Showing 23 results for Learning
Sara Agha Babaei, Sholeh Amiri,
Volume 2, Issue 4 (2-2015)
Abstract
The aim of this research was to investigate visual-spatial component of working memory and short-term memory in students with learning disorders and comparison with normal students.
30 3rd grade elementary students with learning disorders and 10 3rd grade elementary normal students were selected through multistage random cluster sampling. The instruments were Scale for Identifying Students with Spelling Learning Disability, Keymath Test, Reading Level Diagnostic Test, Wechsler Intelligence Scale for Children (WISC), Clinical Interview and Corsi Blocks Task for assessing visual-spatial component of working memory and short-term memory. Data were analyzed by ANOVA. The results showed that there is a significant difference between students with reading, mathematics and spelling learning disorders and normal students in visual-spatial component of working memory and short-term memory. Students with mathematics disorder had lower performance in these components. Students with learning disorders particularlymathematics disorder had deficits in visual-spatial component of working memory and short-term memory. This problem should be assessed in order to plan appropriate interventions.
Mrs Seyede Maryam Moshirian Farahi, Mrs Haniye Zarif Gobar Yazdi, Dr Seyed Amir Amin Yazdi,
Volume 4, Issue 3 (12-2016)
Abstract
The aim of this research was to investigate the visual-spatial attention and visual-manual dexterity skills in children with learning disorders and normal children . this is on Expost study. To do so, of elementary clinic of psychology of mashhad chity 15 children with learning disorders and 20 elementary normal children. Tools in research was include Corsi test and Pursuit rotor test. Mean scores of students with LD and normal students, there are significant differences in test corsi and Pursuit rotor test. According to visual - spatial attention and Visual-manual dexterity in children with learning disorders poor than normal children, these problems should be assessed in order to plan appropriate interventions.
Mohamad Sohbatiha, Dr Ali Akbar Jaberimoqadam, Dr Mehdi Shahbazi,
Volume 5, Issue 4 (1-2018)
Abstract
The aim of this study was to compare the effects Errorless, Error full and scaling equipment methods on accuracy of the throw basketball under stress in children. 50 elementary boy students 10-12 years randomly divided into five groups (errorless, error full, Training with scaling and standard equipment, scaling equipment and combined). After 5 session in acquisition, retention and transfer (under stress) tests were conducted. Revised Competitive State Anxiety Inventory-2 was filled out by participants before retention and after transfer tests. Data was analyzed with dependent t-test and mixed ANOVA. Significant reduction were found between retention and transfer tests in training with standard equipment group. Performance of standard equipment group declined under pressure. However, performance Decrement in other groups was not significant. In general, according the results of this study, the use of scaled equipment by children lead to implicit learning in the same manner as the errorless learning paradigm and prevents choking under stress. Therefore, it can be used as a proper method for teaching motor skills in children.
Sepideh Hamedi, Behroz Abdoli, Aliraza Farsi,
Volume 6, Issue 1 (6-2018)
Abstract
The aim of this study was to investigate the effect of metacognitive strategies and observation of skilled model on learning of soccer chip task. The present study was carried out by means of semi-experimental research design. Forty two students, aged 11-13 years old, in region 2th of Tehran, participated in this study. They were divided in 3 groups (control group, observation of skilled model, and observation of skilled model with metacognitive activities). Metacognition group had to complete a semi-structured written interview that prompting them to activate their high-order thinking, before and then of acquisition blocks. An experimental intervention study in of soccer chip shot was conducted with pre-, post-, retention and transfer tests. Repeated measures analysis showed that there were statistically significant differences between groups. The result revealed that metacognitive strategies prompting had significant influence on students’ performance.
Ph.d Sivash Talepasand, Ph.d. Student Sedighe Nasiripoor,
Volume 6, Issue 1 (6-2018)
Abstract
The purpose of this study was to examine psychometric characteristics of memory scale: measure of everbody functions of memory in students. The research design is a correlation type. The population of this study is all students of elementary schools in Semnan city. 220 students were selected by cluster random sampling method and their parents responded to the memory scale (Geurtin et al., 2018). SPSS-22 and Lisrel 8.54 were used for data analysis, Cronbach's alpha coefficient, multivariate analysis of variance and rock curves. In the context of construct validity there was a significant difference between the two groups; normal students and students with learning disabilities in all components of memory; effortful/intentional learning, automatic/procedural learning, working memory and prospective memory/organization. In the context of the discriminant validity, the levels below the rock curve for each component showed the ability to differentiate between normal students and students with learning disabilities. The memory scale has an internal consistency and a good stability coefficient. The results of the factor analysis showed that this scale was made up of four factors of effortful/intentional learning, automatic/procedural learning, working memory and prospective memory/organization. Cronbach's alpha for effortful/intentional learning was 0.86, prospective memory/organization of 0.77, working memory 0.70, and , automatic/procedural learning 0.82 and for the whole scale 0.93. Findings of the research indicate that the Persian version of the memory questionnaire in the students’ community has acceptable psychometric properties.
Saeed Nazari, Alireza Saberi, Hamidreza Taheri, Hasan Rohbanfard,
Volume 6, Issue 2 (9-2018)
Abstract
Abstract
The aim of this study was to investigate the role of working memory capacity and errorless and errorful practice on the learning the relative timing was a motor task. 50 Participants based on were selected aged 22±4 years as accessible samples randomly assigned to one of four groups (errorless low working memory capacity, errorful low working memory capacity, errorless high working memory, errorful high working memory capacity). This study was carried out in four phases. First phase (pre-test), subjects participated in 10 trials without knowledge of results (KR) on four-segment timing task. In the acquisition(ACQ) phase, a timing task with three different difficulty levels (simple, moderate, and difficult) was practiced in three sessions of 45 trials with feedback by experimental groups, except for control. In the 10-minute and 24 hour retention and 10- minute transfer tests, errorless group with low working memory capacity and errorful group with high working memory capacity had better performance than other groups. In the dual task tests (24-hour transfer) errorless group with low working memory capacity in the relative timing (intermediate times, RMSE) had better performance than other groups. These results indicate that the efficiency and efficacy of errorless and errorful practice interact with psychological indicators such as working memory capacity. These results suggest that implicit motor learning (errorless) may be beneficial for children with working memory capacity. Individual with high working memory capacity might benefit from learning explicitly (errorful). Results in dual task conditions support the implicit learning and reinvestment theories.
Miss Neda Esnaashari, Dr Masoud Hoseinchari, Dr Bahram Jowkar, Dr Mahbobe Fooladchang, Dr Farhad Khormaei,
Volume 6, Issue 3 (12-2018)
Abstract
The purpose of this study was developing and validating the metamemory scale for adolescents in the academic context. The study was a mixed method research and benefitted from sequential exploratory type which in qualitative stage using triangulation method (aligning multiple data approach) holding four dimensions of a) collecting literature reviews related to metamemoey based on the theoretical framework of Nelson & Narens, b) researches done in the field of metamemory and learning, c) presentation of memory-based assignments and metamemory based interviews on students (n=33) and analysis them (criteria and markers), & d) utilizing the views of experts in the field of primary theoretical framework and at last based on them, metamemory scale was developed and validated. Then in quantitative stage, using a sample of 289 students (170=girl & 116=boy in the range of 12-18 years old) validity and reliability of the scale were verified by using exploratory factor analysis and Cronbach’s alpha. The results of exploratory factor analysis showed 19 items in the form of 4 factors that create the metamemory scale: Judgments of Learning, Self-Confidence Judgments, Feeling of Knowing Judgments, and Ease of Learning Judgments. Cronbach’s alpha coefficient was calculated for each factor and the reliability coefficient of the whole scale was 0/71. Research findings provide a tool for measuring matamemory in adolescent’s age group in academic context that is a useful instrument for measuring metamemory and applying in cognitive and learning researches.
Ms Farzaneh Asiaee, Dr Mohamad Yamini, Dr Hossein Mahdian,
Volume 6, Issue 3 (12-2018)
Abstract
Abstract
The purposeof this study was to compare the effect of Perceptual skills reconstruction program and executive function training on perceptual reasoning, working memory and math performance of third grade students with special math disorder. Methods this empirical study includes pretest-posttest and control group.The statistical population of the study includes all students with special learning disorder in third grade mathematics in 2017 academic year. The sample consisted of 45 students who were selected by simple random sampling and placed in two intervention groups and one control group. To collect the data, the Key Math Test, the Raven Test, Wechsler–IV Perceptual Reasoning Scale, Math Disorders Diagnostic test, and Stanford-Bine's Working Memory Scale were used to be completed by intervention and control group participants before intervention and one to eight weeks after intervention. The experimental group A underwent 17 sessions of executive function training (45 minutes each) and the experimental group B underwent 16 sessions of rehabilitation training. Data analysis was performed using variance analysis with repeated measures. Findings showed that both interventions methods were effective on perceptual reasoning, non-verbal working memory and were not effective on verbal working memory. On the other hand, there was no significant difference between the effectiveness of these two methods. based on the results, it seems that these two methods can be used as an effective approach for the treatment of students with special learning disorder.
Dr Shahrooz Nemati, , Marzyeh Baetminan,
Volume 7, Issue 2 (11-2019)
Abstract
The aim of current research was to study digit span in students with and without nonverbal learning disorders. Methods:In this ex post facto research, the sample included the students with and without nonverbal learning disorders. For this purpose, sixty preschool children ageing 10/83 years included 30 students with nonverbal learning disorders who screened by the Goldstein Nonverbal Learning Disabilities Scale by means To fulfill the stated goal sampling and 30 typical male students by simple random sampling who live in the city of Tehran in the years 2014 and 2015 were selected and the digit span subtest in working memory index in WISC-IV were used to gather the data. The Mann-Whitney U test revealed that there is a significant difference between two groups in forward and backward digit span, thus the typical children have an outstanding performance rather than nonverbal learning disordersIn comparison of two groups, a t-test’s statistical significance revealed that the typical children have an outstanding performance in digit span as well. The training of short-term and working memory strategy are needed to children with nonverbal learning disorders.
the significant difference between the two groups of children with nonverbal learning disabilities and normal children in digit span in both in forward and backward digit span memory provided sufficient psychological evidence in support of research findings related to working memory deficits toward developmental disabilities and nonverbal learning disorders as well.
Dr Marzieh Gholami, Dr Ali Delavar, Dr Hassan Sharifi,
Volume 7, Issue 2 (11-2019)
Abstract
The researcher's test consists of nineteen factors and has two parts: audio and visual; its content validity was confirmed by psychology professors and then a sample of 206 pre-school students was performedAccording to the calculations, Pearson correlation coefficient between the two-part questionnaire was r = 0.81 in the auditory comprehension section and r = 0.79 in the visual comprehension section.. In order to determine the validity of the structure and the components of the questionnaire, the main components analysis method was used with varimax normalized rotation. The most important factor in the visual-spatial perception area is the symbolization, and in the auditory part it is memory. Independent t-test was used to assess discriminant validity. Results showed that there is a significant difference between the mean scores of students with learning disabilities and normal in the learning disability test. In order to check the validity of this study, a checklist of learning disability that was completed at the same time by the mothers was used. The results showed that there is a significant relationship between the two tests. According to the validity and reliability, the learning disability test is a tool that can be used by learning and counseling centers.
Asghar Jafari, ,
Volume 7, Issue 3 (12-2019)
Abstract
Students with mathematics learning disability, because cognitive- behavioral dysfunctions, have defects in orientation and visual- spatial processing, which leads to defect in perception the spatial relationships and basic skills of mathematics. The purpose of present study was to determine the effectiveness of cognitive- behavioral plays on improve mathematics performance and perception the spatial relationships in students with mathematics learning disability. A quasi-experimental design with pre-test, post-test and a two months follow- up with control group was used. through purposeful sampling method, 30 participants who met the inclusion criteria were selected in the center of specific training of leaning disability in Zarandiyeh- Saveh and randomly assigned to two groups of cognitive- behavioral play therapy or control, n1=n2=15. Research tools were the tests of conoli’s Key math (1988) and Farastick’s perpetual- visual (1963) which were administered in three stages for two groups and the protocol of Schaefer& et al’s cognitive- behavioral play to the experimental group during nine weekly, 60- minute sessions and data were analyzed using mixed model repeated measures analysis variance. Finding showed that cognitive- behavioral play therapy had a significant effect on math performance and perception the spatial relationships of students with mathematics learning disability and this effect remained stable at follow-up. Since cognitive- behavioral play therapy likely leads to improve basic skills of mathematics, spatial awareness, visual- spatial perception, space perception, motor and orientation in students with mathematics learning disability, effect on math performance and perception the spatial relationships. Hence, it can be used as a low- cost and effective psycho educational method for improving students with mathematics learning disability.
Kamal Parhoon, Hadi Parhon,
Volume 7, Issue 3 (12-2019)
Abstract
The aim of this study was to investigate the effect of Cognitive rehabilitation traning (CTR) on Executive functions and attention in students with lrarning problem. In an experimental study with pre-test, post-test and control group, 42 students with LP were selected through convenient sampling method. They were randomly assigned to the experimental and control groups. The experimental group underwent two months’of intervention and the scores of the Behavior Rating Inventory of Executive Functions (BRIEF), and the Stroop Color and Word Test (SCWT) were gathered in both groups before and after the intervention and in one month follow up. The data was analyzing by the statistical test of mixed variance analysis. The results in the post-test and follow-up stages showed that there is a significant difference between the two experimental and control groups, in terms executive functions, and attention. This means that the experimental group who underwent the intervention program had significant improvement in the post-test phase in terms of executive functioning and attention. the changes made during the follow-up phase remained consistent. Also, based on the results obtained, cognitive rehabilitation intervention did not significantly affect the emotional regulation index of students with the LP. The results of this study indicate the effectiveness of a designed cognitive rehabilitation program on executive function, and attention of students with LP; therefore, considering these findings and the mechanism, the effectiveness of this intervention method can have appropriate therapeutic effects on reducing cognitive and psychological problems and improving the quality of life of student with LP.
Maryam Aboureihani Mohammadi, Mahshad Fadaei Moghadam Heydarabadi, Solmaz Zardary, Soomaayeh Heysieattalab,
Volume 7, Issue 4 (2-2020)
Abstract
Recently, research has been conducted on the use of social networks as a new platform for identifying people with mental disorders. In addition, because of the complexity of diagnosing psychological diseases using conventional methods, the use of machine learning for identifying theses psychological diseases is increasing. The goal of this article was to systematically review the research conducted using social media data for predicting and diagnosing psychological disorders with the help of machine learning. Based on systematic review on the Prisma method, the aim of this article was achieved through searching the main keywords of diagnosis and the prediction of mental disorders combined with machine learning and social media data without considering the dates of their publications. Depression had the highest frequency among the final 20 selected articles with a predictive power of 42% and 87%, the lowest and the highest respectively. On the other hand, only 30% of studies used questionnaires for gathering data on social media and the most common approach for data collection was public posts on social media by the use of regular expressions. Twitter has also been used as the largest source of data collection in these sorts of studies. It seems that computational psychology based on machine learning methods could help to identify disorders at an appropriate time and select more effective treatments for mental disorders among the users of social media.
Farangis Demehri, Tahere Khatibi, Mahdiye Azizi,
Volume 8, Issue 3 (12-2020)
Abstract
The importance of understanding the pathology, nature, and treatment of Autism Spectrum Disorders (ASD) has always been emphasised throughout school. Children with ASD have difficulties in verbal and non-verbal social communication, which limit their ability regarding effective social communication and academic achievement. The purpose of this research was to compare learning strategies and executive functions among successful and non-successful autistic students in terms of academic achievement. For this purpose, 15 successful students with ASD and 15 non-successful students with ASD were recruited via the purposeful sampling method. The Autism-Spectrum Quotient Test, the executive functions and learning strategies questionnaires were used. Data was analysed with an independent t-test. Results showed that, successful students with ASD had a significant difference with the second group in all variables of learning strategies in addition to inhibition, emotional management, planning, organizing and attention shifting. It can be concluded that students with ASD who are successful in education use more learning strategies and have better executive functions compared with autistic students who are not successful in education.
Zargham Mehrganfard Jirandeh, Rahim Badri Gargari, Shahrouz Nemati, Sharam Vahedi,
Volume 9, Issue 4 (1-2022)
Abstract
| The aim of the current reaerch was to study the effectiveness of cognitive rehabilitation on mathematical word problem solving in students with specific learning disabilitiy with impairment in mathematic. The research design was quasi-experimental pre-test and post-test with a control group. The statistical population of the study included all male students with specefic learning disabilitiy with impairment in mathematic in Rasht who were selected by available sampling. In the same vein, cognitive rehabilitation intervention was carry out in 8 sessions for the experimental group and the Response to intervention Key Math Scale, RAVEN Intelligence Test and Mathematical Verbal Problem Solving Test were used to collect the data in the pre- and post-test stages. Univariate analysis of covariance revaled that cognitive rehabilitation increased the rate of mathematical word problem solving in students with specific learning disabilitiy with impairment in mathematic. To achieve evidence-based practices, it is recommended to develope and implement a cognitive rehabilitation program to improve the verbal problem solving of students with specific learning disabilitiy with mathematical impairment and other students with developmental disabilities. |
Seyed Esmail Torabi, Hadi Keramati, Javad Kavosian, Hasan Rastegarpoor, Goodarz Alibakhshi,
Volume 9, Issue 4 (1-2022)
Abstract
The present study was conducted with the aim of the effects of segmentation and redundancy methods on cognitive load and vocabulary learning and comprehension of English lessons in a multimedia learning environment.The purpose of this study is an applied research and a real experimental study. The statistical population of the present study includes all people aged 14 to 16 who are enrolled in language schools in Damghan. The subject of the educational content was to explain the activity of volcanoes in the form of PowerPoint software in a maximum of 10 slides (based on the type of group) to 90 subjects who were randomly divided into six groups (15 people in each group). High segmentation / Audio presentation, High segmentation / Visual presentation, High segmentation / Redundant, Low segmentation / Audio presentation, Low segmentation / Visual presentation, Low segmentation / Redundant were assigned. The research was completely experimental (a completely random 2×3 factor design). Researcher-made test of vocabulary and comprehension learning, prior knowledge assessment and Pass Cognitive Load Scale (1992) were used to collect data. Analysis of variance was used to analyze the data.The results of analysis of variance showed that the interaction between segmentation method and redundancy method on cognitive load and learning was significant. The results of post hoc test also showed that the High segmentation / Visual presentation group reported significantly lower cognitive load and higher vocabulary and comprehension compared to other groups. According to the obtained results, it can be said that segmentation and redundancy methods are effective in reducing cognitive load and promoting English language learning in a multimedia learning environment.
Mr Reza Mohammadzadeghan, Mr Abolfazl Farid, آقای Gholamreza Chalabianlu Hasratanlo, آقای Javad Mesrabadi,
Volume 10, Issue 2 (10-2022)
Abstract
This research aimed to compare the effectiveness of mindfulness-based socio-emotional learning program with/and without Transcranial Direct Current Stimulation on sustained attention and response inhibition in children with attention deficit/hyperactivity disorder. This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population included all students aged 11 to 14 who referred to child and adolescent counseling centers in Khoy city in 2021-2022 year. 45 people with attention-deficit/hyperactivity disorder of the mixed type were selected from among those who refer to the treatment centers by the purposeful sampling method and randomly replaced in two experimental groups and one control group. The first experimental group received the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation and the second experimental group received the mindfulness-based socio-emotional learning program for 8 weeks, but the control group did not receive any intervention. All participants were measured before and after the training using continuous performance test and GO/NO-GO test. For data analysis, multivariate covariance analysis was used in SPSS program. Data analysis showed that mindfulness-based socio-emotional learning combined with Transcranial Direct Current Stimulation compared to the other two groups and mindfulness-based socio-emotional learning compared to the control group were more effective on sustained attention and response inhibition. According to the findings, it can be suggested that the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation is an effective intervention to improve the cognitive functions of children with attention deficit/hyperactivity disorder.
Zahra Zare, Farhad Balash, Batul Shiralizadeh,
Volume 10, Issue 2 (10-2022)
Abstract
| The purpose of this study was to investigate the effect of the "Brain-Based Learning" teaching method on the level of learning biology in students' cognitive, skill and emotional domains. The method of this research is quasi-experimental with two groups of control and experimental. The statistical population includes 11th-grade female students in Tehran's 13th district in the 2019-2020 academic year. A total of 52 individuals from the statistical population were selected by the purposive sampling method and randomly assigned to two groups. The instruments for measuring the variables were the researcher-made cognitive-skill test and the researcher-made attitude questionnaire. The validity of the researcher-made instrument was determined using the opinions of expert teachers and their reliability was determined by retesting. Statistical tests (t-test, Mann-Whitney, and Chi-square index) were used by SPSS26 to evaluate and analyze the hypotheses. The results showed that teaching in a "brain - based learning" method compared to the usual method increased students' scores in cognitive and skill areas and improved their attitudes in emotional domain in Biology lesson at a statistical level of 5% (P>0.05). These results demonstrate the role and importance of brain-compatible teaching methods in learning. |
Hamid Khanipur, Mobina Radfar, Maedeh Pour Torogh, Masoud Geramipour,
Volume 10, Issue 2 (10-2022)
Abstract
The process Assessment of the Learner-Second Edition: Diagnostic Assessment for Math is one of the most widely used tests in the field of learning disorders, which has two versions: reading, writing, and math. The purpose of the present study was to investigate the educational and cultural adaptation of this test. For this purpose, after the translation of the test, the stages of cultural adaptation were investigated from three sources of elementary school mathematics textbooks, interviews with teachers and test implementation of the test on a group of 14 children from preschool to sixth grade, applicability and Special criteria for the implementation of the test were prepared for Iranian students. There has been an amendment to the content of the Iranian sample test in terms of the items of multi-step problem-solving and part-whole concepts. Also, the criteria for passing the test for Iranian students in the sub-tests of place value, finding the bug, and the ability to perform calculations are placed at a higher age than the main instructions of the test. Geometry and decimal numbers are items that are covered in the Pal_II math test in the form of part_whole concepts. However, it is more detailed and complicated in Iranian math textbooks. Calculation education in Iran's school education system has undergone changes in recent years, which were revised in the test instructions. The similarities between the implementation and grading of the Persian version of the Pal_II math test in the Iranian sample and the original instructions of the English version of the test are more than the differences between them.
Dr Jalil Fathabadi, Dr Vahid Nejati, Dr Neda Nazarboland, Dr Vahid Sadeghi Firooz Abadi, Mr Salar Nazarzadeh Gigloo,
Volume 11, Issue 1 (5-2023)
Abstract
Abstract
The purpose of this study was to investigate the effect of computer-based cognitive rehabilitation on cognitive regulation of emotion and emotion understanding in children with specific learning disorders. This research was conducted in a semi-experimental way (pre-test - post-test with a control and follow-up group). The statistical population of this study consisted of all the students with specific learning disorders (10-12 years old), who had been referred to the learning disorders center in Ardabil between the first of October and the middle of November 2017 (123 people). 30 of them were selected through purposive sampling (selection of volunteer students to participate in the research) (16 boys and 14 girls) and the emotional regulation questionnaires of Garnefsky et al. in identifying emotions and difficulty in describing emotions) were completed in three stages. The students of the experimental group completed the tasks of the cognitive rehabilitation package in 12 sessions of 45 minutes in a period of four weeks. The results of the covariance analysis of the data showed that the cognitive rehabilitation package based on a computer has an effect on improving rumination, positive refocusing, refocusing on planning, positive reappraisal, and acceptance of cognitive regulation of emotions in children with specific learning disorders, as well as understanding their emotions. The significance and comparison of the post-test results with the one-month follow-up test indicate the stability of this effect. Therefore, since these students are facing problems in cognitive regulation and emotional understanding, such interventions can solve their problems in this field.
