΡΠ±Π°Π»Π½ΠΈΡ
Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΡΠ° Π½Π° Π°ΠΏΡΡΡΠ°ΠΊΡΠ½Π΅ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅. Π¦ΠΈΡΠ΅Π²ΠΈ ΡΡ
Π±ΠΈΠ»ΠΈ: ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠΈ Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΠ²Π½Π΅ ΡΠ΅ΡΠ½ΠΈΠΊΠ΅ Π·Π° ΠΈΡΠΏΠΈΡΠΈΠ²Π°Π½Π΅ ΡΠ΅ΡΠΈ, Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°ΡΠΈ ΠΈΡ
ΠΈ,
ΡΠ΅ΠΊΡΠ½Π΄Π°ΡΠ½ΠΎ, ΡΡΠ²ΡΠ΄ΠΈΡΠΈ ΠΈΡΡΠΎΡΠΈΡΡΠΊΠΈ, ΡΠ΅ΠΎΡΠΈΡΡΠΊΠΈ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΡΠΊΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡ
Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ°. ΠΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ΅ ΡΠ΅ Π±ΠΈΠ»ΠΎ ΡΠΈΡΠΎΠΊΠΎ ΠΏΠΎ ΠΎΠ±ΠΈΠΌΡ: Π°Π½ΠΊΠ΅ΡΠΈΡΠ°Π½ΠΈ
ΡΡ ΡΡΠ΅Π½ΠΈΡΠΈ ΡΠ° ΡΠ΅Π»Π° ΠΈ ΠΈΠ· Π³ΡΠ°Π΄Π°, ΠΈΠ· ΠΊΡΠΈΠΆΠ΅Π²Π½ΠΈΡ
ΠΈ Π½Π΅ΠΊΡΠΈΠΆΠ΅Π²Π½ΠΈΡ
Π΄ΠΈΡΠ°Π»Π΅ΠΊΠ°ΡΠ°. ΠΠΈΠ»ΠΎ ΠΈΡ
ΡΠ΅ 709 β€ n β€ 797 ΠΏΠΎ ΡΠ°Π·ΡΠ΅Π΄Ρ (ΡΠΊΡΠΏΠ½ΠΎ: 5232), Π° ΡΠ°ΠΊΠΎΡΠ΅ ΡΠ΅ Π°Π½ΠΊΠ΅ΡΠΈΡΠ°Π½ΠΎ ΠΈ Π±Π»ΠΈΠ·Ρ 700
ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΠΊΠ° Ρ ΡΠ°ΠΊΡΠ»ΡΠ΅ΡΠ°, ΠΊΠ°ΠΊΠΎ Π±ΠΈ ΡΠ΅ Π΄ΠΎΠΏΡΠ½ΠΈΠ»ΠΈ ΠΏΠΎΠ΄Π°ΡΠΈ ΠΈΠ· ΠΡΠΎΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ ΡΠ΅ΡΠ½ΠΈΠΊΠ°
ΡΡΠΏΡΠΊΠΎΠ³Π° ΡΠ΅Π·ΠΈΠΊΠ°. ΠΠ΄ ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΠΊΠ° ΡΠ΅ ΡΡΠ°ΠΆΠ΅Π½ΠΎ Π΄Π° Π½Π° 20 ΡΠ΅ΡΠΈ-Π΄ΡΠ°ΠΆΠΈ, ΠΏΡΠ΅ ΡΠ²Π΅Π³Π°
Π΅ΠΌΠΎΡΠΈΡΠ°, ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠ΅ ΠΏΡΠ²ΠΎΠΌ Π²Π΅ΡΠ±Π°Π»Π½ΠΎΠΌ ΡΠ΅Π°ΠΊΡΠΈΡΠΎΠΌ ΠΊΠΎΡΠ° ΠΈΠΌ ΠΏΠ°Π΄Π½Π΅ Π½Π° ΠΏΠ°ΠΌΠ΅Ρ. Π’Π΅ ΡΡ ΡΠ΅ΡΠΈ
ΠΎΠ΄Π°Π±ΡΠ°Π½Π΅ ΡΠ΅Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΡ Π°ΠΏΡΡΡΠ°ΠΊΡΠ½Π΅ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ΅ β ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½Π΅ ΠΈ Π½Π΅Π³Π°ΡΠΈΠ²Π½Π΅ β ΠΊΠΎΡΠ΅
Π΄Π΅ΡΠ° Π΄ΠΎΠΆΠΈΠ²ΡΠ°Π²Π°ΡΡ ΡΠ΅Π»Π°ΡΠΈΠ²Π½ΠΎ ΡΠ°Π½ΠΎ, ΡΠ΅ ΡΠ΅ ΡΡΠΎΠ³Π° Π²Π°ΠΆΠ½ΠΎ Π·Π½Π°ΡΠΈ, ΡΠ°Π΄ΠΈ Π±ΠΎΡΠ΅
ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ΅ Ρ ΡΠΈΠΌΠ°, ΡΡΠ° Π·Π° Π΄Π΅ΡΡ ΠΈΠΌΠ΅Π½Π° ΡΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΠ°ΡΠ° Π·Π½Π°ΡΠ΅, ΠΊΠ°ΠΊΠΎ ΠΈΡ
ΠΎΠ½Π°
Π΄ΠΎΠΆΠΈΠ²ΡΠ°Π²Π°ΡΡ. ΠΠ΄Π³ΠΎΠ²ΠΎΡΠΈ ΡΡ ΡΠ°Π±ΡΠ°Π½ΠΈ, ΠΏΠ° ΡΡ ΡΠ°ΡΡΠ°Π²ΡΠ΅Π½ΠΈ ΡΠ·ΡΠ°ΡΠ½ΠΈ Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΈ
ΡΠ΅ΡΠ½ΠΈΡΠΈ β ΡΠΊΡΠΏΠ½ΠΈ ΠΈ ΠΏΠΎΠ»Π½ΠΎ ΡΡΡΠ°ΡΠΈΡΠΈΠΊΠΎΠ²Π°Π½ΠΈ. ΠΠ½Π°Π»ΠΈΠ·ΠΎΠΌ ΡΠ°ΠΊΠΈΡ
ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠ° ΡΠ½ΡΡΠ°Ρ
Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΏΠΎΡΠ° Π΄ΠΎΡΠ»ΠΎ ΡΠ΅ Π΄ΠΎ ΡΠ»Π΅Π΄Π΅ΡΠΈΡ
Π·Π°ΠΊΡΡΡΠ°ΠΊΠ°: ΠΏΠΎΡΡΠΎΡΠ΅ ΡΠ°Π·Π»ΠΈΠΊΠ΅ ΠΈΠ·ΠΌΠ΅ΡΡ
ΡΠ°Π·Π»ΠΈΡΠΈΡΠΈΡ
ΡΠ·ΡΠ°ΡΡΠ° ΠΈ ΠΏΠΎΠ»ΠΎΠ²Π°, ΠΎΡΠΈΠΌ ΠΊΠΎΠ΄ ΡΠ΅ΡΠΈ ΠΊΠΎΡΠ΅ ΠΈΠ·Π°Π·ΠΈΠ²Π°ΡΡ ΡΡΠ΅ΡΠ΅ΠΎΡΠΈΠΏΠ½Π΅ ΡΠ΅Π°ΠΊΡΠΈΡΠ΅;
Π²ΡΠ΅ΠΌΠ΅Π½ΠΎΠΌ ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠΈ ΠΏΠΎΡΡΠ°ΡΡ ΡΡΠ΅ΡΠ΅ΠΎΡΠΈΠΏΠ½ΠΈΡΠΈ; ΠΎΠ½ΠΈ Π½ΡΠ΄Π΅ ΡΠΈΡΡΠ°ΡΠΈΠΎΠ½ΠΈ ΠΎΠΊΠ²ΠΈΡ Π·Π°
ΠΈΡΠΏΠΈΡΠΈΠ²Π°Π½Π΅ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅, Ρ ΡΠΈΠΌΠ° ΡΡ Ρ ΡΠ΅ΠΌΠ°ΡΡΠΊΠΎΡ Π²Π΅Π·ΠΈ, ΡΠ΅ΡΠΊΠΎ Ρ ΡΠ°ΠΊΡΠΎΠ½ΠΎΠΌΡΠΊΠΎΡ; ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠΈ
Π²ΡΠ΅ΠΌΠ΅Π½ΠΎΠΌ, ΡΡΠΏΡΠΎΡΠ½ΠΎ ΠΎΡΠ΅ΠΊΠΈΠ²Π°ΡΠΈΠΌΠ°, Π½Π΅ ΠΏΠΎΡΡΠ°ΡΡ Π°ΠΏΡΡΡΠ°ΠΊΡΠ½ΠΈΡΠΈ.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
β€ n β€ 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 β both positive and negative
ones β 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