No abstract

Principal measuring characteristics and norms of Raven’s colored matrices were determined on the sample of 2.334 children from Vojvodina at the age of 3.5 and 11. The basic metric characteristics were determined according to classical test theory (CTT) and item response theory (IRT). By testing a dimensionality it was showed that the test had one main object of measuring. The norms were also evaluated in terms of their precision in statistical and psychometric sense. It was found that there was no statistically significant difference in solving the test requirements between boys and girls at any age, nor was there any significant interaction of gender and age. Reliability of the test at the age group of 6 - 11 was over 0.85, at the age of 5 it was 0.75, whereas at the youngest age it was only 0.59. The complete test was too easy at older ages due to the Flynn’s effect. It is owing to this reason that a conclusion can be drawn that there’s a big question mark over its application at the age of 11,and even 10. It is recommended that standard Raven’s matrices should be used at that age.

The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96) from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Bačka Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven’s progressive colored matrices. Based on factor analysis (promax method), four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities

Cilj ovog rada je da se lokalna stručna javnost upozna sa testom kognitivnih sposobnosti koji se još nije primenjivao na našoj populaciji, kao i da se prikažu rezultati analize psihometrijskih svojstava iz primene ovog testa u okviru jedne pilot studije. Sistem za procenu kognitivnog funkcionisanja (Cognitive Assessment System - CAS) je namenjen merenju kognitivne efikasnosti kod dece uzrasta od 5 do 17 godina. Prema autorima testa, četiri faktora od kojih zavisi efikasnost u kognitivnom procesiranju su: planiranje, pažnja, simultana i sukcesivna obrada.  CAS ima standardnu (12 subtestova, sa po 3 subtesta po svakom faktoru kognicije) i bazičnu formu (8 subtestova, sa po 2 subtesta po svakom faktoru). U ovom istraživanju primenjena je Bazična baterija na uzorku od 93 deteta (69% dečaka), uzrasta od 5,5 do 7,5 godina . Rezultati pokazuju da su metrijska svojstva CAS-a zadovoljavajuća, da je distribucija skorova bliska normalnoj, da nema polnih razlika, a da su dobijene uzrasne razlike u skladu sa očekivanim. Rezultati analize glanvih komponenti pokazuju da CAS subtestovi tvore trofaktorsku latentnu strukturu, kao i jedan faktor višeg reda,ali i da je nametnuta četvorofaktorska latentna struktura informativna i u skladu sa PASS teorijom. Praktična primena CAS testa se ogleda u proceni kognitivnih procesa koji imaju najveći značaj u školskom sistemu, u detetovom daljem razvoju i školovanju.

Background This study was conducted to determine whether there is a correlation between organized physical activities and behavioral disorders in children.