Razumijevanje inferencijalnog značenja kod djece s posebnim jezičnim teškoćama

master's thesis

• Title (english): Understanding of Inferential Meaning in Children with Specific Language Impairment
• Author: Maja Šušak
• Mentor: Jelena Kuvač Kraljević (mentor)
• Committee member: Jelena Kuvač Kraljević (predsjednik povjerenstva)
• Committee member: Gordana Hržica (član povjerenstva)
• Committee member: Draženka Blaži (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2018-07-05, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Ovaj se diplomski rad bavi utvrĎivanjem pragmatičke sposobnosti razumijevanja inferencijalnog značenja kod djece s posebnim jezičnim teškoćama. Cilj rada je ispitati postoji li razlika izmeĎu mlaĎe i starije skupine djece s posebnim jezičnim teškoćama te postoji li razlika izmeĎu djece s posebnim jezičnim teškoćama i djece urednog jezičnog razvoja u razumijevanju inferencijalnog značenja. U istraţivanju je sudjelovalo 28 djece s posebnim jezičnim teškoćama i 28 djece urednog jezičnog razvoja. U ispitivanju se koristio zadatak inferencijalnog zaključivanja iz hrvatske verzije Ljestvice za razumijevanje Nove Reynell Razvojne jezične ljestvice (Kuvač-Kraljević, Kologranić-Belić, Hrţica i Kovačević, u pripremi, adaptacija britanske verzije od Edwards i sur.,2011). Dobiveni rezultati pokazuju da se sposobnost razumijevanja inferencijalnog značenja kod djece s posebnim jezičnim teškoćama razvija u kasnijoj dobi nego kod djece urednog jezičnog razvoja. Iako se kod djece s posebnim jezičnim teškoćama vidi značajan napredak u razumijevanju inferencijalnog značenja s porastom kronološke dobi, oni ipak ne uspijevaju dostići vršnjake urednog jezičnog razvoja. Nadalje, rezultati ovoga istraţivanja pokazuju da starija djeca s posebnim jezičnim teškoćama postiţu rezultate ekvivalentne mlaĎoj djeci urednog jezičnog razvoja. Analizom pogrešaka utvrdilo se da djeca s posebnim jezičnim teškoćama imaju poteškoće u integraciji jezičnoga znanja, znanja o svijetu i vlastitog iskustva. Konačno, djeca s PJT-om teško interpretiraju izraze lica i imaju poteškoća u prepoznavanju i interpretaciji emocija kod ljudi. Uzevši u obzir dobivene rezultate, općenito se moţe zaključiti da djeca s posebnim jezičnim teškoćama imaju proces inferencijalnog zaključivanja, meĎutim njihovi zaključci često nisu prikladni s obzirom na kontekst.

Abstract (english)

This graduate thesis deals with establishing the pragmatic abilities of understanding inferential meaning in children with specific language impairment. The aim of the paper is to examine whether there is a difference between the younger and older groups of children with specific language impairment and whether there is a difference between children with specific language impairment and children with typical language development in the understanding of inferential meaning. The study included 28 children with specific language impairment and 28 children with typical language development. The task of inferential conclusion from the Croatian version of the Comprehension Scale of the New Reynell Developmental language Scales (Kuvač- Kraljević, Kologranić-Belić, Hrţica and Kovačević, in preparation, according to Edwards et al., 2011) was used in the study. The obtained results show that the ability to understand inferential meaning in children with specific language impairment forms at a later age than in children with typical language development. Although children with specific language impairment see significant progress in understanding inferential meaning with the increase of chronological age, they still fail to reach peers with typical language development. Furthermore, the results of this research show that older children with specific language impairment achieve results equivalent to younger children with typical language development. The analysis of errors shows that children with specific language impairment have difficulties in integration of linguistic knowledge, world knowledge and own experience. Finally, children with specific language impairment have difficulties in recognition and interpretation of facial expression and emotions. Taking into account the obtained results, it can generally be concluded that in children with specific language impairment there is a process of inferential conclusion, but their inferences are not often appropriate considering context.

• Keywords: posebne jezične teškoće; pragmatičke teškoće; inferencija
• Keywords (english): specific language impairment; pragmatic impairment; inference
• Language: croatian
• URN:NBN: urn:nbn:hr:158:027171
• Study programme: Title: Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-08-24 10:26:10