Štúdia si kladie za cieľ objasnenie toho, či jadrové sebahodnotenie, chybné presvedčenia o predmetoch a nerozhodnosť prispievajú k hromadeniu v neklinickom súbore (N = 270). Hoci sa potvrdila signifikantná korelácia medzi všetkými skúmanými premennými a hromadením, iba nerozhodnosť a obavy zo straty informácií po vzdaní sa predmetu sa ukázali byť signifikantnými prediktormi. Viacnásobná paralelná mediačná analýza odhalila, že jadrové sebahodnotenie vedie k hromadeniu cez nerozhodnosť a chybné presvedčenia o predmetoch. Výsledky nielen podporili teoretickú a kvalitatívnu koncepciu o vzťahu medzi sebaponímaním a hromadením, ale tiež poukázali na rolu nerozhodnosti a chybných presvedčení v tomto kontexte

The goal of this study was to investigate whether core self-evaluation is linked to hoarding behavior, in addition to erroneous beliefs about possessions and indecisiveness in a non-clinical sample (N = 270). Even though all variables correlated significantly with hoarding, only indecisiveness and concerns about information loss after item discarding proved to be significant predictors. Multiple parallel mediational analyses revealed that core self-evaluation exerts its total influence on hoarding via indecisiveness and erroneous beliefs about possessions. Research results not only support the theoretical and qualitative viewpoint of the connection between self-concept and hoarding but also contribute to the research in this field by revealing the role of indecisiveness and erroneous beliefs about possessions in this context.

Dostupná literatúra ponúka informácie o súvislosti neurotizmu a extraverzie s poruchami príjmu potravy (PPP) aj iracionálnymi presvedčeniami (IP). Keďže IP aj PPP v teoretickej rovine spájajú spomenuté osobnostné črty, cieľom našej práce bolo empiricky zistiť, či existuje aj súvislosť medzi IP a PPP. Taktiež sme chceli overiť súvislosti medzi neurotizmom a extraverziou s IP a PPP. Našej štúdie sa zúčastnilo 68 žien, pričom 34 z nich malo diagnostikovanú niektorú zo skupiny PPP a 34 bolo zdravých žien. Pre zistenie miery IP sme použili škálu IPA a mieru neurotizmu a extraverzie sme zisťovali pomocou dotazníku EPQ-R. V našom výskumnom súbore sme potvrdili štatisticky významný stredne silný pozitívny vzťah (r = 0,49; p < 0,001; 95%CI [0,325; 1,000]) medzi mierou neurotizmu a IP. Potvrdili sme tiež signifikantný negatívny stredne silný vzťah (r = -0,38; p < 0,001; 95%CI [-0,190; -1,000]) medzi extraverziou a IP. Tieto osobnostné črty spolu vysvetľujú až 29,7 % variancie IP. U žien s PPP sme pozorovali signifikantne vyššiu mieru neu-rotizmu (M-W U = 213; p < 0,001; r = 0,63; 95%CI [0,767; 1,918]) a signifikantne nižšiu mieru extraverzie (t65 = -3,45; p < 0,001; r = -0,84; 95%CI [-1,359; -0,317]) v porovnaní so zdravými ženami. Ženy s PPP mali signifikantne viac IP ako zdravé ženy. Signifikantný stredne veľký rozdiel medzi ženami s PPP a zdravými ženami sme zistili pri hrubom skóre IP (t66= 1,82; p = 0,037; d = 0,44; 95%CI [-0,049; 0, 924]) a pri faktoroch idealizácie (t66 = 2,63; p = 0,005; d = 0,64; 95%CI [0, 135; 1,134]) a negatívnych očakávaní (t66 = 2,11; p = 0,019; d = 0,51; 95%CI [0,017; 0,999]). Naše zistenia sú v zhode s doterajšími poznatkami a dopĺňajú ich o nové súvislosti. Vyplýva z nich, že ženy s PPP dosahujú vyššie skóre v neurotizme, nižšie skóre v extraverzii a majú viac IP v porovnaní so zdravými ženami. Výsledky našej práce majú potenciál stať sa podkladom pre obohatenie psychologickej intervencie pri PPP a inšpirovať ku ďalšiemu skúmaniu IP.

The available literature offers information on the relationship between neuroticism, and extraversion with eating disorders (ED) as well as irrational beliefs (IB). Since IB and ED are at the theoretical level connected with the mentioned personality traits, the aim of our study was to empirically determine whether there is also a connection between IB and ED. As well, we wanted to verify the relationship between neuroticism and extraversion with IB and ED. 68 women participated in our study, 34 of them had been diagnosed with PPP, and 34 of them were healthy women. To determine the degree of IB, we used the IPA scale and the degree of neuroticism and extraversion were assessed by using the EPQ-R questionnaire. We confirmed a statistically significant moderately strong positive relationship (r = 0,49; p < 0,001; 95%CI [0,325; 1, 0]) between the degree of neuroticism and IB. We also confirmed a significant negative moderate relationship (r = -0,38; p < 0,001; 95%CI [-0,190; -1,000]) between extraversion and IB. These personality traits together explain up to 29,7% of IB variance. In women with ED, we observed a significantly higher rate of neuroticism (M-W U = 213; p < 0,001; r = 0,63; 95%CI [0,767; 1,918]) and a significantly lower rate of extraversion (t65 = -3,45; p < 0,001; r = -0, 84; 95%CI [-1,359; -0,317]), compared to healthy women. Women with ED had significantly more IB than healthy women. We found a significant moderate difference between women with ED and healthy women in the overall IB score (t66 = 1,82; p = 0,037; d = 0,44; 95%CI [-0,049; 0,924]) and in the factors of idealization (t66 = 2,63; p = 0,005; d = 0,64; 95%CI [0,135; 1,134]) and negative expectations (t66 = 2,11; p = 0,019; d = 0,51; 95%CI [0,017; 0,999]). Our findings are in line with previous knowledge and add new context. They show that women with PPP achieve higher scores in neuroticism, lower scores in extraversion and have more IB compared to healthy women. The results of our work have the potential to become the basis for enriching psychological intervention in ED and inspire further research into IB.

• MeSH
• dítě MeSH
• dospělí MeSH
• extraverze (psychologie) MeSH
• lidé středního věku MeSH
• lidé MeSH
• mladiství MeSH
• neuroticismus MeSH
• osobnost * MeSH
• poruchy příjmu potravy * MeSH
• průzkumy a dotazníky MeSH
• Check Tag
• dítě MeSH
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mladiství MeSH
• ženské pohlaví MeSH

Hlavným cieľom výskumnej štúdie bolo preskúmanie vzťahov medzi nerozhodnosťou, akademickou prokrastináciou a úzkosťou. Výskumu sa zúčastnilo 296 vysokoškolských študentov (M=21,06; SD=1,52). Údaje boli získané pomocou slovenskej verzie Škály nerozhodnosti, Layovej škály prokrastinácie pre študentov a Beckovho dotazníka úzkosti. Bol potvrdený stredne silný signifikantný vzťah medzi nerozhodnosťou a úzkosťou a silný signifikantný vzťah medzi nerozhodnosťou a akademickou prokrastináciou. Medzi akademickou prokrastináciou a úzkosťou bol zistený signifikantný, ale veľmi slabý vzťah. Na varianciu prokrastinácie pôsobí najmä nerozhodnosť, relatívny vplyv úzkosti je slabší. Nerozhodnosť je predikovaná v porovnateľnej miere prokrastináciou, ako i úzkosťou. Neboli preukázané štatisticky významné rodové rozdiely v miere nerozhodnosti a akademickej prokrastinácie.

The main aim of the research study was to explore the relationships between indecisiveness, academic procrastination and anxiety. The research sample consisted of 296 university students (mean age=21,06; SD=1,52), who completed the Slovak adaptations of the Indecisiveness Scale, the Lay's Procras­tination Scale for Students and the Beck Anxiety Inventory. A significant moderate correlation was found between indecisiveness and anxiety, as well as a significant strong correlation between indecisiveness and academic procrastination. A significant but very weak relationship was found between academic procrastination and anxiety. Indecisiveness explained more variance in academic procrastination than anxiety. Indecisiveness was predicted by procrastination and anxiety to a similar degree. No gender differences were detected in the levels of indecisiveness or academic procrastination.

Cieľom štúdie bolo preskúmať koreláty jazykovej emocionality a verbálneho vyjadrenia emócií u bilingválnych osôb pomocou analýzy prierezu výskumných štúdií. Materinský jazyk (L1) sa vyznačuje väčšou jazykovou emocionalitou v porovnaní s ďalším bilingvistom ovládaným jazykom (L2). Emocionálna sila jazyka koreluje s vekom osoby v čase jeho osvojenia, emocionálnymi skúsenosťami pri jeho osvojení a špecifickým kultúrnym kontextom. Jazyk s väčšou emocionálnou silou sa používa na verbálne vyjadrenie emocionálnych zážitkov najmä v emocionálne nabitých situáciách a v prípade pozitívnej valencie prežívaných emócií. V prípade negatívnej valencie sa preferuje menej emocionálny jazyk, ktorý ponúka odstup od emocionálneho prežívania. Bilingvista v terapeutickom vzťahu môže spontánne či účelne prepínať medzi ovládanými jazykmi s cieľom regulovať intenzitu emocionálneho prežívania. Hoci terapia bilingválneho klienta predstavuje výzvu i re profesionála, očakáva sa rešpektovanie zmien jazykového prejavu na strane klienta a cielená práca s jazykovým kontextom na strane terapeuta.

The aim of this study is to examine the correlates of language emotionality and the verbal expression of emotions in bilingual persons by analysing a selection of research studies. In comparison with another language spoken by a bilingual, the mother tongue is characterised by a greater emotional charge. The emotional power of a language correlates with the age of the person and their emotional experience at the time of its learning as well as the specific cultural context. The language with a greater emotional charge is used to verbally express emotional experiences, specifically in emotionally charged situations and in the case of positive valence of experienced emotions. On the other hand, in the case of negative valence, the less emotional language that offers distance from emotional experience is preferred. In a therapeutic relationship, a bilingual can spontaneously or purposefully switch between languages in order to regulate the intensity of emotional experience. Although therapy with a bilingual client can be challenging for the professional, too, respect for changes in language expression on the part of the client and targeted work with the language context on the part of the therapist are expected.

• MeSH
• emoce * MeSH
• emoční regulace MeSH
• jazyk (prostředek komunikace) * MeSH
• lidé MeSH
• mnohojazyčnost * MeSH
• psycholingvistika MeSH
• psychoterapie metody   MeSH
• řečová terapie psychologie   MeSH
• srovnání kultur MeSH
• verbální chování MeSH
• Check Tag
• lidé MeSH

Cieľom štúdie je overiť reliabilitu, konvergentnú a divergentnú validitu Pamäťového testu pre bilingválnu detskú populáciu s materinským jazykom maďarským (PTB). Štruktúra PTB a jeho administrácia vychádza z Pamäťového testu učenia, nie je však jeho prekladom. Obsahová validita testu bola overená expertmi. Výskumný súbor tvorilo 224 respondentov, 118 dievčat a 106 chlapcov s priemerným vekom 11,84 (SD = 1,93). Každý respondent bol testovaný individuálne nasledujúcimi výskumnými metódami: PTB, Re produkcia bezvýznamných slov (RBS) a Wechslerova inteligenčná škála (WISC IV). Reliabilita PTB vyjadrená koreláciou paralelných foriem testu je 0,79, hodnota Cronbachovej alphy je 0,7–0,77. Korelácia výkonu v PTB a RBS odrážajúca konvergentnú validitu je slabá až stredne silná. Medzi indexmi verbálneho porozumenia a pracovnej pamäti z WISC IV a PTB sa potvrdila iba veľmi slabá až slabá korelácia, poukazujúca na divergentnú validitu PTB. Reliabilita testu je dostatočná, kým konvergentná a divergentná validita čaká na opätovné overenie. Výsledky práce môžu tvoriť východiskový bod pre doplňujúce psychometrické postupy.

Objective: Despite the broad scientific interest in bilingual advantage/disadvantage in the domain of cognitive and executive functions, little attention is paid to the actual language of applied psychodiagnostic tools. However, the performance of bilingual clients may be lessened by the absence of match between their first language and the language of the psychological questionnaire. When bilinguals take verbal working memory tests in their second language, the operation of phonological loop is paired with language code switching, making the performance more difficult. In Slovakia, an estimated 9% of the population claim Hungarian to be their first language; however, adequate psychodiagnostic tools are not available for their psychological evaluation. The aim of the present study was to prepare a Memory test for bilingual children with Hungarian as their first language (PTB) and to verify its reliability, convergent and divergent validity.Methods: The PTB resembles the Auditory Verbal Learning test (Pamäťový test učenia) as it consists of 15 words for memorizing (set A) and 15 words for interference as well as 15 words for retest (set B). One has to memorize and recall set A for five times after it is read out by the administrator, then memorize and recall the words for inference (after being read out) and for the sixth time recall the words from set A without them being read out. Finally, after 30 minutes, one has to recall once again the words from set A without them being previously read out. The PTB is not a translated form of the Auditory Verbal Learning test. It consists of new, updated words frequently used by Slovak citizens with Hungarian as their first language in a specific geographical region. The content validity of the PTB was verified by experts. The research group comprised 224 respondents, 118 girls and 106 boys, with the average age of 11,84 (SD = 1,93). Each respondent was tested individually by the following research methods: the PTB, reproduction of meaningless words, and the Wechsler intelligence scale for children (WISC IV) in Hungarian. The reproduc tion of meaningless words requires the activity of phonological loop, being active also during memory tasks similar to the PTB. For this reason, a comparison of results obtained by these two methods can clarify the convergent validity of the PTB. While declaring discri minant validity we compared the achievement in the PTB with the verbal comprehension index and the working memory index from WISC IV. According to the factor analysis, verbal subtests such as similarities, vocabulary, information and digit span loaded a different factor from The Rey Auditory Verbal Learning Test that is very similar to the PTB.Results: The reliability of the PTB as a correlation between the two forms of tests is 0,79 (p=0,01), Cronbach’s alpha for set A is 0,7, while it is 0,77 for set B. Also, weak to moderate positive correlations (0,21–0,44; p=0,01) were found between the PTB and the reproduction of meaningless words; weak positive correlations were found between the PTB and the verbal comprehension index (0,06–0,18; p=0,01) and the working memory index (0,08 0,29; p=0,01).Discussion and conclusion: The obtained results of reliability are comparable to the reliability of The Rey Auditory Verbal Learning Test (0,6–0,77) and are considered sufficient. The rates of the other reliability indicators are acceptable; however, they are little lower than those obtained during The Rey Auditory Verbal Learning Test. The rate of correlation between the PTB and the reproduction of meaningless words indicating conver gent validity is acceptable as a significant difference being detected between the memorizing capacity and the accuracy of meaningful and meaningless words. Lack of correlation between the PTB and the verbal comprehension index is in line with the factor analysis of Ryan, Rosenberg and Mittenberg (1984), and thus ratifies the discriminant validity of the PTB. The weak correlation between the PTB and the working memory index may be unexpected as both measure hypothetically the same domains. However, in a spectre of research results, the ability of memorizing a digit span may differ from the ability of memorizing verbal spans. Indicators of reliability, convergent and divergent validity of the PTB are sufficient but further reassessment is needed.

• MeSH
• dítě MeSH
• jazyk (prostředek komunikace) MeSH
• lidé MeSH
• psychometrie MeSH
• testy paměti a učení * MeSH
• Check Tag
• dítě MeSH
• lidé MeSH

Cieľom práce bolo porovnať výkon bilingválnych jednotlivcov pri testovaní pozornosti, pamäti a inteligencie v ich prvom a druhom jazyku. Výskumný súbor tvorilo 126 bilingválnych respondentov s priemerným vekom 17.87 (SD = 7.77), 66 žien a 60 mužov. Súbor bol rozdelený na štyri vekové skupiny – mladší školský vek, obdobie pubescencie, adolescencie a dospelosti. Vybrané kognitívne funkcie boli merané slovenskými a maďarskými jazykovými formami nasledovných psychologických testov: Číselný štvorec, Pamäťový test učenia, Wechslerov inteligenčný test pre dospelých a Wechslerova inteligenčná škála pre deti. Z výsledkov vyplýva zhoršenie výkonu pri psychodiagnostickom vyšetrení pozornosti, pamäti a inteligencie v druhom jazyku bilingvistov a to bez ohľadu na ich vek.

The aim of the study was to compare the performance of bilingual individuals in testing attention, memory and intelligence using their first (L1) and second (L2) languages. These abilities were selected by us based on the fact that they are the diagnostic criteria of many diagnostic units, e.g. ADHD, ADD etc., so if they are not correctly determined, there is a chance of issuing inadequate psychological report. The issue of psychological testing of bilingual individuals is also topical problem in other European countries, such as the Czech Republic, Romania, Serbia, Croatia etc., where there is also a large percentage of ethnic minorities, but also countries outside of Europe, such as the USA are no exception. Our intention was to test the implicit assumption that the performance of bilingual individuals deteriorates during psychodiagnostic testing, if the test is not performed in their first language. The sample consisted of 126 bilingual respondents with an average age of 17.87 (SD = 7.77), of which 66 were female and 60 male. The sample was divided into four age related groups - young school age children, preadolescent, adolescencents and adults. The selected cognitive abilities were measured by using Slovak and Hungarian language forms of the following psychological tests: Number Square, Learning Memory Test; Wechsler Intelligence Test for Adults (WAIS-R) and Wechsler Intelligence Scale for Children (WISC III). The results indicate a deterioration of performance at psychodiagnostic test of attention, memory and intelligence using L2 of bilinguals regardless of their age. The conclusion of the study shows the importance of choosing appropriate language for psychological testing for bilingual clients in order to eliminate adverse conditions compared to monolingual clients.

• MeSH
• dítě MeSH
• dospělí MeSH
• exekutivní funkce klasifikace   MeSH
• kognice klasifikace   MeSH
• lidé MeSH
• mladiství MeSH
• mnohojazyčnost MeSH
• psychologické testy statistika a číselné údaje   MeSH
• Check Tag
• dítě MeSH
• dospělí MeSH
• lidé MeSH
• mladiství MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH

Příspěvek se zaměřuje na neuropsychologické výzkumy percepční laterality realizované na Slovensku. Opisují se především adaptace a varianty metodik zkoumání sluchové, zrakové a hmatové laterality, diskutují se možnosti jejich aplikace v neuropsychologické diagnostice.

• MeSH
• dichotické testy MeSH
• funkční lateralita MeSH
• lidé MeSH
• neuropsychologie MeSH
• Check Tag
• lidé MeSH