The aim of the thesis was describe and explain the differences between Czech and Roma children in the feel of the cognitive modifiability. The other aim was thinking about the matrices as intelligence measures.  Because of the aims I choose pretest‘s and retest‘s set of the matrices from the sets of the Raven’s Standard Progressive Matrices and Raven’s Advanced Progressive Matrices. I also made three sets matrices because of learning of the matrices principles.  It was confirmed the learnability of the matrices. It means the matrices task results aren’t influenced only by biological factors but also by cultural background. According it matrices can‘t be considered as a culture free test. The Czech children result in pretest and retest was significantly higher then the Roma children retest (but in the retest the differences was at border of the statistic significance). On the other hand the level of improvement (retest minus pretest) was higher in the group of Roma children.  The worst results of the Roma children can not be explain by cognitive inferiority. It can be connected with socio-cultural background and with absence of Mediated Learning experience. The consequent of it is that the realization of the Zone of the Proximal Development is less in the case of Roma children.

Except it I also observe the differences between Czech and Roma children during learning period. These data was qualitatively analyzed and categorize on the basis of the degree of necessary help, which was provided to children.  The improvement between adjoining learning parts was higher in case of Roma children in almost group of tasks.

Comments

No responses.