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Specific difficulties of adults with dyslexia
Táborová, Zuzana ; Morávková Krejčová, Lenka (advisor) ; Mertin, Václav (referee)
This thesis deals with the difficulties of adults with dyslexia. Not enough attention is being paid to this issue in the Czech Republic. The theoretical part of this thesis characterizes dyslexia and summarizes possible difficulties of adults with dyslexia on the basis of both Czech and foreign information sources. The empirical part of this thesis describes the research, whose main goal is to chart (especially cognitive) difficulties, which are related to common everyday activities. Another area monitored in this thesis is self-efficacy of adults with dyslexia in their everyday life. Data are compared with intact counterparts. The research group consists of 120 respondents, including 60 adults with dyslexia and 60 adults without dyslexia (66 women and 54 men). The intact counterparts were matched with adults with dyslexia based on the same gender, year of birth and highest education received. The whole set of used methods concluded the anamnestic part and three self-evaluation questionnaires - the Cognitive Failures Questionnaire, the Dyslexic difficulties questionnaire (created for the purpose of this thesis) and the General Self-Efficacy scale. The results confirmed higher difficulties of adults with dyslexia. The self-efficacy does not differ, however, it correlates more with difficulties in...
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Working memory and dyslexia
Benešová, Zuzana ; Morávková Krejčová, Lenka (advisor) ; Mertin, Václav (referee)
This thesis examines the connections of dyslexia and working memory. The theoretical part of this paper is dedicated to the contemporary concept of dyslexia and working memory, the main focus is on the classical model of working memory by Baddeley who distinguishes 4 basic components: central executive, phonological loop, visuo-spatial sketchpad, and the episodic buffer. The main part of this work is a summary of current research on working memory and its relationship to dyslexia. In the practical part, the author focuses on the design of research and testing levels of working memory functioning in individuals with dyslexia and without difficulty using the WMBT-C method. Keywords: Working memory, dyslexia, phonological loop, central executive, visuo-spatial sketchpad, episodic buffer
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The PASS Theory - from research to intervention
Khánská, Lenka ; Morávková Krejčová, Lenka (advisor) ; Kaplan, Cyril (referee)
This bachelor thesis focused on the origin and principles of the PASS theory (Planning, Attention, Simultaneous, and Successive Processing processomg). It introduces the the information processing theory by A. R. Luria, from which the PASS theory stems. It also describes CAS and CAS2 (Cognitive Assessment System) tools, which enable the assessment of PASS processes. The work offers an overview of some possible interventions that are based on the PASS theory. The work includes a number of studies that examined how CAS is able to recognize specific groups of children (e.g. Children with ADHD, Down syndrome, etc.), and how to verify whether interventions are effective. The research proposal examines how the PASS processes influence school activities focusing on pupils in primary schools. This research could serve as the basis for the use of interventions within the frame of school education and thus it could help for the effective development of the PASS processes. Keywords: PASS Theory, Planning, Attention, Simultaneous Information Processing, Successive Information Processing, Cognitive Assessment System, Intervention
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Diagnostics of lexical and semantic level of language in preschool age
Malechová, Veronika ; Šulová, Lenka (advisor) ; Morávková Krejčová, Lenka (referee)
This theses deals with diagnostic of speech development of pre-school children. Its focus is on lexical-semantic language level. The goal of my work is to trace and map diagnostic possibilities in the lexical- semantic area of of pre-school children and to introduce the international PPVT test , considering its adaptation into czech language environment. Theses consists of two parts - the theoretical and empiric. Theoretical part is concern with the most important theories and personalities in the speech development and the process of experiencing language, characteristics of pre-school period, ontogenesis of speech and the ways to evaluate vocabulary and semantics in Czech and overseas. The empiric part examines the usages of PPVT in czech environment. The survey was realised by quantitative research, using datas from 236 tested individuals. The PPVT was adapted into czech language and given to preschool children, whose results were compared with the results of american children. The outcomes of the empiric part could be a solution for future research in the area, with the purpose of adapting a testing- language instrument into czech language and widening the limited possibilities in the field of language and speech development evaluation. Keywords: ontogenesis of speech, pre-school period,...
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Ways to support parents of children with developmental difficulties
Štěchová, Dominika ; Morávková Krejčová, Lenka (advisor) ; Draberová, Jana (referee)
This thesis focuses on supporting children with autism spectrum disorder. It covers stress associated with raising a child with autism and methods to deal with it. It also covers internal and extrenal factors which can assist parents deal and cope with having a child with autism. This thesis contends that giving birth to an autistic child can be a trauma, raising the possibility of post-traumatic growth. The second part of the thesis is a research project in the form of action research. The research will focus on creating practices designed to support parent groups, in which elements of art therapy and psychotherapeutic body work will be used. Keywords: Autism Spectrum Disorders, parents of children with ASD, stress, support group
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Cognitive development support of adolescents in the family and school environment
Šíchová, Andrea ; Morávková Krejčová, Lenka (advisor) ; Rázgová, Lenka (referee)
The thesis introduces a theme of cognitive development support of adolescents in the school and family environment. The first part defines the age group of adolescents which is described with particular emphasis on cognitive abilities. The following section explains the basic prerequisite for the development of cognitive abilities, about the theory of structural cognitive modifiability. The second part describes selected methods of cognitive development promotion. It includes approaches used by general population of adolescents, i.e. Philosophy for children and Building learning power. Furthermore, Feuerstein Instrumental enrichment program and the model of conceptual learning are discussed in the chapter devoted to methods used with individuals with cognitive deficits. The work also discusses a possible use of ICT as a tool for cognitive development. This section presents the application Tablexia, training of cognitive abilities designed for adolescents with dyslexia. The practical part of the work suggests a research design, which would verify the effectiveness of Tablexia in promoting cognitive development of adolescents with dyslexia. Keywords: Adolescence, cognitive modifiability, methods of cognitive development, ICT in education, Tablexia
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Possible Relationships between School Achievements and Specific Difficulties of Adults with Dyslexia
Táborová, Zuzana ; Morávková Krejčová, Lenka (referee) ; Mertin, Václav (referee)
This thesis deals with the difficulties of adults with dyslexia from the point of view of their school achievements. The theoretical part of this thesis characterizes dyslexia and summarizes possible difficulties of adults with dyslexia on the basis of both Czech and foreign information sources. This part also deals with the school career described in the context of dyslexia. The empirical part of this thesis describes the research, whose main goal is to chart connections between difficulties of adults with dyslexia and their school achievements. Data are compared with intact counterparts. The research group consists of 120 respondents, including 60 adults with dyslexia and 60 adults without dyslexia (66 women and 54 men). The intact counterparts were matched with adults with dyslexia based on the same gender, year of birth and highest education received. The whole set of used methods concluded the anamnestic part, the school questionnaire and three self-evaluation instruments - the Cognitive Failures Questionnaire, the Dyslexic difficulties questionnaire and the General Self-Efficacy scale. Results confirmed the connection between school achievements and the manifestation of dyslexia in adulthood, however only to a limited extent. This is probably caused by the inadequate care for these people...
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Dyslexia and creativity
Brancuská, Hana ; Morávková Krejčová, Lenka (referee) ; Mertin, Václav (referee)
The thesis deals with the so called "positive aspects" of dyslexia, specifically enhanced creativity among dyslexics. It has recently become common to associate dyslexia not only with its symptoms and deficits, but also to emphasize its possible gains. Anecdotal evidence refers to enhanced creativity and more specific abilities of individuals with dyslexia. Based on the results of foreign studies that suggest a connection between dyslexia and increased cre- ativity together with the results of a previous research study covering this topic (Brancuská, 2012), this research study was carried out to map the creative potential of adults (university students or already employed). The research group consisted of 40 adults with dyslexia and 40 intact counterparts aged between 19 to 40 years (thereof 46 women and 34 men). The data were obtained via Torrance Figural Test of Creative Thinking. We then compared the levels obtained within the experimental and the comparison groups in three specific areas - originality, elaboration and provision of non-standard and unusual responses. The procedure aimed to con- firm (or reject) the presumption that dyslexics show significantly higher scores in all three areas. A significant difference between the groups was proven in the area of originality amongst the students...
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Romantic relationship in adolescence
Beníčková, Tereza ; Šulová, Lenka (advisor) ; Morávková Krejčová, Lenka (referee)
Adolescence is a period in which first romantic relationships are being formed. Those are important for the development of an adolescent in many areas - for example their identity, family relationships and relationships with friends. In the presence of this phenomenon in adolescent population, research shows that a considerable percentage of people has an experience with a romantic relationship as early adolescent individuals and it's occurrence and length increases with aging. Of course differences appear between adolescent individuals, depending on their ethnocultural nationality. As for the development of romantic relationships in adolescence, most theories emphasize the peer group of an individual as a primary environment for their formation. The relationships' quality also changes with increasing age with no more influence from the peer group. In general they direct to greater physical and emotional intimacy between partners who explore care, devotion and future prospect for the couple. An integral part of a romantic relationship between adolescents is sexuality in all its aspects. The options of expressing it, however, depends on the culture the adolescent lives in. In a part of research proposal I present a project which would mostly compare the Czech and Vietnamese adolescent population...
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Burnout syndrom at the high school students
Pechancová, Jana ; Morávková Krejčová, Lenka (advisor) ; Čáp, David (referee)
The diploma thesis deals with the school burnout as a new phenomenon. The thesis gives an overview of associated field problems, different causes and factors important to its development. The first chapter of the work includes a brief description of a developmental period of adolescence, which is a critical stage to the development of school burnout. The thesis further speaks about the role of education in adolescence; in this context it mentions the role of classmates, school class and school, teachers and parents. The thesis also speaks in details about stressors in school environment and overall stress. A next part of the work is devoted to the basic concept of burnout syndrome from which school burnout is derived. It gives several definitions and different conceptions of burnout syndrome, describes causes, personal characteristics leading toward burnout and its course. The empirical part the diploma thesis displays a process of an adaptation of School Burnout Inventory, which was translated and extended. It introduces elementary psychometric characteristics of the new questionnaire. This questionnaire was tested on a research sample of 323 high school students of five high schools in Prague, including two comprehensive secondary schools. Findings indicate interesting relations of school...
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