Riboto intelekto struktūros analizė

LTStraipsnyje analizuojama 50 riboto intelekto tiriamųjų intelekto struktūra. Atliktas tyrimas WISC-R testu. Testavimo rezultatai įvertinti pagal bendrojo intelekto (IQ) lygį, verbalinio (VQ) ir neverbalinio (PQ) intelekto lygį ir jų santykį, pagal subtestų atlikimo sėkmingumą, pagal kai kurių faktorių, siejamų su WISC-R subtestais, analizės duomenis. Psichologinio tyrimo ir įvertinimo rezultatai gretinami su anamnezės duomenimis, pedagoginio bei logopedinio įvertinimo rezultatais. Ieškoma atsakymo į klausimą, ar yra ir koks specifinis riboto intelekto turinys, ar egzistuoja ribotas intelektas kaip ypatinga kokybė, kuriai būdinga klinikinė, psichologinė bei pedagoginė simptomātika, ar ribotas intelektas tėra tik įvairių vystymosi ypatingumų intelekto charakteristika.

ENThe structure of intellect of 50 subjects with limited intellectual abilities has been analysed in the paper by employing WISC-R test. The results have been evaluated against general IĢ, verbal VQ and non-verbal PQ level and their ratio, against the successful passing of sub-tests, and against the analysis of the data of some factors, associated with WISC-R sub-tests. The results of psychological research and evaluation are being compared with the anamnesis data and results of educational and logopaedical evaluation. The author sought an answer to the question whether some specific content of the limited intellect existed, whether the limited intellect existed as a particular quality with characteristic clinical, psychological and pedagogical symptoms or whether the limited intellect was only a description of various intellectual developmental peculiarities. Different variants of the development of the limited intellect have been discussed: undeveloped verbal and non-verbal intellect (VQ=PQ), unevenly developed intellect (VQPQ). The peculiarities of the structure of cognitive activity of children with limited intellect are analysed. The similarities between all groups of children with limited intellect arc being commented upon: poor self-regulation, a limited influence of home cultural environment, immature social decisions, relatively low level of learning abilities. The analysis in the case of limited intellect proves that there is no strict watershed between different developmental peculiarities (i.e. between limited intellect and specific cognitive dysfunctions, self-regulation disorder, mild learning difficulties, etc.). Often the content of limited intellect consists of various combinations of specific cognitive disorders, self-regulation dysfunctions, mild learning difficulties, etc.Partial coincidence of the peculiarities and their causes makes the differential diagnostics of developmental peculiarities difficult. That is why identification and recognition of the limited intellect, as well as other developmental peculiarities should be based on the parameters of systemic research and evaluation.

• Psichologija / Psychology
• Edukologija / Education