Prepoznavanje emocionalnog izraza lica kod srednjoškolaca različitih intelektualnih sposobnosti
Sažetak
Uvod: O sposobnosti prepoznavanja emocija, i pored sve većeg interesovanja za socijalnu kogniciju, još uvek nema dovoljno konzistentne evidencije, čemu doprinosi kompleksnost povezanih konstrukata, kao i metodološka neujednačenost pristupa. Cilj: Da se u grupi mladih proveri diskriminativnost robustne tehnike kojom se prepoznavanje emocija testira samo jednim zadatkom, ispita povezanost ove sposobnosti i osnovnih pokazatelja inteligencije, te istraže potencijalne polne razlike u prepoznavanju emocija. Metode: U grupi od 199 srednjoškolaca, 95 iz sistema regularnog obrazovanja (mladi tipičnog razvoja), a 104 iz specijalne škole za obrazovanje mladih sa intelektualnom ometenošću – 44 sa graničnim intelektualnim sposobnostima i 60 sa lakom intelektualnom ometenošću – primenjen je zadatak prepoznavanja osam različitih emocija (šest bazičnih i dve kontrolne) prikazanih na fotografijama iste osobe, statičnog i naglašenog izraza lica. Rezultati: Pouzdanost tehnike je α = .68. Mladi tipičnog razvoja postižu bolje skorove na zadatku prepoznavanja emocija (AS = 5.35, SD = 1.98) u poređenju sa mladima iz specijalne škole (AS = 3.67, SD = 1.81), t (197) = 6.24, p < .001, d = 0.89, što se ispoljava i kada se porede sve tri grupe ispitanika (F(2, 196) = 23.06, p < .001, η2 = .19). Značajna korelacija skora na zadatku prepoznavanja emocija sa IQm (r = .32, p = .01) i IQt (r = .39, p = .002) utvrđena je samo u grupi adolescenata lake intelektualne ometenosti. Ne registruju se razlike u prepoznavanju emocija vezanih za pol primenom zadatka prepoznavanja emocija, sem u slučaju prepoznavanja tuge u grupama mladih tipičnog razvoja i graničnih intelektualnih sposobnosti. Zaključak: Primenjeni postupak je diskriminativan u ispitivanju sposobnosti rekognicije bazičnih facijalnih emocija. Dobijene razlike su, mada u maloj meri, povezane sa IQ na nivou grupa formiranih prema opštoj sposobnosti.
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