روانشناسی یادگیری
samira alizadeh; yousef dehghani; Farideh Sadat Hoseini
Abstract
Involving the activity of people with learning disabilities can help them, and the Easy Mind method is one of the methods that can help improve the learning of people with this disability by combining activity with math learning. For this reason, the aim of the present research was determining the effectiveness ...
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Involving the activity of people with learning disabilities can help them, and the Easy Mind method is one of the methods that can help improve the learning of people with this disability by combining activity with math learning. For this reason, the aim of the present research was determining the effectiveness of the EasyMind method on brain lateralization and visual memory of students with math learning disability. The present research design was semi-experimental based on pre-test and post-test with a control group. The target population was the first and second grade students with math learning disability from Bushehr Learning Disability center, in whom 30 individuals were selected with the purposive sampling method and were placed in two 15 individuals in experiment and control groups. The measurments included Benton's (1974) visual retention test for measuring visual memory, and Chapman (1987) and Edinburgh (1970) questionnaires for measuring brain lateralization. Firstly, the pre-test scores were recorded for both groups. Then, 12 sessions (45 minutes for every session) of easy-mind intervention was performed for experimental group. Finally, the post-test scores of both groups were measured. The findings showed that the EasyMind method has a significant effect on visual memory (p<0.05 and F=5.727) and the brain lateralization (p<0.01 and F=19.698). As a result, teachers of children with math learning disabilities can use the EasyMind method for these students to improve visual memory and the brain lateralization.
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.
