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Development of the cardinality principle in Macedonian preschool children

Author(s): Ana Nikoloska / Language(s): English Issue: 4/2009

Cardinality principle refers to the fact that the last number tag used in counting determines the cardinality of a set. Macedonian kindergarten children were tested with the give-a-number task for understanding of this principle. It was found that Macedonian children, unlike their western counterparts, pass through an additional stage, 5-knowers, before they master the cardinality principle. Also, the age at which they pass through the individual stages is somewhat higher than the age of children coming from western samples. Possible explanations are offered and discussed.

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Povezanost pojma o sebi i predstave adolescenata kako ih vide "značajni drugi"

Author(s): Ksenija Krstić / Language(s): Serbian Issue: 4/2008

The main idea for this research is based on the assumptions of social interactionism. Adolescents representations of how they parents and friends see them are examined on the sample of 499 adolescents (12/13 i 16/17 years). In the structure of these representations EFA extracted five (for parents) and four dimensions (for friends): 1. prosociality, 2. sociability, 3. character and ambitiousness, 4. bed temper, and 5. maturity. First four dimensions have the same meaning in the both structures, and they are equivalent to the dimensions of adolescents self-concept. Structures of these representations do not change between two examined ages. Canonical correlation showed that adolescents representations of how significant others see them, have influence on their self-concept, and that during the period of middle adolescence, informations from peers are more significant.

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Stresna iskustva u odrastanju i afektivna vezanost adolescenata

Author(s): Ivana Mihić,Marija Zotović Kostić,Jelica Petrović / Language(s): Serbian Issue: 4/2007

The research presented in this paper aimed to explore relations between stressful life experiences and attachment in adolescence. The sample included 279 adolescents of both sexes, who were students of first two years at the University of Novi Sad. Attachment styles were assessed by RQ (Relationship Questionnaire, Bartolomew & Horowitz, 1991), and stressful experiences by Risk Scale (Grossman et al., 1990). The average score on the Risk scale indicated that participants had relatively small number of stressful events; but majority had at least two stressful experiences. The most frequent event was loss of family member (61,2% of participants) and traffic accident (40,6% of participants). Participants with secure and insecure attachment styles had similar number of stressful experiences in their lives. Difference between these groups was significant only in the case stressors that origin from the characteristics of the family and intra-familial relations, which was more frequent experience in participants with insecure attachment styles. However, the results showed that stressful experiences may have negative influence on security of attachment, i.e. on positivity of model of self. The highest and statistically significant contribution was made by separation from family and by family characteristics. The results are discussed in context of attachment theory and previous research data on effects of stressful and traumatic events on security of attachment.

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Konstrukcija i ko-konstrukcija u kognitivnom razvoju

Author(s): Vitomir Jovanović,Aleksandar Baucal / Language(s): Serbian Issue: 2/2007

The main goal of the research was to study how children develop new competencies within social interaction with more competent peers and adults. The pretest-posttest experimental design was used. In the pretest phase 100 Grade 3 students were assessed by the Raven progressive matrices, and based on the results three equal groups for treatment phase were formed (15 students each). In the treatment phase students from the three groups solved 5 items from the zone of proximal development (ZPD) under three different conditions: collaboratively with a more competent peer, collaboratively with an adult, and individually. The post test included assessment by the Raven test after two months. The qualitative analysis showed that all three groups progressed equally, although students who collaborated with an adult were somewhat more successful with items from the ZPD. The qualitative analysis suggested that new competences are developed in different ways depending on with whom student collaborated. The successful peer interaction was marked by higher degree of symmetrical collaboration including higher level of joint critical thinking, and the successful interaction with an adult was marked by higher level of adult guidance as well as more elaborated task analysis, argumentations, and justifications. Based on the results, it is concluded that: (a) children could develop new competences based on both construction and co-construction mechanisms, and (b) the development of new competences through social interaction depends on the partners and the kind of dialog they build during collaboration.

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Nasilje u osnovnim školama u Srbiji - oblici i učestalost

Author(s): Dragan Popadić,Dijana Plut / Language(s): Serbian Issue: 2/2007

A questionnaire study of 26,228 pupils of grades 3 through 8 in 50 primary schools across Serbia, conducted in spring 2006, indicated that in a three-month period, 65.3% of the pupils stated that they experienced some form of peer violence (the percentage varies by school, between 48% and 80%). An analysis of repeated violence cases identifies 20.7% of the pupils as victims, 3.8% as perpetrators of violence, and 3.6% as victims/perpetrators. Adult violence is reported by 35.7% of the pupils, while 42% have witnessed verbal aggression of pupils towards teachers. The most frequent forms of peer violence reported were insults (45.6%) and plotting (32.6%). Boys declared themselves as perpetrators of violence somewhat more frequently than girls, and they were somewhat more often exposed to peer and adult violence. Older pupils were more frequently violent and more often reported adult violence, while age differences in exposure to violence were minimal.

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Kratkoročno pamćenje pokreta na uzrastu 11—12 godina

Author(s): Anka Marjanović,Dejan Lalović / Language(s): Serbian Issue: 4/2006

Pantomimed actions recall has been examined on the sample of 11—12 years old school children, employing the standard technique that requires reproduction of pantomimed meaningful and meaningless actions. Forward and backward digit span tasks have been used in the same experimental session to provide a rough estimate of the short-term storage and working memory capacity. Correlation between meaningless actions reproduction and backward digit span has been established, while the difference in meaningful and meaningless actions reproduction remained insignificant. The examined data have been discussed in the frame of short-term working memory role in actions remembering debate.

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Conservation or conversation: A test of the repeated question hypothesis

Author(s): Aleksandar Baucal,Ivana Stepanović / Language(s): English Issue: 3/2006

The main goal of the paper is to reanalyze the results of previous studies on the repeated question effect in the conservation task, and to create a more direct test of the repeated question (RQ) hypothesis (repeating of question in the conservation task may mislead concrete-operational children to give the wrong answer since they interpret the repeating as an implicit sign that their first answer is wrong). Reanalysis of previous studies shows that some original conclusions need to be modified, and that a more direct test of the RQ hypothesis is needed. Each participant (N=58, mean age 7;10) was tested by two tasks (conservation of liquid), a standard and modified version. In the modified task, liquid was poured into the same glass, so that the child’s answer was not under influence of his or her level of cognitive development, but only by the repeated question (child who was misled by the RQ would give a wrong answer). According to the RQ hypothesis, children who change their answer on the modified task also need to change their answer on the standard task. Moreover, children who resist the RQ on the standard task do not need to change their answer on the modified task. Results show a different pattern than expected by the RQ hypothesis.

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Povezanost psihološke separacije i adaptacije u adolescenciji

Author(s): Marija Vukelić / Language(s): Serbian Issue: 3/2006

The object of this research is a problem of relations between psychological separation-individuation as well as adaptation to secondary and boarding school and differences in separation and adaptation. Explorative research was performed on the sample of 586 adolescents aged 14-16. The instruments used were: The Psychological Separation Inventory (PSI, Hoffman, 1984), and The Student Adaptation to College Questionnaire (SACQ, Baker & Siryk, 1984). The results showed that adolescents from boarding schools, comparing to those who are not separated from parents during secondary school, have significant higher level of separation of both parents, but discriminate analysis showed that adolescents from boarding schools express nostalgia for their parents and wants more contacts and support from them. Adolescent from boarding school showed general better adaptation, but lower emotional adaptation comparing to not separate adolescents. Discriminate analysis showed that adolescents from boarding schools express low satisfaction with life in boarding school. The results confirm hypothesis of connection between psychological separation from parents and adaptation in adolescence. Canonical correlation analysis showed two statistically significant canonical factors. First factor shows significant connection of lower independence and better adaptation, with 23% explained variance. Second factor indicates connection of lower functional, emotional and attitude independence and better adaptation, with 12% of explained variance. Results are argued in light of theory separation-individuation and importance of meaning of separation from their parents for adolescents for adaptation on request for adaptation on secondary school and boarding school.

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Psihološki efekti tempa telesnog sazrevanja u pubertetu

Author(s): Irena Stojković / Language(s): Serbian Issue: 4/2005

During the last decades a large number of studies on the effects of pubertaltiming on psychological functioning of adolescents have been published. Thisreview of the literature indicates that early maturation in girls and off-timematuration in boys are associated with problems in psychological adaptation. Themethodological causes of the inconsistency of the results in this field of study areexamined. Some of the possible directions for future research in this area areconsidered.

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Razlike u stavovima prema marginalnim grupama između roditelja i njihove dece

Author(s): Jelena Mićević / Language(s): Serbian Issue: 2/2005

The aim of this research is to establish if there are differences between discrimination attitudes of parents and their children towards various marginal groups (the Chinese, Roma, the rich, the poor, persons of different sex, disabled persons). 849 persons were examined in this research: 310 of children and 539 of parents. The questionnaire of identical form for parents and their children was used to examine these discrimination attitudes. The questionnaire contains the open-type questions and it is the part of questionnaire used in the investigation project of wider range. Independent estimators in the scale from 1 to 6 quantified these qualitative results obtained on the basis of open-type questions, by determine the intensity of these attitudes (in negative direction). So-called Canonical discrimination analysis was used, out of statistical methods. The obtained results show that parents and their children statistically differ significantly in discrimination attitudes towards the Chinese, male persons and disabled persons. Children express discrimination attitudes towards male sex and towards disabled persons, but do not have considerable discrimination attitudes towards the Chinese, but parents express discrimination attitudes towards the Chinese, but do not have considerable discrimination attitudes towards the male sex and towards disabled persons.

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Evaluacija modela Pet velikih u našoj kulturi primenom upitnika FIBI

Author(s): Petar Čolović,Dušanka Mitrović,Snežana Smederevac / Language(s): Serbian Issue: 1/2005

The main purpose of this study was to evaluate personality dimensions, proposed by Big Five model, in our culture, by the use of the questionnaire FIBI, developed on the basis of the psycho lexical study of personality descriptions in Serbian language (Smederevac, 2000). There were 627 subjects in the study (407 females and 220 males), aged 17 to 77, and the inventory UKL7 (Smederevac, 2000) and the Big Five Inventory (BFI; John, Donahue, Kentle, 1991; John, Srivastava, 1999) were applied. The FIBI inventory was created from UKL7 by exclusion of evaluative items, items of probable artificial factor Emotional control and items with poor psychometric properties were excluded. Final solution with 69 items demonstrated solid psychometric properties. The construct validity of the FIBI has been assessed by examination of its relationship to the Big Five Inventory and results showed that scales Conventionality and Extraversion in those two inventories differ in content. Subscale Conventionality in FIBI was highly related to subscale Consciousness in BFI and showed no significant correlation to Openness to Experience of the BFI. The content of the FIBI's Extraversion scale includes positive self-evaluation, assertiveness and activity. Indicators of sociability, usually considered as dominant (or at least very important) markers of extraverted behavior, were omitted from the FIBI Extraversion scale. These content differences justify application of the emic approach in the personality psychology research. Although there are some other available instruments based on Big Five, FIBI represents product of our cultural background and seems to be worth of further examination and improvement.

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Formalne operacije: Pijažeov koncept, istraživanja i najvažnije kritike

Author(s): Ivana Stepanović / Language(s): Serbian Issue: 3/2004

This paper deals with Piaget's concept of formal operations, formal operations researches and critics related to the concept. The first part of the work is dedicated to the formal operations concept. The main characteristics of formal operational thought and formal operations structure, as well as structure logical model are presented in that part of the work. The second part is a review of formal operational researches and it is divided in three parts: (1) problems of researches (2) characteristics of applied methodology and (3) author approaches as a specific research context. In the last part of the work the main critics of formal operations concept are presented and discussed.

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Istraživanje formalno-operacionalnog mišljenja na uzrastu 14-19 godina

Author(s): Ivana Stepanović / Language(s): Serbian Issue: 2/2004

This work deals with formal operations. The following problems were investigated: (1) formal operational thought characteristics, (2) existence of formal operations structured whole, (3) existence of age differences regarding formal operations and (4) existence of sex differences regarding formal operations. There were 339 subjects, from the three age groups (eight grade of primary school, second and fourth grade of secondary school). Formal operations are tested by Bond’s Logical Operations Test. Rasch model was used for data analysis as well as some CTT techniques, basically for testing age and sex differences. The results show that BLOT is easy for our subjects. The hardest items are related to implications and the easiest to correlations and volume conservation. The data confirm assumption of formal operations as structured whole. There are age differences between youngest subjects and other two age groups but there is no differences between younger and older secondary school students. Sex differences were not found. Results were discussed in the light of Piaget's theory and the results of formal operations studies.

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Prevladavanje stresa: Konceptualna i teorijska pitanja sa stanovišta transakcionističke teorije

Author(s): Marija Zotović Kostić / Language(s): Serbian Issue: 1/2004

The main aim of this paper is to review basic conceptual and theoretical questions in the field of coping with stress. Some of the questions are: how can we define coping and distinguish it from similar phenomena, and what are the most prominent categories of coping behavior. The contribution of personality and situation factors in shaping coping behavior, i.e. the issue of coping determinants, is also considered. Finally, question is raised of coping efficacy. In this paper coping is seen from the perspective of transactional theory of stress. According to the transactional theory, stress and its consequences are not connected directly, but indirectly, via coping. Theoretical and practical importance of coping, defined as stress mediator, is also discussed in this article.

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Konstruisanje novog instrumenta za procenu afektivnog vezivanja kod adolescenata i odraslih

Author(s): Nataša Hanak / Language(s): Serbian Issue: 1/2004

This paper describes the development of new instrument for assessment of adult and adolescent attachment. An attempt has been made to integrate development-clinical and social personality models in attachment research, and to construct Questionnaire for Assessment of Adult and Adolescent Attachment (in original - UPIPAV). UPIPAV scales were developed on the basis of a) analysis of the critiques and deficiencies of available self-report instruments; b) characteristics of coding scales for AAI (Adult Attachment Interview); and c) theoretical analysis of relevant attachment phenomena. We present results of the research that brought us to the final form of the Questionnaire. The final form consists of six scales: fear of loss of external secure base, parent idealization, unresolved family traumatization, negative self concept, negative other concept and use of external secure base. The critical assessment of the Questionnaire and recommendations for further improvement are given at the end of the paper. The enhanced version of UPIPAV might have only four scales: self model, other model, use of the external secure base and the existence of the internal secure base.

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Pojam granica ličnosti i njihovi začeci u ranom razvoju

Author(s): Aleksandar Dimitrijević / Language(s): Serbian Issue: 4/2003

The first part of this paper reviews different notions of personality boundaries in dynamic psychology. Although the explicit treatment of this topic was scarce, three different approaches may be discerned. Paul Federn's introduction of the concept, the notion of boundaries in object relation theories, and various contemporary notions subsumed under the heading “relational theories.” In the second part, the author reviews both experimental and clinical research and theory regarding the emergence of personality boundaries during the first eight weeks of development. Special attention is paid to the importance of developmentally most primitive mental representations of skin experiences for this process.

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Symmetrical social relation as a factor in conservation tasks

Author(s): Ksenija Krstić,Aleksandar Baucal / Language(s): English Issue: 4/2003

According to Siegal’s hypothesis, despite having concrete operational abilities some children are not successful in conservation tasks. Social factors, such as repetition of question asked by an adult experimenter alter the manifestation of existing cognitive abilities. This study varied the following aspects of conservation tasks: symmetrical vs. asymmetrical power relation. The children in the study were asked to solve three different conservation tasks (quantity of continued material, length, and number). Each task was repeated twice; once with an adult experimenter and once with a child experimenter. Results show that children’s responses were affected by social factors only in a certain tasks. In other tasks children’s responses remained unaffected in both situations. This suggests that there exists an interaction between the experimenter and the task, and that the affect of social factor is mediated by a particular characteristic of the task. Results indicate that the modifying factor is the task difficulty.

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Self constructing in adolescence

Author(s): Jelena Vranješević / Language(s): English Issue: 4/2003

The aim of this study was to explore “theories” adolescents have about themselves, i. e. about the changes in the ways they construe themselves in the period of middle adolescence: how they construe their changes and estimate them according to some dimensions relevant for change (appreciation of change, its importance, expectancy, timing, comprehensiveness, intensity and visibility in social surroundings). The study was explorative and it was performed on the sample of 96 adolescents aged 15-17 (middle adolescence). Instruments used for the study were: interview and Role Construct Repertory Grid, adjusted to the need of study. The results show that the adolescents’ construct system is highly monolithic and tight in regard to constructs (black and white construing), but at the same time rather vague and predictively unclear in regard to elements, i. e. the stated changes, meaning that adolescents are not able to construe those changes according to certain constructs. It seems that this study included the beginning of the loosening phase (creativity cycle) in which the system is still tight and, therefore, protects from threat and anxiety, while the elements are not predictively clear (this is what Erikson calls moratorium, i.e. the process of active experimenting). Changes which are fully predictively unclear are those which refer to adults' roles, such as: self confident, experienced, independent and has responsibilities, worries. On the other hand, changes which are predictably the most clear to adolescents (and not appreciated) are depression and nervousness. Adolescents face an implicative dilemma: positive implications of maturity are not clear enough, while negative implications, such as nervousness, depression and not trusting other people are clear, predictable and negative. This dilemma can be the cause of their ambivalence towards growing-up and accepting the roles of adults.

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Toward a Vygotskian theory of textbook

Author(s): Dijana Plut,Jelena Pešić / Language(s): English Issue: 4/2003

This paper is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and broader cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden”, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas.

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Konstrukcija i ko-konstrukcija u zoni narednog razvoja: Da li i Pijaže i Vigotski mogu biti u pravu?

Author(s): Aleksandar Baucal / Language(s): Serbian Issue: 4/2003

The main goal of the research is to get evidence to address the following issues: (1) What is relationship between the Zone of Actual Development (ZAD) and the Zone of Proximal Development (ZPD)?, (2) Is the effect of the task joint solving relatively durable?, (3) Does the ZPD have predictive values for the future achievements over and above of ZAD?, and (4) What is more important for the prediction of future achievements - affective-motivational or cognitive help in joint solving? The experiment with parallel groups with 126 subjects is realized. Experimental treatment is consisted of solving of Raven matrices items with a gradual help given by experimenter according to previously defined plan. The results suggest: (1) there is positive and low correlation between ZAD and ZPD, (2) the effect of joint solving is relatively durable, (3) ZPD is significant predictor of future achievements over and above of ZAD, and (4) affective-motivational aspect of joint activity has stronger influence on future achievements than cognitive one.

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