Frequency and types of errors in six-year-olds on the task of sentence repetition

Zadatak ponavljanja rečenica već je davno prepoznat kao zadatak s visokom osjetljivošću i specifičnošću za otkrivanje posebnih jezičnih teškoća (PJT-a), te s mogućnošću prepoznavanja djece čije su jezične sposobnosti unutar granica urednosti. Ovaj se zadatak smatra dobrim kliničkim pokazateljem PJT-a. Sve do danas u literaturi nije došlo do suglasja meĎu autorima oko toga što je u podlozi procesa ponavljanja rečenica, točnije koji su mehanizmi obrade uključeni u ponavljanje. Autori koji se bave ponavljanjem rečenica najčešće navode da je zadatak ponavljanja rečenica mjera jezične sposobnosti, drugi smatraju da je dio radnog pamćenja, treći tvrde da je višeznačno, točnije da uključuje veći broj komponenata, kao npr. gramatičko i rječničko znanje, reprezentacije u dugoročnom pamćenju te zadrţavanje informacija u kratkoročnom pamćenju. Ovaj diplomski rad usmjeren je na učestalost i vrste pogrešaka koje se javljaju kod šestogodišnjaka na zadatku ponavljanja rečenica. Za potrebe ovoga rada upotrijebljen je zadatak ponavljanja rečenica preuzet iz standardizacijske verzije Testa za procjenu predvještina čitanja i pisanja; PredČiP (Kuvač Kraljević i Lenček, 2012). Na temelju stratificiranog uzorka nasumično je odabran 61 ispitanik te su analizirani njihovi odgovori samo na zadatku Ponavljanja rečenica. Zadatak se sastojao do 10 rečenica koje se meĎusobno razlikuju s obzirom na duljinu i sloţenost. Uzorak ispitanika činila je jedna skupina koja se sastojala od 61 šestogodišnjaka (N=61, 43 djevojčice i 18 dječaka). Odgovori djece, točnije njihove rečenice analizirane su u programu Microsoft Excel 2010 gdje se biljeţilo do kojih je pogrešaka došlo tijekom ponavljanja. Nakon unosa odgovora, podaci su dalje preneseni u program za statističku obradu podataka IMB SPSS 23 kako bi se ispitala statistička značajnost varijabli. Rezultati su pokazali da djeca češće točno ponavljaju rečenice, nego što griješe što se i očekuje s obzirom da se radi o djeci urednog jezičnog razvoja. S obzirom na vrste pogrešaka koje su se pojavile, zabiljeţeno je ispuštanje riječi, zamjena riječi, dodavanje riječi i promjena redoslijeda riječi u rečenici. Najčešća vrsta pogreške bilo je ispuštanje riječi, ali valja napomenuti da je broj ispuštanja riječi i broj zamjena riječi bio veoma blizak (ne postoji statistički značajna razlika). Biljeţilo se i do kojih su promjena u rečenici dovele navedene pogreške. Griješenje je rezultiralo i semantičkom i sintaktičkom promjenom rečenice, u podjednakom opsegu. Pogreške su se najčešće javljale na duljim i sloţenijim rečenicama.Frequency and types of errors in six-year-olds on the task of sentence repetition The task of sentence repetition is long ago recognized as a task of high sensitivity and specificity for detection of specific language impairment (SLI), and with possibility of recognition childen whose language abilities are typical. This task is considered as good clinical marker of SLI. Until today there are no compliance between authors about what is base of process of sentence repetition, rather which mechanisms of processing are included in repetition. Authors who are engaged in sentence repetition most often cite that task of sentence repetition is a measure of language ability, others consider that it is part of working memory, third claim that it is ambiguous, rather that include larger number of components, eg. grammatical and lexical knowledge, representations in long-term memory and keeping informations in short-term memory. This work is directed on frequency and types of errors which appear in six-year-olds on the task of sentence repetition. For the needs of this work, PredČiP test (Kuvač Kraljević and Lenček, 2012) was used. On the base of stratified sample 61 examinees are randomly selected and their answers are analized only on the task of sentence repetition. The task is consisted of 10 sentences which differ considering length and complexity. The sample was one group which consist of 61 six-year-old (N=61, 43 girls and 18 boys). Children's answers, rather their sentences were written in program Microsoft Excel 2010 where was noted which errors appear during repeating. Ater entering the answers, data was further transmit in the program of statistical analysis IMB SPSS version 23 so could statistical relevance of variablese be examined. The results demonstrate that children more often repeat sentences accurately than they repeat it wrong. This is expected because those are children with tipical language development. Considering the type of errors which appear, dropping the word, word replacement, word adding and change of word order in sentence was noted. The most common error was dropping the word, but it is necessarily to note that a number of dropping the word and a number of word replacement was very close (there was no statistical relevance). It was also noted to which changes in sentences those errors led. Those mistakes resulted with semantic and sintactic changes of sentences, in similar extent. Erros appear most often in longer and complex sentences

Frequency and types of errors in six-year-olds on the task of sentence repetition

Zadatak ponavljanja rečenica već je davno prepoznat kao zadatak s visokom osjetljivošću i specifičnošću za otkrivanje posebnih jezičnih teškoća (PJT-a), te s mogućnošću prepoznavanja djece čije su jezične sposobnosti unutar granica urednosti. Ovaj se zadatak smatra dobrim kliničkim pokazateljem PJT-a. Sve do danas u literaturi nije došlo do suglasja meĎu autorima oko toga što je u podlozi procesa ponavljanja rečenica, točnije koji su mehanizmi obrade uključeni u ponavljanje. Autori koji se bave ponavljanjem rečenica najčešće navode da je zadatak ponavljanja rečenica mjera jezične sposobnosti, drugi smatraju da je dio radnog pamćenja, treći tvrde da je višeznačno, točnije da uključuje veći broj komponenata, kao npr. gramatičko i rječničko znanje, reprezentacije u dugoročnom pamćenju te zadrţavanje informacija u kratkoročnom pamćenju. Ovaj diplomski rad usmjeren je na učestalost i vrste pogrešaka koje se javljaju kod šestogodišnjaka na zadatku ponavljanja rečenica. Za potrebe ovoga rada upotrijebljen je zadatak ponavljanja rečenica preuzet iz standardizacijske verzije Testa za procjenu predvještina čitanja i pisanja; PredČiP (Kuvač Kraljević i Lenček, 2012). Na temelju stratificiranog uzorka nasumično je odabran 61 ispitanik te su analizirani njihovi odgovori samo na zadatku Ponavljanja rečenica. Zadatak se sastojao do 10 rečenica koje se meĎusobno razlikuju s obzirom na duljinu i sloţenost. Uzorak ispitanika činila je jedna skupina koja se sastojala od 61 šestogodišnjaka (N=61, 43 djevojčice i 18 dječaka). Odgovori djece, točnije njihove rečenice analizirane su u programu Microsoft Excel 2010 gdje se biljeţilo do kojih je pogrešaka došlo tijekom ponavljanja. Nakon unosa odgovora, podaci su dalje preneseni u program za statističku obradu podataka IMB SPSS 23 kako bi se ispitala statistička značajnost varijabli. Rezultati su pokazali da djeca češće točno ponavljaju rečenice, nego što griješe što se i očekuje s obzirom da se radi o djeci urednog jezičnog razvoja. S obzirom na vrste pogrešaka koje su se pojavile, zabiljeţeno je ispuštanje riječi, zamjena riječi, dodavanje riječi i promjena redoslijeda riječi u rečenici. Najčešća vrsta pogreške bilo je ispuštanje riječi, ali valja napomenuti da je broj ispuštanja riječi i broj zamjena riječi bio veoma blizak (ne postoji statistički značajna razlika). Biljeţilo se i do kojih su promjena u rečenici dovele navedene pogreške. Griješenje je rezultiralo i semantičkom i sintaktičkom promjenom rečenice, u podjednakom opsegu. Pogreške su se najčešće javljale na duljim i sloţenijim rečenicama.Frequency and types of errors in six-year-olds on the task of sentence repetition The task of sentence repetition is long ago recognized as a task of high sensitivity and specificity for detection of specific language impairment (SLI), and with possibility of recognition childen whose language abilities are typical. This task is considered as good clinical marker of SLI. Until today there are no compliance between authors about what is base of process of sentence repetition, rather which mechanisms of processing are included in repetition. Authors who are engaged in sentence repetition most often cite that task of sentence repetition is a measure of language ability, others consider that it is part of working memory, third claim that it is ambiguous, rather that include larger number of components, eg. grammatical and lexical knowledge, representations in long-term memory and keeping informations in short-term memory. This work is directed on frequency and types of errors which appear in six-year-olds on the task of sentence repetition. For the needs of this work, PredČiP test (Kuvač Kraljević and Lenček, 2012) was used. On the base of stratified sample 61 examinees are randomly selected and their answers are analized only on the task of sentence repetition. The task is consisted of 10 sentences which differ considering length and complexity. The sample was one group which consist of 61 six-year-old (N=61, 43 girls and 18 boys). Children's answers, rather their sentences were written in program Microsoft Excel 2010 where was noted which errors appear during repeating. Ater entering the answers, data was further transmit in the program of statistical analysis IMB SPSS version 23 so could statistical relevance of variablese be examined. The results demonstrate that children more often repeat sentences accurately than they repeat it wrong. This is expected because those are children with tipical language development. Considering the type of errors which appear, dropping the word, word replacement, word adding and change of word order in sentence was noted. The most common error was dropping the word, but it is necessarily to note that a number of dropping the word and a number of word replacement was very close (there was no statistical relevance). It was also noted to which changes in sentences those errors led. Those mistakes resulted with semantic and sintactic changes of sentences, in similar extent. Erros appear most often in longer and complex sentences