اثربخشی بازتوانی شناختی بر ظرفیت حافظه کاری دانش‌آموزان پایه سوم ابتدایی مبتلا به اختلال یادگیری خاص (خواندن) با تعدیل‌گری جنسیت

محورهای موضوعی : روانشناسی تربیتی

راضیه نوروزبخش حاجی کندی ¹ (دانشجوی دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی، تبریز-ایران.)
تورج هاشمی ² (استاد گروه روانشناسی دانشگاه تبریز)
اکبر رضایی ³ (دانشیار گروه روان‌شناسی، دانشگاه پیام نور، تهران- ایران.)

تاریخ دریافت : 1400/04/28 تاریخ پذیرش : 1400/04/28 تاریخ انتشار : 1400/03/01

کلید واژه: بازتوانی شناختی, ظرفیت حافظه کاری, اختلال یادگیری خاص(خواندن), تعدیل‌گری جنسیت,

چکیده مقاله :

پژوهش حاضر با هدف تعیین اثربخشی بازتوانی شناختی بر ظرفیت حافظه کاری دانش‌آموزان پایه سوم مبتلا به اختلال یادگیری خاص(خواندن) با تعدیل‌گری جنسیت انجام شد. مطالعه حاضر از نوع نیمه آزمایشی است که در آن از طرح پیش آزمون- پس آزمون با گروه کنترل استفاده شد. جهت تعیین نمونه تحقیق، از روش در دسترس استفاده شد و آزمون‌نما که به عنوان ابزاری برای تشخیص مشکلات خواندن و نارساخوانی دانش‌آموزان پایه دبستان به کار می‌رود؛ در بین دانش‌آموزان پایه سوم شهر تبریز اجرا شد و دانش آموزانی که نمره بالاتر از میانگین پرسشنامه را بدست آورند به عنوان افراد دارای اختلال یادگیری خاص (خواندن) شناخته شدند و سپس از بین این دانش‌آموزان؛ 60 نفر(چهار گروه 15 نفره) به روش نمونه‌گیری تصادفی ساده انتخاب شده و به تصادف در دو گروه آزمایش (دو گروه 15 نفره که یک گروه دختر و گروه دیگر پسر بود و تحت آموزش بازتوانی شناختی قرار گرفتند) و دو گروه کنترل جای‌دهی شدند. آموزش بازتوانی شناختی به وسیله نرم‌افزار آموزشی Smart Sound(برنامه رایانه ای 8 سطحی جهت بازتوانی شناختی در اختلال خواندن)، به گروه آزمایش ارائه شد و حافظه کاری با استفاده از آزمون کرچنر (1985) اندازه‌گیری شد. داده‌ها با استفاده از تحلیل کوواریانس عاملی چند متغیره مورد تجزیه و تحلیل قرار گرفت. یافته‌های تحقیق نشان داد که بازتوانی شناختی موجب افزایش ظرفیت حافظه کاری دانش‌آموزان مبتلا به اختلال یادگیری خاص (خواندن) می‌شود و عامل جنسیت نقش تعدیلگر دارد. بدین ترتیب که بازتوانی شناختی در میان دختران بیشتر از پسران موجب افزایش ظرفیت حافظه کاری دانش‌آموزان مبتلا به اختلال یادگیری خاص (خواندن) می‌شود.

چکیده انگلیسی:

This study was carried out by the purpose of determining the effectiveness of cognitive rehabilitation on working memory capacity of third grade students with special learning disabilities (reading) with gender moderation role. The present study is of quasi-experimental type in which pre-test, post-test design with a control group was used. To determine the research sample, the facade test, which is used as a tool to diagnose reading problems and dyslexia of primary school students was performed among the third grade students of Tabriz and the students who got a score higher than the average of the questionnaire were recognized as having a special learning disability (reading) and then among these students, 60 people (four groups of 15 people) were selected by simple random sampling method and randomly divided into two experimental groups (two groups of 15 people, one group was girls and the other group were boys and received cognitive rehabilitation training) and two control. Cognitive rehabilitation training was provided to the experimental group by Smart Sound training software (8-level computer program for cognitive rehabilitation in reading disorder) and working memory was measured using Kretschner (1985) test. Data was analyzed using multivariate factor analysis of covariance. Findings of the research showed that cognitive rehabilitation increases the working memory capacity of students with special learning disabilities (reading) and gender factor has moderating role. Thus, cognitive rehabilitation increases the working memory capacity of students with special learning disabilities (reading) among girls more than boys.

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Aghayousefi, A.R., Javanmard, G.H., & Mohammadi Garagozlou, R (2018). Brain systems of behavioral inhibition and activation on sphere priority in people with and without alexithymia. Journal of clinical and personality, 16(1): 141-149 [In Persian].

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Dahlin k. Effect of working memory training on reading in children with special needs. Read and Write: 2015, 24(1): 79-91.

Enger, P.M.J. (2018). "Are working memory measures free of socio-economic influence"? Journal of Speech. Language and Hearing Research; 51(9): 1580–1587.

Gatian, A. & Garolera, M. (2012). Efficacy of an adjunctive computer based cognitive impairment and Alzheimers disease: a single blind randomized clinical trial. The Journal of Geriatric Psychiatry; 15 (2): 28-35.

Ghanaii, A. (2008). Effect of sports rhythmic movment training on memoirs' neuropsychological function in students with learning disabilities. Ph.D. dissertation, Tabriz University.

Hallahan, D. P., & Kuffman, J. M. (2009). Exceptional children. Tehran. Roshd Promotion.

Jalili, F., Najati, V., Ahadi, H, Katanforosh, A. (2018). Effectiveness of computer-based cognitive rehabilitation on improved working memory in children with ADHD. Journal of medical sciences of Islamic Azad University, 29(2): 171-180 [In Persian].

Jordan, N. C., Glutting, J., & Ramineni, C. (2016). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20, 82-88.

Kamphaus, R, Frick, P. (2016). Clinical assessment of child and adolescent personality and behavior. Boston: Allyn & Bacon.

Kast M, Baschera G, Gross M, Jancke L, Meyer M. (2011). Computer-based learning of spelling skills in children with and without dyslexia, 61(5):177-200.

Kesler, S. R., Lacayo, N. J., & Jo, B. (2018). A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury. Department of Psychiatry and Behavioral Sciences, Stanford University, 25(1), 101-12.

Khanjani, Z., Salehi Agdam, K., & AAfi, E. (2018). ). Effectiveness of cognitive rehabilitation on improved audio-visual working memory of children with learning disorders with and without ADHD. Journal of instruction and evaluation, 11(43): 29-44 [In Persian].

Lafyn, M. V. (2008). Learning disabilities. Translator Mohammad Taqi Monshi Tusi. Astan Quds Razavi publishing. first turn.

Loosli, S., Buschkuehl, M., Perrig, W. & Jaeggi, S. (2012). "Working memory training improves reading processes in typically developing children". Child Neuropsychol; 18 (2): 62-78.

Mazzocco, M. M. M., & Hanich, L. B. (2015). Math achievement, numerical processing, and executive functions in girls with Turner Syndrome (TS): Do Girls with Ts have Math Learning Disability? Learning and Individual Differences, 20, 70-81.

Owen, A.M., Hampshire, A. & Grahn, J.A. (2010). "Putting brain training to the test nature". Europe PMC Funders Group; 10 (1): 775-778.

Ponce HR, Lopez MJ, Mayer RE. Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies. Computer and education 2012; 5(13): 17-26.

Repovs, G. & Baddeley, A.D. (2016). "The multi – Component model of working memory: exploration in experimental cognitive psychology". Journal of experimental cognitive psychology; 139 (12): 5-21.

Rueda, R., & Lina, C. (2012). Enhanced efficiency of the executive attention network after training in preschool children, immediate changes and effects after two months. Developmental cognitive neuroscienc, 25, 192-s204.

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Seidman, L.J., Biederman, J., Monuteaux, M.C., Doyle, A. & Faraone, S.V. (2016). Learning disabilities and executive dysfunction in boys with attentiondefici / hyperactivity disorder. Neuropsychology, 15(4), 544-556.

Spaulding, W. D.(2017). Cognitive functioning in schizophrenia: implication for Psychiatric rehabilitation. Schizophrenia Bulletin, 25, 275-289.

Sterr, A.M. (2014). "Attention performance in young adults with learning disabilities". Learning and Individual Differences; 14(3): 125–133.

Swanson, H. L., & Jerman, O. (2016). Math Disabilities: A Selective Meta-Analysis of the Literature. Sage Journals, 76(2), 249-274.

Thorell, L.B. (2019). "Training and transfer effects of executive functions in preschool children". Journal of Developmental Science; 12(1): 106-113.

Valian V.(2019). Bilingualism and cognition. Biling Lang Cogn,18: 3-24

Van der Sluis, S., De Jong, P. F., & Van der Leij, A. (2013). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87,239–266.

Wolf M, Bowers PG, Biddle K. Naming-speed processes, timing, and reading: a conceptual review. J Learn Disabil. 2000;33(4):387-407.

Zanto, T. P., & Gazzaley, A. (2009). Neural suppression of irrelevant information underlies optimal working memory performance. The Journal of Neuroscience, 29, 3059–3066.

Aghayousefi, A.R., Javanmard, G.H., & Mohammadi Garagozlou, R (2018). Brain systems of behavioral inhibition and activation on sphere priority in people with and without alexithymia. Journal of clinical and personality, 16(1): 141-149 [In Persian].

Azadbakht, M., YazdanBakhsh, K., & Moradi, A. (2018). Effectiveness of cognitive rehabilitation on improved audio-visual working memory in OCD. Journal of Razi medical sciences, 25(170): 29-37 [In Persian].

Baddeley, A. (2010). "The episodic buffer: a new component of working memory"? Journal of Cognitive Social; 4 (1):417-23.

Bakker, D.J. (2016). Treatment of Developmental dyslexia: A Review. Pediatric Rehabilitation, in press.

Barkley, R.A. (2007). ADHD and nature of self-control. NewYork: Guilford Press.

Barlow, D. H., & Durand, M. V. (2014). Abnormal Psychology: an integrative approach, seventh edition.

Berryhill, M. (2008). Visual memory and brain. Retrieved from http: // www. Visionsciences.org/ symposia 2008-4htm.

Buchan, B. D. (2009). The classification impairment and Alzheimers disease: a single blind randomized clinical trail: the Journal of Geriatric Psychiatry 2012; 15 (2): 28-35.

Casey, J. (2011). "A model to guide the conceptualization, assessment, and diagnosis of nonverbal learning disorder". Canadian Journal of School Psychology; 27 (1): 35–57.

Dahlin k. Effect of working memory training on reading in children with special needs. Read and Write: 2015, 24(1): 79-91.

Enger, P.M.J. (2018). "Are working memory measures free of socio-economic influence"? Journal of Speech. Language and Hearing Research; 51(9): 1580–1587.

Gatian, A. & Garolera, M. (2012). Efficacy of an adjunctive computer based cognitive impairment and Alzheimers disease: a single blind randomized clinical trial. The Journal of Geriatric Psychiatry; 15 (2): 28-35.

Ghanaii, A. (2008). Effect of sports rhythmic movment training on memoirs' neuropsychological function in students with learning disabilities. Ph.D. dissertation, Tabriz University.

Hallahan, D. P., & Kuffman, J. M. (2009). Exceptional children. Tehran. Roshd Promotion.

Jalili, F., Najati, V., Ahadi, H, Katanforosh, A. (2018). Effectiveness of computer-based cognitive rehabilitation on improved working memory in children with ADHD. Journal of medical sciences of Islamic Azad University, 29(2): 171-180 [In Persian].

Jordan, N. C., Glutting, J., & Ramineni, C. (2016). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20, 82-88.

Kamphaus, R, Frick, P. (2016). Clinical assessment of child and adolescent personality and behavior. Boston: Allyn & Bacon.

Kast M, Baschera G, Gross M, Jancke L, Meyer M. (2011). Computer-based learning of spelling skills in children with and without dyslexia, 61(5):177-200.

Kesler, S. R., Lacayo, N. J., & Jo, B. (2018). A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury. Department of Psychiatry and Behavioral Sciences, Stanford University, 25(1), 101-12.

Khanjani, Z., Salehi Agdam, K., & AAfi, E. (2018). ). Effectiveness of cognitive rehabilitation on improved audio-visual working memory of children with learning disorders with and without ADHD. Journal of instruction and evaluation, 11(43): 29-44 [In Persian].

Lafyn, M. V. (2008). Learning disabilities. Translator Mohammad Taqi Monshi Tusi. Astan Quds Razavi publishing. first turn.

Loosli, S., Buschkuehl, M., Perrig, W. & Jaeggi, S. (2012). "Working memory training improves reading processes in typically developing children". Child Neuropsychol; 18 (2): 62-78.

Mazzocco, M. M. M., & Hanich, L. B. (2015). Math achievement, numerical processing, and executive functions in girls with Turner Syndrome (TS): Do Girls with Ts have Math Learning Disability? Learning and Individual Differences, 20, 70-81.

Owen, A.M., Hampshire, A. & Grahn, J.A. (2010). "Putting brain training to the test nature". Europe PMC Funders Group; 10 (1): 775-778.

Ponce HR, Lopez MJ, Mayer RE. Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies. Computer and education 2012; 5(13): 17-26.

Repovs, G. & Baddeley, A.D. (2016). "The multi – Component model of working memory: exploration in experimental cognitive psychology". Journal of experimental cognitive psychology; 139 (12): 5-21.

Rueda, R., & Lina, C. (2012). Enhanced efficiency of the executive attention network after training in preschool children, immediate changes and effects after two months. Developmental cognitive neuroscienc, 25, 192-s204.

Seidman, L. J. (2016). Neuropsychological functioning Archive of SID in people with ADHD across the lifespan. Clinical Psychology Review, 26, 466–485.

Seidman, L.J., Biederman, J., Monuteaux, M.C., Doyle, A. & Faraone, S.V. (2016). Learning disabilities and executive dysfunction in boys with attentiondefici / hyperactivity disorder. Neuropsychology, 15(4), 544-556.

Spaulding, W. D.(2017). Cognitive functioning in schizophrenia: implication for Psychiatric rehabilitation. Schizophrenia Bulletin, 25, 275-289.

Sterr, A.M. (2014). "Attention performance in young adults with learning disabilities". Learning and Individual Differences; 14(3): 125–133.

Swanson, H. L., & Jerman, O. (2016). Math Disabilities: A Selective Meta-Analysis of the Literature. Sage Journals, 76(2), 249-274.

Thorell, L.B. (2019). "Training and transfer effects of executive functions in preschool children". Journal of Developmental Science; 12(1): 106-113.

Valian V.(2019). Bilingualism and cognition. Biling Lang Cogn,18: 3-24

Van der Sluis, S., De Jong, P. F., & Van der Leij, A. (2013). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87,239–266.

Wolf M, Bowers PG, Biddle K. Naming-speed processes, timing, and reading: a conceptual review. J Learn Disabil. 2000;33(4):387-407.

Zanto, T. P., & Gazzaley, A. (2009). Neural suppression of irrelevant information underlies optimal working memory performance. The Journal of Neuroscience, 29, 3059–3066.