TY  - JOUR
AU  - Stevanović, Jelena
AU  - Maksić, Slavica
AU  - Tenjović, Lazar
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/154
AB  - Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia.
AB  - Normativna pravila standardnog srpskog jezika stiču se tokom osnovno- školskog i srednjoškolskog obrazovanja kroz programske zahteve nastave srpskog jezika, koja se odvija na tri područja: gramatika, pravopis i kultura izražavanja. Predmet interesovanja u ovom radu je kvalitet pismenog izražavanja učenika VI i VII razreda, u kontekstu sva tri područja čije je ovladavanje predviđeno nastavnim planom i programom iz srpskog jezika. Istraživanjem je obuhvaćeno 148 učenika osnovne škole iz Beograda. Izvršena je jezička analiza spontano nastalog pisanog teksta, u uslovima gde nije eksplicitno traženo da učenik piše pravilno. Rezultati ukazuju da većina učenika pravi pravopisne i gramatičke greške, zadovoljavajući uslov za osnovni nivo ovladanosti znanjem iz srpskog jezika prema standardima predviđenim za kraj obaveznog obrazovanja. Takođe, značajna većina učenika ima zadovoljavajući nivo kulture pismenog izražavanja. Učenici češće prave pravopisne nego gramatičke greške. Učenici sedmog razreda su bolji od učenika šestog razreda u pogledu pridržavanja gramatičkih pravila i prema kulturi pismenog izražavanja, dok ocena iz srpskog jezika i opšti uspeh učenika koreliraju jedino sa stepenom pridržavanja pravopisnih pravila. Zaključeno je da su potrebni ne samo individualni programi podrške za učenike koji više greše, već i pokretanje nacionalnih projekata za razvoj jezičke kompetencije mladih u Srbiji.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - On written expression of primary school pupils
T1  - O pismenom izražavanju učenika osnovne škole
EP  - 164
IS  - 1
SP  - 147
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_154
ER  - 

@article{
author = "Stevanović, Jelena and Maksić, Slavica and Tenjović, Lazar",
year = "2009",
abstract = "Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia., Normativna pravila standardnog srpskog jezika stiču se tokom osnovno- školskog i srednjoškolskog obrazovanja kroz programske zahteve nastave srpskog jezika, koja se odvija na tri područja: gramatika, pravopis i kultura izražavanja. Predmet interesovanja u ovom radu je kvalitet pismenog izražavanja učenika VI i VII razreda, u kontekstu sva tri područja čije je ovladavanje predviđeno nastavnim planom i programom iz srpskog jezika. Istraživanjem je obuhvaćeno 148 učenika osnovne škole iz Beograda. Izvršena je jezička analiza spontano nastalog pisanog teksta, u uslovima gde nije eksplicitno traženo da učenik piše pravilno. Rezultati ukazuju da većina učenika pravi pravopisne i gramatičke greške, zadovoljavajući uslov za osnovni nivo ovladanosti znanjem iz srpskog jezika prema standardima predviđenim za kraj obaveznog obrazovanja. Takođe, značajna većina učenika ima zadovoljavajući nivo kulture pismenog izražavanja. Učenici češće prave pravopisne nego gramatičke greške. Učenici sedmog razreda su bolji od učenika šestog razreda u pogledu pridržavanja gramatičkih pravila i prema kulturi pismenog izražavanja, dok ocena iz srpskog jezika i opšti uspeh učenika koreliraju jedino sa stepenom pridržavanja pravopisnih pravila. Zaključeno je da su potrebni ne samo individualni programi podrške za učenike koji više greše, već i pokretanje nacionalnih projekata za razvoj jezičke kompetencije mladih u Srbiji.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "On written expression of primary school pupils, O pismenom izražavanju učenika osnovne škole",
pages = "164-147",
number = "1",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_154"
}

Stevanović, J., Maksić, S.,& Tenjović, L.. (2009). On written expression of primary school pupils. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 41(1), 147-164.
https://hdl.handle.net/21.15107/rcub_ipir_154

Stevanović J, Maksić S, Tenjović L. On written expression of primary school pupils. in Zbornik Instituta za pedagoška istraživanja. 2009;41(1):147-164.
https://hdl.handle.net/21.15107/rcub_ipir_154 .

Stevanović, Jelena, Maksić, Slavica, Tenjović, Lazar, "On written expression of primary school pupils" in Zbornik Instituta za pedagoška istraživanja, 41, no. 1 (2009):147-164,
https://hdl.handle.net/21.15107/rcub_ipir_154 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Tenjović, Lazar
PY  - 2008
UR  - http://ipir.ipisr.org.rs/handle/123456789/124
AB  - The incentive for studying the linkage between interests and creativity is based on the results of biographical studies that indicate that highly creative individuals had wider and more intensive interests than their peers already in the period of childhood. In the process of defining interests, the child tests his/her capacities and discovers the domain in which he/she will later provide creative contributions. The subject of this paper is the linkage between interests of primary school pupils and their verbal fluency, as basic characteristic of creative thinking. It was determined that the wideness of the span of interests is positively correlated with verbal fluency, whereby the correlation between interests and verbal fluency is somewhat higher for boys (r= 0.33, p = .007) than for girls (r = 0.24, p = .030). Also, the intensity of scientific interest of boys and girls is significantly correlated with their verbal fluency (for boys: = 0.39; for girls: r=0.35). But, when school achievement is statistically controlled, the correlation between the intensity of scientific interests and verbal fluency remains significant for boys, while it disappears for girls. It was concluded that the results confirmed the theoretical assumptions about the importance of interest in creativity and pointed out to the need for paying attention to the effect of gender. Besides the span and intensity of interests, the domain in which interests are manifested and creativity is measured is also important for the linkage with creativity.
AB  - Podsticaj za ispitivanje povezanosti interesovanja i kreativnosti zasnovan je na rezultatima biografskih studija koje ukazuju da su visoko kreativni pojedinci već u detinjstvu imali šira i dublja interesovanja od svojih vršnjaka. U procesu definisanja interesovanja dete isprobava svoje kapacitete i nalazi oblast u kojoj će kasnije dati kreativne doprinose. Predmet proučavanja je veza između interesovanja učenika osnovne škole i njihove verbalne fluentnosti, kao bazične karakteristike kreativnog mišljenja. Utvrđeno je da je širina interesovanja pozitivno povezana sa verbalnom fluentnošću, pri čemu je veza nešto izraženija kod dečaka (r= 0.33, p = .007) nego kod devojčica (r = 0.24, p = .030). Takođe intenzitet naučnih interesovanja dečaka i devojčica je značajno povezan sa njihovom verbalnom fluentnošću (za dečake: r= 0.39; za devojčice: r=0.35). Ali, kada se statistički kontroliše školski uspeh, veza između intenziteta naučnih interesovanja i verbalne fluentnosti ostaje značajna kod dečaka, dok se kod devojčica gubi. Zaključeno je da rezultati potkrepljuju teorijske pretpostavke o značaju interesovanja za kreativnost i ukazuju na potrebu za obraćanjem pažnje na efekat pola. Pored širine i intenziteta interesovanja, za vezu sa kreativnošću važna je i oblast u kojoj se interesovanja ispoljavaju i kreativnost meri.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Linkage between interests and verbal fluency of primary school pupils
T1  - Povezanost interesovanja i verbalna fluentnost kod učenika osnovne škole
EP  - 325
IS  - 3
SP  - 311
VL  - 41
DO  - 10.2298/PSI0803311M
ER  - 

@article{
author = "Maksić, Slavica and Tenjović, Lazar",
year = "2008",
abstract = "The incentive for studying the linkage between interests and creativity is based on the results of biographical studies that indicate that highly creative individuals had wider and more intensive interests than their peers already in the period of childhood. In the process of defining interests, the child tests his/her capacities and discovers the domain in which he/she will later provide creative contributions. The subject of this paper is the linkage between interests of primary school pupils and their verbal fluency, as basic characteristic of creative thinking. It was determined that the wideness of the span of interests is positively correlated with verbal fluency, whereby the correlation between interests and verbal fluency is somewhat higher for boys (r= 0.33, p = .007) than for girls (r = 0.24, p = .030). Also, the intensity of scientific interest of boys and girls is significantly correlated with their verbal fluency (for boys: = 0.39; for girls: r=0.35). But, when school achievement is statistically controlled, the correlation between the intensity of scientific interests and verbal fluency remains significant for boys, while it disappears for girls. It was concluded that the results confirmed the theoretical assumptions about the importance of interest in creativity and pointed out to the need for paying attention to the effect of gender. Besides the span and intensity of interests, the domain in which interests are manifested and creativity is measured is also important for the linkage with creativity., Podsticaj za ispitivanje povezanosti interesovanja i kreativnosti zasnovan je na rezultatima biografskih studija koje ukazuju da su visoko kreativni pojedinci već u detinjstvu imali šira i dublja interesovanja od svojih vršnjaka. U procesu definisanja interesovanja dete isprobava svoje kapacitete i nalazi oblast u kojoj će kasnije dati kreativne doprinose. Predmet proučavanja je veza između interesovanja učenika osnovne škole i njihove verbalne fluentnosti, kao bazične karakteristike kreativnog mišljenja. Utvrđeno je da je širina interesovanja pozitivno povezana sa verbalnom fluentnošću, pri čemu je veza nešto izraženija kod dečaka (r= 0.33, p = .007) nego kod devojčica (r = 0.24, p = .030). Takođe intenzitet naučnih interesovanja dečaka i devojčica je značajno povezan sa njihovom verbalnom fluentnošću (za dečake: r= 0.39; za devojčice: r=0.35). Ali, kada se statistički kontroliše školski uspeh, veza između intenziteta naučnih interesovanja i verbalne fluentnosti ostaje značajna kod dečaka, dok se kod devojčica gubi. Zaključeno je da rezultati potkrepljuju teorijske pretpostavke o značaju interesovanja za kreativnost i ukazuju na potrebu za obraćanjem pažnje na efekat pola. Pored širine i intenziteta interesovanja, za vezu sa kreativnošću važna je i oblast u kojoj se interesovanja ispoljavaju i kreativnost meri.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Linkage between interests and verbal fluency of primary school pupils, Povezanost interesovanja i verbalna fluentnost kod učenika osnovne škole",
pages = "325-311",
number = "3",
volume = "41",
doi = "10.2298/PSI0803311M"
}

Maksić, S.,& Tenjović, L.. (2008). Linkage between interests and verbal fluency of primary school pupils. in Psihologija
Društvo psihologa Srbije, Beograd., 41(3), 311-325.
https://doi.org/10.2298/PSI0803311M

Maksić S, Tenjović L. Linkage between interests and verbal fluency of primary school pupils. in Psihologija. 2008;41(3):311-325.
doi:10.2298/PSI0803311M .

Maksić, Slavica, Tenjović, Lazar, "Linkage between interests and verbal fluency of primary school pupils" in Psihologija, 41, no. 3 (2008):311-325,
https://doi.org/10.2298/PSI0803311M . .

TY  - JOUR
AU  - Lazarević, Emilija
AU  - Tenjović, Lazar
PY  - 2007
UR  - http://ipir.ipisr.org.rs/handle/123456789/99
AB  - This paper presents the results of the research of peculiarities of syntactic development, as an element of language structure on the grammatical level of children suffering from developmental dysphasia, after the completed speech pathology treatment of many years. Syntactic level at younger school age was studied by assessing language competence in the accomplishment of communicative sentence with subordinate clause. The research was performed on the samples of children at school age in regular primary schools in Belgrade. The sample comprised 160 respondents who were divided in two groups: target and comparative. The target group consisted of 60 respondents (children suffering from developmental dysphasia after the completed speech pathology treatment of many years), and the comparative group consisted of 100 respondents from regular primary school "Gavrilo Princip" in Zemun. Research results show that grammatical development of children suffering from developmental dysphasia takes place at a considerably slower rate and entails substantially more difficulties in accomplishing predication in subordinate clauses. This paper discusses the consequences which the difficulties in grammatical development can have on school achievement.
AB  - U radu su izloženi rezultati istraživanja specifičnosti sintaksičkog razvoja, kao elementa jezičke strukture na gramatičkom nivou dece sa razvojnom disfazijom, posle završenog dugogodišnjeg logopedskog tretmana. Sintaksički nivo na mlađem školskom uzrastu ispitivali smo procenjujući jezičku kompetenciju u ostvarivanju komunikativne rečenice sa zavisnom klauzom. Istraživanje je obavljeno na uzorcima dece školskog uzrasta u redovnim osnovnim školama u Beogradu. Uzorak je činilo 160 ispitanika koji su podeljeni u dve grupe: ciljnu i komparativnu. Ciljna grupa je sastavljena od 60 ispitanika (deca sa razvojnom disfazijom posle završenog dugogodišnjeg logopedskog tretmana), a komparativna od 100 ispitanika redovne osnovne škole "Gavrilo Princip" u Zemunu. Rezultati istraživanja pokazuju da gramatički razvoj kod dece sa razvojnom disfazijom teče znatno sporije i podrazumeva mnogo više teškoća u ostvarivanju predikacije u zavisnim klauzama. U radu su razmotrene posledice koje teškoće u gramatičkom razvoju mogu imati na školsko postignuće.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Understanding of subordinate clauses in the language of dysphasic children
T1  - Razumevanje zavisnih klauza u jeziku disfazične dece
EP  - 411
IS  - 2
SP  - 397
VL  - 39
UR  - https://hdl.handle.net/21.15107/rcub_ipir_99
ER  - 

@article{
author = "Lazarević, Emilija and Tenjović, Lazar",
year = "2007",
abstract = "This paper presents the results of the research of peculiarities of syntactic development, as an element of language structure on the grammatical level of children suffering from developmental dysphasia, after the completed speech pathology treatment of many years. Syntactic level at younger school age was studied by assessing language competence in the accomplishment of communicative sentence with subordinate clause. The research was performed on the samples of children at school age in regular primary schools in Belgrade. The sample comprised 160 respondents who were divided in two groups: target and comparative. The target group consisted of 60 respondents (children suffering from developmental dysphasia after the completed speech pathology treatment of many years), and the comparative group consisted of 100 respondents from regular primary school "Gavrilo Princip" in Zemun. Research results show that grammatical development of children suffering from developmental dysphasia takes place at a considerably slower rate and entails substantially more difficulties in accomplishing predication in subordinate clauses. This paper discusses the consequences which the difficulties in grammatical development can have on school achievement., U radu su izloženi rezultati istraživanja specifičnosti sintaksičkog razvoja, kao elementa jezičke strukture na gramatičkom nivou dece sa razvojnom disfazijom, posle završenog dugogodišnjeg logopedskog tretmana. Sintaksički nivo na mlađem školskom uzrastu ispitivali smo procenjujući jezičku kompetenciju u ostvarivanju komunikativne rečenice sa zavisnom klauzom. Istraživanje je obavljeno na uzorcima dece školskog uzrasta u redovnim osnovnim školama u Beogradu. Uzorak je činilo 160 ispitanika koji su podeljeni u dve grupe: ciljnu i komparativnu. Ciljna grupa je sastavljena od 60 ispitanika (deca sa razvojnom disfazijom posle završenog dugogodišnjeg logopedskog tretmana), a komparativna od 100 ispitanika redovne osnovne škole "Gavrilo Princip" u Zemunu. Rezultati istraživanja pokazuju da gramatički razvoj kod dece sa razvojnom disfazijom teče znatno sporije i podrazumeva mnogo više teškoća u ostvarivanju predikacije u zavisnim klauzama. U radu su razmotrene posledice koje teškoće u gramatičkom razvoju mogu imati na školsko postignuće.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Understanding of subordinate clauses in the language of dysphasic children, Razumevanje zavisnih klauza u jeziku disfazične dece",
pages = "411-397",
number = "2",
volume = "39",
url = "https://hdl.handle.net/21.15107/rcub_ipir_99"
}

Lazarević, E.,& Tenjović, L.. (2007). Understanding of subordinate clauses in the language of dysphasic children. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 39(2), 397-411.
https://hdl.handle.net/21.15107/rcub_ipir_99

Lazarević E, Tenjović L. Understanding of subordinate clauses in the language of dysphasic children. in Zbornik Instituta za pedagoška istraživanja. 2007;39(2):397-411.
https://hdl.handle.net/21.15107/rcub_ipir_99 .

Lazarević, Emilija, Tenjović, Lazar, "Understanding of subordinate clauses in the language of dysphasic children" in Zbornik Instituta za pedagoška istraživanja, 39, no. 2 (2007):397-411,
https://hdl.handle.net/21.15107/rcub_ipir_99 .