Procesna i produktna analiza pisanja kod odraslih gluhih osoba

master's thesis

• Title (english): Process and Product Analysis of Writing in Deaf Adults
• Author: Mirela Cvitković
• Mentor: Iva Hrastinski (mentor)
• Mentor: Marina Olujić Tomazin (komentor)
• Committee member: Iva Hrastinski (predsjednik povjerenstva)
• Committee member: Marina Olujić Tomazin (član povjerenstva)
• Committee member: Luka Bonetti (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-05-28, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Pisanje se smatra jednom od najsloženijih jezičnih djelatnosti, a podrazumijeva koordinirano izvršavanje velikog broja kognitivnih aktivnosti (Alamargot i Chanquoy, 2001). Prema Modelu kognitivnih procesa (Hayes i Flower, 1980), pisanje se sastoji od tri temeljna (meta)kognitivna procesa, a to su planiranje, prenošenje i provjeravanje. Pretpostavlja se da sva tri procesa nadzire radno pamćenje, a ovi će se procesi tijekom komponiranja teksta boriti za njegove ograničene kapacitete (Olive i sur., 2002). Dinamika ovih procesa može se opisati kroz njihovu vremensku organizaciju i kognitivnu zahtjevnost. Ovi su koncepti zahvaljujući razvoju tehnologije danas mjerljivi primjenom različitih računalnih softvera i tehnologije.
Cilj ovog istraživanja bio je opisati dinamiku metakognitivnih procesa u podlozi pisanja kod odraslih gluhih osoba i usporediti ih s čujućim osobama. Kako znamo, iako je tehnologija slušnih pomagala napredovala, gluha djeca prolaze kroz period tišine prije dobivanja slušnih pomagala, što se negativno odražava na njihov jezični razvoj (Mayer i Trezek, 2019).
U istraživanju je sudjelovalo 10 gluhih i 10 čujućih ispitanika, izjednačenih po dobi, spolu, razini obrazovanja i općim kognitivnim sposobnostima. Dinamika metakognitivnih procesa u podlozi pisanja ispitana je zadatkom komponiranja teksta s trostrukim zadatkom (Kellogg, 1987). Napisani su tekstovi potom analizirani objektivnim mjerama kvalitete teksta.
Rezultati su pokazali da se gluhi i čujući ispitanici ne razlikuju u distribuciji i kognitivnoj zahtjevnosti planiranja, prenošenja i provjeravanja prilikom pisanja. Što se tiče pisanog produkta, postoje razlike u broju gramatičkih pogrešaka. Gluhi su sudionici pisali tekstove manje gramatičke točnosti.

Abstract (english)

Writing is considered one of the most complex linguistic activities, as it requires the coordinated execution of a large number of cognitive activities (Alamargot and Chanquoy, 2001). According to the Model of Cognitive Processes (Hayes and Flower, 1980), writing consists of three basic (meta)cognitive processes: planning, translating, and reviewing. It is assumed that all three processes are controlled by the working memory, and compete for its limited resources during text composition (Olive et al., 2002). The dynamics of these processes can be described by their temporal organization and cognitive demands. Advances in technology have made it possible to measure these concepts using various computer software and technologies.
The aim of this study was to describe the dynamics of the cognitive processes underlying writing in adult deaf people and to compare them with those of hearing people. Despite advances in hearing aid technology, the period of lack of access to auditory stimuli, that deaf children go through before receiving hearing aids has a negative impact on their spoken language development (Mayer and Trezek, 2019).
The study involved 10 deaf and 10 hearing respondents who were matched in terms of age, gender, level of education, and general cognitive ability. The dynamics of the cognitive processes underlying writing were examined using the triple task technique (Kellogg, 1987). The written texts were then analysed using objective measures of text quality.
The results showed that deaf and hearing participants did not differ significantly in the distribution and cognitive demands of planning, translating, and reviewing when writing. As far as the written product is concerned, there are differences in the number of grammatical errors. Deaf participants wrote texts with less grammatical accuracy.

• Keywords: komponiranje teksta; trostruki zadatak; dinamika kognitivnih procesa; odrasli gluhi
• Keywords (english): text composing; triple task; dynamics of cognitive processes; deaf adults
• Language: croatian
• URN:NBN: urn:nbn:hr:158:375713
• Study programme: Title: University graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra logopedije (sveučilišni magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Embargoed access; Embargo expiration date: 2025-05-28
• Created on: 2024-06-27 12:47:02