| Abstract | Mucanje je poremećaj govora kojii obilježava narušena tečnost govorne proizvodnje (Koenisberger, 1898; prema Yairi i Seery, 2021). Mnogi promatraju mucanje ne samo kao govorni poremećaj, već kao složeni poremećaj gdje jezik postaje jedan od glavnih čimbenika koji utječe na tečnost govora (Smith, 1999). Povezanost jezika i mucanja tema je istraživanja dugi niz godina, no zaključci o vezi sintaktičke složenosti i netečnosti još uvijek nisu jednoznačni. Razvoj sintakse omogućuje uporabu povezanog jezika, što je ključno za vođenje razgovora, dijeljenje ideja, misli i iskustava, pripovijedanje i prepričavanje (Boudreau, 2008). Pripovijedanje je vrijedan izvor informacija u procjeni jezičnog razvoja djeteta te daje uvid u govornikovu uporabu jezika na razini iznad rečenice stoga je našlo primjenu u brojnim istraživanjima (Gabaj, Kuvač Kraljević, 2019). Cilj je ovog diplomskog rada istražiti povezanost sintaktičke složenosti i netečnosti u pripovijedanju djece predškolske i rane školske dobi koja mucaju te usporediti dobivene rezultate s dvjema kontrolnim skupinama. U istraživanju je sudjelovalo ukupno 18 ispitanika, šestero djece koja mucaju i dvanaestero djece koja ne mucaju. Ispitivanje je provedeno primjenom Peabody slikovnog testa rječnika (PPVT-III-HR; Dunn i sur., 2009) i Testa razumijevanja gramatike (TROG-2:HR; Bishop, Kuvač Kraljević, Hržica, Kovačević, Kologranić Belić, 2014). Za pripovijedanje je upotrijebljen Multilingual Assessment Instrument for Narratives (MAIN; Gagarina i sur., 2019; hrvatska inačica: Hržica i Kuvač Kraljević, 2020). Analizirana je sintaktička složenost pojedine klauze te učestalost, vrsta i trajanje netečnosti koje se u njima pojavljuju. Dobiveni rezultati pokazali su kako se učestalost i broj vrsta netečnosti ne razlikuju značajno ovisno o sintaktičkoj složenosti čime pretpostavke nisu potvrđene. Navedeno je u skladu s dijelom istraživanja koja ne pronalaze povezanost jezika i pojave netečnosti, odnosno ide u prilog tome da jezik nije ključan faktor u pojavi netečnosti. Ovo istraživanje donosi informacije o sintaktičkim sposobnostima djece predškolske i rane školske dobi te o obilježjima netečnosti koje se javljaju tijekom pripovijedanja. Istovremeno, ima važne implikacije i na logopedski rad čiji je važan dio upravo procjena tečnosti govora te jezičnih i pripovjednih sposobnosti. Primjer korištene metodologije mogao bi biti koristan u planiranju budućih istraživanja na sličnu temu. |
| Abstract (english) | Stuttering is a speech disorder characterized by disrupted fluency in speech production (Koenisberger, 1898; as cited in Yairi & Seery, 2021). It is often regarded not just as a speech disorder, but as a complex disorder where language becomes one of the factors that significantly influences speech fluency (Smith, 1999). The relationship between language and stuttering has been a topic of research for many years. However, conclusions about the link between syntactic complexity and disfluency remain uncertain. The development of syntax enables the use of connected language, which is crucial for engaging in conversation, sharing ideas, thoughts, and experiences, as well as narration and storytelling (Boudreau, 2008). Narration is a key tool for evaluating children's language development, offering insights into their language use beyond the sentence level, which is why it is widely used in research (Gabaj & Kuvač Kraljević, 2019). The aim of this thesis is to investigate the link between syntactic complexity and disfluencies in the narration of preschool and early school-aged children who stutter, and to compare the findings with two control groups. The study included 18 participants, from that six children who stutter and twelve non-stuttering peers. Peabody Picture Vocabulary Test (PPVT-III-HR; Dunn et al., 2009) and the Test for Reception of Grammar (TROG-2:HR; Bishop, Kuvač Kraljević, Hržica, Kovačević, & Kologranić Belić, 2014) were used in the assessment. Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019; Croatian version: Hržica & Kuvač Kraljević, 2020) was used for narration. The analysis focused on the syntactic complexity of individual clause, as well as the frequency, type, and duration of disfluencies occurring within them. The results showed that the frequency and number of different types of disfluencies did not significantly vary within different levels of syntactic complexity, thereby not supporting initial hypotheses. This aligns with research that suggest no connection between language and occurrence of disfluency, further stating that language may not be a key factor in the occurance of disfluency. This study provides insights into syntactic abilities of preschool and early school-aged children, as well as the characteristics of disfluencies that occur during narration. At the same time, it has important implications for speech language therapy, where assessing speech fluency, language abilities and narration plays a crucial role. The methodology used in this study could also be useful in planning future research on similar topic. |
