Verbalna fluentnost i mogućnosti njene primene u proceni jezičkih sposobnosti starijih lica

Abstract

Istraživanje je sprovedeno sa ciljem poređenja verbalne fluentnosti starijih i mlađih ispitanika i ispitivanja mogućnosti primene mera verbalne fluentnosti kao dodatnih u uobičajenom postupku procene jezičkih sposobnosti starijih lica za andragoške svrhe. Na uzorcima starijih i mlađih ispitanika, ujednačenih u pogledu pola i stepena obrazovanja, primenili smo zadatke fonemske fluentnosti (FF), semantičke fluentnosti (SF) i semantičke fluentnosti sa naizmeničnom promenom kategorije (SFPK). Jezičku sposobnost ispitanika procenili smo pomoću suptesta 'Rečnik' iz VITI (Vekslerov individualni test inteligencije). Stariji ispitanici imali su slabiju produkciju u sva tri zadatka. Najintenzivnija razlika ispoljena je u SFPK. Mlađi ispitanici imali su nešto bolji učinak u 'Rečniku'. Diskriminacione analize izdvojile su produkciju u SFPK i skor na 'Rečniku' kao varijable koje najizrazitije razlikuju grupe ispitanika. Jednostavni zadaci verbalne fluentnosti FF i SF nisu se pokazali diskriminišućim. Procena efikasnosti izvršnih funkcija i radnog pamćenja pomoću zadatka SFPK, zaključujemo, može predstavljati informativni i praktični dodatak uobičajenom postupku procene jezičkih sposobnosti starijih lica. U svetlu analiziranih podataka i saznanja iz andragoške literature, date su određene preporuke za korišćenje savremenih pomagala u nastavi za starije polaznike.

The study was conducted with the aim of comparing the verbal fluency of older people and young people and investigating the application of verbal fluency measures as an addition to the usual procedure for assessing the language abilities of older people for adult education purposes. We gave phonemic verbal fluency (PVF), semantic verbal fluency (SVF) and semantic fluency with category fluency tasks to samples of older and younger subjects who were uniform in terms of sex and education level. We assessed the language ability of the subjects using the Vocabulary subtest in WAIS. The older subjects performed weaker in all three tasks. The greatest difference was seen in semantic fluency with category fluency. The younger subjects performed somewhat better in Vocabulary. Discriminant analyses identified performance in semantic fluency with category switching and the Vocabulary score as the variables that most differentiated the groups of subjects. The simple verbal fluency tasks, PF and SF, did not show themselves to be discriminant. Assessment of the efficiency of executive functions and working memory using semantic fluency with category switching task, we conclude, can be an informative and practical addition to the usual procedure for assessing the language abilities of older people. In view of the analysed data and knowledge from andragogical literature, certain recommendations for using modern teaching aids for older students are given.