Visual memorising of pre-school children

Abstract

Many kinds of research in the field of memorising showed that there are irregularities in this form connected to efficient functioning in many segments of development. Research findings of many authors determined connection between the scope and quality of memory development with successful adoption of the skills of reading and writing. Research presented in this paper is directed to studying quality of development short-term visual memorising of pre-school children. Presented findings represent a part of the result of the first phase of longitudinal study through which there were studies of speech-language skills, meta-linguistic and graph-motoric skills and general cognitive ones from the aspect of visual memorising of pre-school children. The sample is of adjustable type and it included pre-school children (N=65). Estimation of visual memory was done by application of V subtest of Visual Memory AKADIA test of developmental abilities. Given results point at above-average development of visual memory of the interviewed children, and that girls and boys do not differ in quality of development of visual memory. Given data will be correlated with achievements in adopting reading and writing of these children in the firs and second grade of the primary school, and possibility of determining predictive power of this construct on success in adopting reading and writing.

Brojna istraživanja u oblasti pamćenja ukazala su na to da su prisutne smetnje u ovom domenu povezane sa efikasnim funkcionisanjem u mnogim segmentima razvoja. Istraživački nalazi mnogih autora utvrdili su vezu između obima i kvaliteta razvijenosti pamćenja sa uspehom u usvajanju veštine čitanja i pisanja. Istraživanje prezentovano u ovom radu usmereno je na ispitivanje kvaliteta razvijenosti kratkoročnog vizuelnog pamćenja dece predškolskog uzrasta. Prezentovani nalazi predstavljaju deo rezultata prve faze longitudinalne studije, tokom koje su ispitivane, pored govorno-jezičkih, metalingvističkih i grafomotoričkih sposobnosti, i opšte kognitivne s aspekta vizuelnog pamćenja dece predškolskog uzrasta. Uzorak je prigodnog tipa i obuhvatio je decu predškolskog uzrasta (N = 65). Procena vizuelnog pamćenja obavljena je primenom V suptesta Vizuelno pamćenje AKADIA testa razvojnih sposobnosti. Dobijeni nalazi ukazuju na iznadprosečnu razvijenost vizuelnog pamćenja ispitivane dece, ali i na to da se devojčice i dečaci ne razlikuju u kvalitetu razvijenosti vizuelnog pamćenja. Dobijeni podaci će biti korelirani sa uspehom u usvajanju čitanja i pisanja ove dece u prvom i drugom razredu osnovne škole, čime se pruža mogućnost utvrđivanja prediktivne moći ovog konstrukta na uspeh u usvajanju čitanja i pisanja.