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Role of human figure drawing in Indicative test of school maturity
Michálková, Anna ; Klusák, Miroslav (advisor) ; Presslerová, Pavla (referee)
The thesis studies the role of human figure drawing in Orientační test školní zralosti (i. e. Jirasek's Orientation Test of School Readiness). The starting point is the correspondence between human figure drawing and other tasks in both verbal and non-verbal thinking. For the empirical material we have chosen pre-school children results in Orientační test školní zralosti, including the verbal thinking test and Raven's Coloured Progressive Matrices. The aim is to examine correspondence of human figure drawing with other tasks taking into account verbal and non-verbal thinking and logical and infralogic operations. The data was collected in two stages with the interval of four months and therefore it is able to assess durability of findings in time. The thesis is beneficial in terms of qualitative analysis of discovered correspondences and also in developing a theory of abilities tested by the test, especially regarding human figure drawing. Last but not least it is helpful in examining similarities and differences in the ability of children to analyse and synthetize. KEY WORDS: school maturity, drawing, figure, man, writing, points, matrices, verbal thinking, non-verbal thinking, logical operations, infralogic operations, analysis, synthesis
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The method of re-weighting (calibration) in survey sampling
Michálková, Anna ; Omelka, Marek (advisor) ; Antoch, Jaromír (referee)
In this thesis, we study re-weighting when estimating totals in survey sampling. The purpose of re-weighting is to adjust the structure of the sample in order to comply with the structure of the population (with respect to given auxiliary variables). We sum up some known results for methods of the traditional desin-based approach, more attention is given to the model-based approach. We generalize known asymptotic results in the model-based theory to a wider class of weighted estimators. Further, we propose a consistent estimator of asymptotic variance, which takes into consideration weights used in estimator of the total. This is in contrast to usually recommended variance estimators derived from the design-based approach. Moreover, the estimator is robust againts particular model misspecifications. In a simulation study, we investigate how the proposed estimator behaves in comparison with variance estimators which are usually recommended in the literature or used in practice. 1
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The Role of Human Figure in Indicative Test of School maturity
Michálková, Anna ; Klusák, Miroslav (advisor) ; Presslerová, Pavla (referee)
The thesis deals with the role of drawing of a human figure in Jirásek's Orientation Test of school maturity. The aim is to contribute to the development of theory of tested abilities. Empirical material consists of the works of preschool children in the Oriental Test of School Maturity, including the one for verbal thinking and in a selected set of Raven color progressive matrices. Data collection took place in two phases, four months apart. The underlying question is whether performance in drawing of a human figure will correlate more closely with performance in other tasks that are also oriented towards nonverbal (vs. verbal) and infralogical (vs. logical) operations. It turned out that it is not the case since the correlation is related rather to the degree of the general intellectual level. When analyzing developmental correlations within the given time frame, the development of drawing of a male character was grasped as a variable working synchronously with the development of other tasks. It was also grasped in the first phase as an independent variable and also as a dependent variable. Applying stricter correlation rates it has been shown that in a time interval of 4 months, the initial level of drawing of a human figure does not significantly affect development in other areas.Weaker...
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Role of human figure drawing in Indicative test of school maturity
Michálková, Anna ; Klusák, Miroslav (advisor) ; Presslerová, Pavla (referee)
The thesis studies the role of human figure drawing in Orientační test školní zralosti (i. e. Jirasek's Orientation Test of School Readiness). The starting point is the correspondence between human figure drawing and other tasks in both verbal and non-verbal thinking. For the empirical material we have chosen pre-school children results in Orientační test školní zralosti, including the verbal thinking test and Raven's Coloured Progressive Matrices. The aim is to examine correspondence of human figure drawing with other tasks taking into account verbal and non-verbal thinking and logical and infralogic operations. The data was collected in two stages with the interval of four months and therefore it is able to assess durability of findings in time. The thesis is beneficial in terms of qualitative analysis of discovered correspondences and also in developing a theory of abilities tested by the test, especially regarding human figure drawing. Last but not least it is helpful in examining similarities and differences in the ability of children to analyse and synthetize. KEY WORDS: school maturity, drawing, figure, man, writing, points, matrices, verbal thinking, non-verbal thinking, logical operations, infralogic operations, analysis, synthesis
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Conceptualization of quality of drawings by older school age authors
Michálková, Anna ; Klusák, Miroslav (advisor) ; Kučera, Miloš (referee)
v AJ The thesis deals with a question of how the students of the fifth to the eight grade of a primary school conceptualise quality of a drawing artwork. To obtain answers to these questions I conducted a research among primary school students between the fifth and the eighth grade. The pupils were given a task to draw a man and a tree; the created pictures were afterwards a subject of my interviews with the pupils. To analyse the interwiews I used Jan Slavík's criteria. Each of them corresponds to a notion which can be a part of students' reasoning structure. This system enabled me to understand the reasoning concept of the students participating in my research. In the analysis of the students' criteria I was concerned with a question of developmental gradation and came to the conclusion that the difference in frequency in using of criteria among pupils of the fifth and the eighth grade is not remarkable. I observed a difference between pupils of these classes in an amplitude of the used criteria and found out, that younger students use the criteria to a greater degree of diversity. In order to be able to assess the drawings objectively, some of the critiera were specified by certain dimensions. My findings show the paradigm of applying individual criteria together with their dimensions and...
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