| Abstract | Fonološko pamćenje odnosi se na izvedbu na zadacima privremenog pohranjivanja malog broja informacija te se ispituje neposredno nakon ili nakon kratkog vremenskog odmaka od primanja informacija (Baddeley, Eysenck i Anderson, 2020). Ono sudjeluje u svim kognitivnim zadacima koji uključuju obradu jezika te uz fonološku svjesnost i fonološko imenovanje čini predvještine čitanja (Ivšac Pavliša i Lenček, 2011). Odabirom riječi za mjeru raspona fonološkog pamćenja, u obzir se mora uzeti i učinak učestalost riječi, koji jasno utječe na raspon pamćenja (Roodenrys, Humle, Alban i Ellis, 1994). Ovaj rad donosi pregled teorijskih znanja iz područja radnog i fonološkog pamćenja, a u istraživačkom dijelu rada cilj je bio istražiti opseg fonološkog pamćenja u djece starije predškolske dobi urednog razvoja, s naglaskom na to postoji li razlika u opsegu fonološkog pamćenja s obzirom na učestalost riječi, na koji način učestalost riječi utječe na fonološko pamćenje predškolske djece urednog razvoja te postoji li povezanost između kratkoročnog fonološkog pamćenja i radnog pamćenja predškolske djece urednog razvoja. U istraživanju su korištene liste riječi napravljene za potrebe ovog istraživanja, iz dvije semantičke kategorije, odjeća i voće. Usporedba pamćenja čestica visoko i nisko učestalih lista riječi provedena je Wilcoxonovim testom ekvivalentnih parova, a utvrđivanje povezanosti između fonološkog kratkoročnog pamćenja i radnog pamćenja, provjerena je Spearmanovim koeficijentom korelacije. Rezultati pokazuju da predškolska djeca urednog razvoja pokazuju značajnu razliku u rasponu pamćenja riječi s visoko i nisko učestale liste riječi u obje semantičke kategorije. Djeca u pravilu pamte više riječi s lista visoko učestalih riječi, nego s lista nisko učestalih riječi, što pokazuje utjecaj leksičko-semantičkih reprezentacija na fonološko pamćenje. Češće riječi imaju jače reprezentacije što olakšava zadržavanje i prisjećanje riječi. Iako su kratkoročno pamćenje i radno pamćenje dva različita teorijska koncepta za koja se pretpostavlja da odražavaju različite kognitivne funkcije, dobivena statistički značajna korelacija u provedenom istraživanju, ipak pokazuje preklapanje ta dva koncepta. Odnosno, kognitivni zadaci koje karakteriziraju kratkoročni zahtjevi za pohranom ne mogu se jasno razlikovati od kognitivnih zadataka koji zahtijevaju pohranu i obradu informacija. |
| Abstract (english) | Phonological memory refers to performance of tasks which involve temporarily storing a small amount of information, which is tested immediately after or after a short delay from receiving the information (Baddeley, Eysenck and Anderson, 2020). Phonological memory participates in all cognitive tasks that include language processing and, along with phonological awareness and phonological naming, forms the pre-skills of reading (Ivšac Pavliša and Lenček, 2011). When choosing words to measure a phonological memory span, one must take into account the effect of word frequency, which clearly affects the memory span (Roodenrys, Humle, Alban, Ellis, 1994). This paper presents an overview of the theoretical knowledge in the field of working and phonological memory, and in the research part of the paper the goal was to investigate the scope of phonological memory in older preschool children with typical development, with an emphasis on whether there is a difference in the scope of phonological memory with regard to the frequency of the words, how the frequency of the words affects the phonological memory of typically developed preschool children and whether there is a connection between short-term phonological memory and working memory of typically developed preschool children. Lists of words from two semantic categories, fruit and clothes, which were made for the purposes of this research, were used. The comparison of the memory of particles of high and low frequency word lists was carried out using the Wilcoxon test of equivalent pairs, and the existence of a connection between phonological short-term memory and working memory was checked using the Spearman correlation coefficient. The results show that typically developed preschool children show a significant difference in the memory range of words from high and low frequency word lists in both semantic categories. As a rule, children remember more words from the list of high-frequency words than from the list of low-frequency words, which shows the influence of lexical-semantic representations on phonological memory. More frequent words have stronger representations, which makes them easier to retain and recall. Although phonological memory and working memory are two different theoretical concepts that are assumed to reflect different cognitive functions, the statistically significant correlation obtained in the conducted research still shows the overlap of these two concepts. More specifically, cognitive tasks characterized by the short-term storage demands cannot be clearly distinguished from cognitive tasks that require information storage and processing. |
