yousef dehghani; negin majdian; seyed ali Afshin; mehdi farazja
Abstract
This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to ...
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This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 52 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group (each group 20 students). The measurement tools consisted of Tower of London Test and The Wisconsin Card Sorting Test. The experimental group experienced the Mindfulness training group therapy in 8 sessions of 60 minutes once week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures was used. Findings showed that Mindfulness training has a significant effect on planning and flexibility of students with Learning Disability and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that Mindfulness training, as an effective and functional intervention, could be used to improve planning and flexibility of students with Learning Disability.
Mehran Soleymani; Niloofar Kazemimonir
Abstract
The aim of this study was to investigate the effectiveness of the direct transcranial electrical stimulation (T DCS) for enhancing cognitive flexibility and processing speed in ADHD children. This research was a quasi-experimental study with a pre-test, post-test, and a control group. The statistical ...
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The aim of this study was to investigate the effectiveness of the direct transcranial electrical stimulation (T DCS) for enhancing cognitive flexibility and processing speed in ADHD children. This research was a quasi-experimental study with a pre-test, post-test, and a control group. The statistical population of the study included all children with ADHD who referred to behavioral disorders treatment centers and clinics in Urmia during the first three months of the year. Thirty children with ADHD referring to the Omid Pioneer Clinic in Urmia during the first three months of Spring in the year 2019 were selected by the simple random sampling method. Two experimental and control groups were included. The two groups completed the Wechsler processing speed test and cognitive flexibility before and after the intervention. The experimental group was exposed to the direct electrical stimulation of the skull (TDCS) for 10 sessions, each lasting for 10 minutes. The data were analyzed by SPSS 19 software using the univariate and multivariate analysis of covariance. Results of the covariance analysis showed that the TDCS intervention was effective for increasing the cognitive flexibility (P <0.05) and processing speed (P <0.05) in children with ADHD. Based on the results, it can be stated that the direct transcutaneous electrical stimulation therapy (TDCS) is one of the applied therapies in enhancing executive functions such as cognitive flexibility and processing speed in ADHD children.
Hossein Zare; Azam Farmani
Abstract
The aim of the present study was to offer a model about the role of patience components in predicting learning strategies with the mediating role of cognitive flexibility. The statistical population of the present study was all of university students studying at Payame Noor University, Kermanshah Branch ...
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The aim of the present study was to offer a model about the role of patience components in predicting learning strategies with the mediating role of cognitive flexibility. The statistical population of the present study was all of university students studying at Payame Noor University, Kermanshah Branch in academic year 2014- 2015. Two hundred and seventy university students were recruited among them via cluster sampling method. The participants answered the Patience Scale (Khormaie, Farmani and Soltani, 2015), Cognitive Flexibility Inventory (Dennis and VanderWal, 2010) and Cognitive/ Metacognitive Learning Strategies (Elliot et al, 1999). The findings showed that the presented model had good fitness. Moreover, the findings were indicative of direct and indirect effects of patience components on learning strategies. The components of Tolerance and Persistence negatively and significantly predicted Disorganization with a mediating role of Controllability. The patience components of Transcendence and Contentment negatively and significantly predicted Disorganization and positively and significantly predicted the learning strategy of Persistence and Effort with the mediating role of Alternatives. According to the results of this study, it is recommended that specialists in the field of learning and psychologists apply educational strategies of patience in order to help students use suitable learning strategies
