Empatija i sistematičnost kod dece predškolskog uzrasta

Marina Janković-Nikolić

doi:10.5937/specedreh19-29169

Marina Janković-Nikolić ŠOSO „Veselin Nikolić“, Kruševac, Srbija

DOI: https://doi.org/10.5937/specedreh19-29169

Ključne reči: empatisanje, sistematizovanje, deca

Sažetak

Uvod: Teorija empatičnosti i sistematičnosti posmatra empatičnost i sistematičnost kao dve nezavisne dimenzije, čijim ukrštanjem se može dobiti pet kognitivnih profila ili „tipova mozga“. Cilj: Cilј ovog istraživanja je da se kod dece predškolskog uzrasta sagleda odnos između sposobnosti empatisanja i sistematizovanja, kao i polne razlike u navedenim sposobnostima i tipovima mozga koji se određuju na osnovu tih sposobnosti. Metode: Istraživanjem je obuhvaćen 71 ispitanik starosti od 5 godina i šest meseci do 7 godina. Empatičnost i sistematičnost su procenjeni korišćenjem dečje verzije Skala za procenu koeficijenta empatičnosti i koeficijenta sistematičnosti (Children’s versions of the Empathy Quotient – EQ-C and Systemizing Quotient – SQ-C, Auyeung et al., 2009). Rezultati: Prema dobijenim rezultatima, empatičnost i sistematičnost su bile umereno povezane: ispitanici sa višim koeficijentom empatičnosti su imali i viši koeficijent sistematičnosti. Dečaci i devojčice se nisu razlikovali u procenjenim sposobnostima. Jedini izuzetak predstavlјa razlika u skoru dobijena oduzimanjem koeficijenta sistematičnosti i empatičnosti. Kod devojčica je, u proseku, empatičnost bila bolјe razvijena od sistematičnosti, dok je kod dečaka uočen obrnut obrazac. Nije bilo polnih razlika u distribuciji kognitivnih profila (tzv. tipova mozga) dobijenih na osnovu pomenute razlike između sistematičnosti i empatičnosti. Zaključak: Rezulatati našeg istraživanja mogu poslužiti kao osnova za poređenje nekim budućim istraživanjima koja bi obuhvatila decu tipičnog i atipičnog razvoja.

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