GRAŽINA GINTILIENĖ
Socialinių mokslų daktarė (psichologijos kryptis), vyr.
asistentė
Vilniaus universitetas, Bendrosios ir pedagoginės psichologijos katedra
VU Specialiosios psichologijos laboratorija, Universiteto g. 3, LT-2000 Vilnius
Tel. 68 72 55, faks. 68 72 90, el. paštas: grazina.gintiliene@fsf.vu.lt
DOVILĖ ČERNIAUSKAITĖ, SIGITA
GIRDZIJAUSKIENĖ
Doktorantės, Vilniaus universitetas, Bendrosios ir pedagoginės
psichologijos katedra,
VU Specialiosios psichologijos laboratorija, Universiteto g. 3, LT-2000 Vilnius
Tel. 68 72 55, faks. 68 72 90, el. paštas: dovile.cerniauskaite@fsf.vu.lt, saulg@takas.lt
RŪTA DRAGŪNEVIČIENĖ
Psichologė, Pedagoginis-psichologinis centras, Viršuliškių g.
103, LT-2056 Vilnius
Tel. 42 64 03, faks. 42 70 02, el. paštas: ruta.draguneviciene@cr.vu.lt
The main goal of the WISC-III Lithuanian study was to compare the UK standardised sample with a Lithuanian representative sample, to explore whether there are any differences between the two groups and if so, identify them. The Lithuanian sample consisted of 381 children ranging from 6 to 16 years of age. Stratified random sampling was used for the following variables: age, gender, residential area, parents (or guardian) education level. Scaled scores were assigned to each Lithuanian child using the UK norm tables. The mean differences of WISC-III subtests showed that Lithuanian children received lower scores than the UK sample (p£0,05). Item analysis showed that some items were too difficult or too easy for Lithuanian children and some items had low discrimination value. This was particularly obvious in the following subtests: Information, Similarities, Arithmetic, Vocabulary, Digit Span and Picture Completion. These subtests were deemed to be culturally specific. The implication of cultural context for the Digit Span subtest is reflected by the difference in the number of syllables digits in English and Lithuanian. It is proposed that some items are not measuring the same thing in the Lithuanian and UK samples. The main conclusion of this study is that the Lithuanian sample results differed from the UK sample and some changes of items and the establishment of Lithuanian norms are recommended.
RITA ŽUKAUSKIENĖ
Socialinių mokslų daktarė, docentė, Vilniaus Pedagoginio
universiteto psichologijos katedra
Studentų g. 39, LT-2034 Vilnius, tel. 72 77 79, faks. 33 60 22
ROMA ŠIMULIONIENĖ
Doktorantė, asistentė, Klaipėdos universiteto psichologijos
katedra
S. Nėries g. 5, LT-5799 Klaipėda, tel. (8 26) 29 35 63
Šiame straipsnyje analizuojamos adaptacijos problemos, pasireiškiančios jaunesniajame amžiuje. Tyrimas remiasi holistiniu Bergmano, Magnussono (1983) požiūriu į asmenybės raidą ir šių autorių pateikta išorinių ir vidinių adaptacijos problemų taksonomija. Šiame tyrime apsiribojama tik kai kurių išorinės dezadaptacijos problemų (bendraamžių atstūmimo, nepažangumo ir agresyvaus elgesio skirtingomis aplinkybėmis) analize. Pateikti 7-12 metų vaikų (N = 695), dalyvavusių ilgalaikiame tyrime, pradėtame 1996-1997 m., duomenys. Duomenys apie vaikų agresyvų elgesį buvo renkami apklausiant bendraamžius, pačius vaikus, taip pat mokytojus (TRF/11-18) ir tėvus (CBCL/4-18) (Achenbach, 1991). Negatyvus statusas tarp bendraamžių nustatytas sociometriniu tyrimu, o vaikų pažangumas skaičiuojamas pagal matematikos ir lietuvių kalbos vidurkį. Koreliacinė ir dispersinė duomenų analizė parodė, jog agresyvus elgesys koreliuoja su bendraamžių atstūmimu ir nepažangumu, pasireiškia nuo vaiko lyties ir amžiaus priklausantys agresyvaus elgesio ir atstūmimo bei nepažangumo sąveikos ypatumai. Naudojant Wardo (1963) hierarchinės klasterinės analizės metodą, buvo išskirti tipiški adaptacijos problemų atvejai, leidžiantys atlikti individualią problemų analizę. Paaiškėjo, kad didelėms berniukų ir mergaičių grupėms nėra būdingos adaptacijos problemos pagal pasirinktus dezadaptacijos rodiklius, bet taip pat išsiskyrė nedidelės berniukų ir mergaičių grupės, kurioms būdingos viena arba kelios adaptacijos problemos.
ALDONA VAIČIULIENĖ
Doktorantė, Vilniaus pedagoginio universiteto psichologijos katedra
Studentų g. 39, LT-2034 Vilnius, tel. 72 77 79, el. paštas: avaiciuliene@vpu.lt
This research examines differences in identity development among 16-17 years old adolescents who came from divorced and intact families. Using a sample of 307 secondary school students (238 from intact families and 69 from divorced families) were assessed an identity level. The findings indicate some not very strong tendencies. Adolescents from divorced families are less foreclosed then adolescents from intact families, therefore they are less dependent on family traditions, values, believes. Adolescents from divorced families fall into identity crisis some earlier and stay in it some longer then adolescents from intact families.
DALIA ANTINIENĖ
Asistentė, Kauno technologijos universiteto Psichologijos katedra,
K. Donelaičio g. 20, LT-3000 Kaunas
In the whole complex of personal identities a new sphere has been singled out recently i. e. - national identity. This research has been devoted to collect as many empirical facts on this issue as possible and to try, on the grounds of Marcias conception, to determine the statuses of identity and the factors influencing it and to pick out the main dimensions of national identity. A research has been made to compare the peculiarities of young people whose parents are of the same nationality and of those from mixed families. Achieved results show the importance of national identity to a person and the way it combines with other aspects of identity. Different statuses of national identity which are determined by such environmental factors as homogeneous or heterogeneous family in national aspect, the living place, the language etc. were revealed together with the combinations of these factors.
NATALIJA IGNATOVA
Psichologė, Pedagoginis psichologinis centras
Viršuliškių g. 103, LT-2056 Vilnius, tel. 30 53 76; 42 64 03
This thesis studies the rapport between the psychological and physiological aspects of an individual and his/her speech characteristics. For the purpose of creating an express-test to diagnose by the persons speech behavior a comparative analysis of speech, psychological, physiological and psycho-physiological parameters was undertaken.
25 people (heads of different branches of an enterprise aged 30 to 60) took part in the research. A number of various methods were applied to analyze each group of parameters. As a result some meaningful distinctions between the male and female groups speech activity organization were defined.
The connections between speech and individual psychological peculiarities were found in our research. The further research may bring about some reliable criteria to diagnose different characteristics of a person by his speech behavior.
ONA GURČINIENĖ
Biologijos mokslų daktarė,
Vilniaus universiteto gamtos mokslų fakulteto biochemijos ir biofizikos katedra
M. K. Čiurlionio g. 21/27, LT-2009 Vilnius, tel. 33 22 39, faks. 23 50 49
ALVYDAS ŠOLIŪNAS
Gamtos mokslų daktaras,
Vilniaus universiteto Gamtos mokslų fakulteto Biochemijos ir biofizikos katedra
M. K. Čiurlionio g. 21/27, LT-2009 Vilnius, tel. 33 22 39, faks. 23 50 49
El. paštas: alvydas.soliunas@gf.vu.lt
Relatedness of the analysis of a few simultaneously presented objects in the visual field was investigated in the psychophysical experiment on human subjects. Test stimuli were plane nonsemantic geometrical figures composed on a basis of 4 x 3 matrix. Five groups of figure pairs with different degree of reciprocal similarity were presented for recognition under the backward masking conditions. Exposition duration of test figures varied individually from 400 to 3000 ms. Masking of test figures was followed by a special marker that indicated which one of two test figures must be detected in the subsequently presented table that included all 12 test figures.
Experimental data revealed two groups of subject. The same recognition accuracy for the pairs of identical and different figures as well as no effect of similarity on the recognition of different figures characterised the results of the first group of subjects. The second group of subjects recognised identical figures more accurately than different ones and the recognition of different figures had direct dependence on their similarity - the more similar the figures were, the more accurately they were recognised. Experimental results were interpreted on the basis of different analysis strategies applied by different subejcts.
RŪTA SARGAUTYTĖ
Socialinių mokslų daktarė
Vilniaus universiteto klinikinės ir socialinės psichologijos katedros vyr. asistentė
Didlaukio g. 47, LT-2057 Vilnius, tel. 76 25 71, faks. 76 18 90
Critical perceptions and implications of the problem-based learning are discussed from the point of view of the participant of Summercourse at the University of Maastricht.
Problem-based learning is a relatively new form of instruction with a long intellectual history. This approach of learning emerged in conjunction with the cognitive revolution in psychology. University of Maastricht uses this non-traditional system from his very founding in 1976. The principles of problem-based learning can be summarized as following: prior knowledge activation and elaboration through small-group problem analysis; the construction of problem-oriented semantic networks, including contextual cues derived from professionally relevant problems; and the fostering of epistemic curiosity. A number of studies provide empirical support for the assumptions underlying problem-based learning.
The "seven jump" is an obligatory procedure for the analysis of each problem. Besides the professional knowledge and skills, the group discussion provides with the skills of more free communication.
