Comparing executive functions inhibition response and sustained attention in children with learning disabilities in mathematics and normal children

Subject Areas : Thoughts and Behavior in Clinical Psychology

Majid Mahmood Alilou ¹ (دپارتمان روان شناسی دانشگاه تبریز، تبریز، ایران)
Toraj Hashemi Nosratabad ² (دپارتمان روان شناسی دانشگاه تبریز، تبریز، ایران)
Abolfazle Fallahi ³ (دپارتمان روان شناسی دانشگاه تبریز، تبریز، ایران)

Received: 2015-08-08 Accepted : 2015-08-08 Published : 2015-03-21

Keywords: executive functions, mathematics learning disabilities, normal children,

Abstract :

Executive functions, are higher cognitive and meta-cognitive functions which fulfills a collection of high capacity, inhibition, self-starting, strategic planning, cognitive flexibility and control of impulse. This aim of this study was to compare executive functions response inhibition and sustained attention in children with learning disabilities in mathematics and normal children. To this end, in a comparative ex post facto study the statistical population were pupils in fourth and fifth grade of elementary from Tabriz city. 30 children with learning disabilities were selected and matched from available samples and multi-stage cluster from this population (disabilities in mathematics and normal children), in terms of intelligence. The participants were tested in terms of executive functions response inhibition and sustained attention. The results of multivariate analysis indicated that there is a significant difference between normal children and children with learning disabilities in mathematics, in terms of executive functions inhibition response and sustained attention. The results indicated that children with learning disabilities in mathematics had weaker performance than normal in terms of executive functions response inhibition and sustained attention. Therefore, for treatment interventions for these children, more attention should be paid to the role of executive function deficits