روانشناسی یادگیری
esmaeil saadipour
Abstract
Executive functions are recognized as a set of higher-order cognitive processes responsible for controlling, monitoring, and regulating goal-directed behaviors. The present study was conducted with the aim of comparing planning–organization and wisdom between individuals who have memorized the ...
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Executive functions are recognized as a set of higher-order cognitive processes responsible for controlling, monitoring, and regulating goal-directed behaviors. The present study was conducted with the aim of comparing planning–organization and wisdom between individuals who have memorized the entire Quran and typical individuals. The statistical population consisted of two independent groups: full Quran memorizers registered in the Central Dar-al-Quran Information Bank of Tehran Province, and a comparison group of typical individuals matched in age and educational level, selected through convenience and voluntary sampling. The Wisconsin Card Sorting Test was used to assess planning–organization, and the Ardelt Wisdom Scale was employed to measure wisdom. Multivariate analysis of variance (MANOVA) was used for data analysis. The findings revealed that Quran memorizers demonstrated significantly higher performance in executive function indices, specifically planning–organization, compared to the control group. Furthermore, results indicated that the level of wisdom was significantly higher among the memorizers relative to the comparison group. These findings suggest that memorizing the Holy Quran may contribute not only to cognitive enhancement but also to the development of wisdom. The results of this study can be utilized in designing educational and developmental interventions aimed at improving cognitive functioning and fostering wisdom at both individual and societal levels.
روانشناسی یادگیری
Mohammad Hassan Aghaei; Mohammadbagher Hasanvand; Ali Tari
Abstract
The present study aimed to investigate the relationships between executive functions, academic motivation, anxiety, and depression among students with learning disabilities. This research is applied in terms of purpose and descriptive-correlational in terms of data collection, using a path analysis modeling ...
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The present study aimed to investigate the relationships between executive functions, academic motivation, anxiety, and depression among students with learning disabilities. This research is applied in terms of purpose and descriptive-correlational in terms of data collection, using a path analysis modeling approach. The statistical population included all middle school students with learning disabilities in Tehran in 2024. A multi-stage cluster sampling method was used: the city was randomly divided into four clusters (North, South, East, and West), 15 schools were selected from each district, and four classes from each school were chosen. Based on DSM-IV criteria and checklists for mathematics, reading, and writing, approximately 300 students with learning disabilities were identified. From this group, 170 students were randomly selected for the study. Data were collected using validated questionnaires whose reliability and validity had been confirmed in previous studies. In this study, face validity and Cronbach's alpha method were also used to ensure the reliability and validity of the instruments. The findings indicated that executive functions have a direct impact on intrinsic and extrinsic motivation. Additionally, the results showed that both depression and anxiety negatively affect intrinsic and extrinsic motivation. These findings highlight the importance of executive functions in academic motivation and emphasize the negative impact of depression and anxiety on reducing academic motivation among students with learning disabilities.
روانشناسی یادگیری
Maryam Aghaie meybodi; Azadeh Choobforoushzadeh; Yasser Rezapour
Abstract
The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) ...
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The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) aged 6 to 12 years in Meybod city in the academic year 1400-1399, 350 of whom were selected by the available sampling method and completed the children's empathy questionnaires of Auyeung et al (2009), quality of life form of Varni et al (2001), Coolidge neuropsychological (2002) and Hutchins' Theory of Mind (2012) the parent form. The results showed that the research model is a good fit. Executive functions have a significant direct effect on the theory of mind, quality of life and empathy of children. Theory of mind also has a significant direct effect on the quality of life and empathy of children. Another finding showed that the theory of mind plays a mediating role in the relationship between executive functions and children's quality of life and empathy. Therefore, it can be concluded that by improving executive functions and strengthening the theory of mind, we can increase the quality of life and empathy in children.
zahra bahari; Ali Reza Kiamanesh; mohammad hossein abdolahi
Abstract
Self-regulation enables individuals to direct their thoughts, feelings, and behaviors in a purposeful way. The main purpose of the present research was to improve the level of self-regulation through the training of executive functions, which emphasizes the role of inhibition because inhibition is a ...
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Self-regulation enables individuals to direct their thoughts, feelings, and behaviors in a purposeful way. The main purpose of the present research was to improve the level of self-regulation through the training of executive functions, which emphasizes the role of inhibition because inhibition is a kind of self-conscious that can lead to self-regulation. The statistical population of this study was all students in the fifth, sixth and seventh grade in the academic year of 2018-19. The sampling method is convenience sampling. The research was a semi-experimental design with a pretest-posttest and 45 days follow up with a control group. In the experimental group, 20 students received 8 sessions of 90 minutes of training base on an educational researcher-made package, while the members of the control group received no training. The research tool was The Behavior Rating Inventory of Executive Function. For analysis of data, structural models with partial least squares approach were used in the form of a MIMIC model. From significant findings of this study, we can mention the fitting of the conceptual model as well as the direct and indirect effect of executive functions education on self-regulation. These effects persisted in the follow-up phase. Therefore, considering the importance of self-regulation in the academic and non-academic life of students, it can be concluded that a researcher-made educational package can be used to improve this concept.
Kamran Sheivandi; forough khalili
Abstract
The purpose of this study was to comparison of the effectiveness of brain-based learning and executive functions training on meta-memory in children with special learning disabilities. Method: This experimental study was conducted with a pretest-posttest design with control group. The statistical population ...
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The purpose of this study was to comparison of the effectiveness of brain-based learning and executive functions training on meta-memory in children with special learning disabilities. Method: This experimental study was conducted with a pretest-posttest design with control group. The statistical population of this study included all the children with special learning disabilities referred to the center of district of Tehran in 2018-109, 45 children with special learning disabilities were considered as the sample size in two experimental groups (each group of 15 child) and control (15 child). The experimental groups underwent brain-based learning (8 sessions 60 minutes) and executive functions training (20 sessions 60 minutes), but the control group received no training. To collect data Colorado learning difficulties questionnaire of Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington (2011) and meta-memory scale of Esnaashari, HoseinChari, Jowka, Fooladchang, Khormaei (2018). Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (multivariable analyze of covariance and Bonferroni). Results: The results showed that both of the brain-based learning and executive functions training used in this study can significantly improve the meta-memory in children with special learning disabilities. But the brain-based learning has a greater impact on the meta-memory in children with special learning disabilities. Conclusion: Based on the results of this study, brain-based learning and executive functions training are effective interventions on meta-memory in children with special learning disabilities, but the effect of the brain-based learning was greater.
asgar choobdari; hamid alizadeh; parviz sharifi; mohammad asgari
Abstract
The purpose of this study was to evaluate the effectiveness of the executive function training program on verbal reasoning and fluid reasoning in students with visual impairment. The research method was quasi-experimental with pretest-posttest with control group. The study population consisted of all ...
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The purpose of this study was to evaluate the effectiveness of the executive function training program on verbal reasoning and fluid reasoning in students with visual impairment. The research method was quasi-experimental with pretest-posttest with control group. The study population consisted of all students with visual impairment in elementary school in Tehran that were selected by convenience sampling and were randomly assigned to experimental and control groups. The experimental group received an executive function training program over 8-session period and the control group did not receive any intervention. verbal reasoning and reasoning subscales of Wechsler intelligence were used for data collection. Data were analyzed using analysis of covariance. Results showed that the effect of executive function training program on verbal and fluid reasoning in students with visual impairment (p <0.05). Therefore, based on the results, it can be stated that the executive function training program can be used as an effective intervention to improve verbal reasoning and fluid reasoning.
somayeh saifi; soghra ebrahimi qavam; Hasan Ashaeri; Noorali Farrokhi; Fariborz Dortaj
Abstract
Current solution to the problems of education requires more sophisticated and smart approach by choosing that an important part of the (brain-compatible learning) is provided. Brain compatible learning considers how naturally learning take place. It seeks for changing the frame to make an effective teaching ...
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Current solution to the problems of education requires more sophisticated and smart approach by choosing that an important part of the (brain-compatible learning) is provided. Brain compatible learning considers how naturally learning take place. It seeks for changing the frame to make an effective teaching based on the structure and functions of human brain.The main objective of this study was to determine the effectiveness of brain compatible learning on the components of planning and problem solving of executive functions of 4th grade of elementary school. This study has been conducted with unequal control group design from quasi-experimental design. The statistical society consisted of all male students in Salam elementary private school of Tehran) 7 school) in 2015-2016 academic year, and the target sample chosen from 38 students of the 4th grade in Salam schools in the district 5. Fifty hours of brain compatible education for experimental teachers’ group and 3 months education were performed for students according to brain compatible lesson plans for mathematics, science and literature lessons. Pre-test and post-test data were collected by using Tower of London Test and they were analyzed by one way analysis of covariance, and multiway analysis of covariance (MANCOVA). Results showed that brain compatible learning has been effective on planning component of executive functions and also brain compatible learning has been effective on problem solving component of executive functions (F=24/94, P<.0001/0, Effect Size=./416). These findings smart learning with regard to the elements and principles of brain-compatible learning emphasizes the ability to plan and problem solving.
sekineh soltaani kouhbanani
Abstract
Purpose of this research is the impact of working memory computer assisted program on executive functions and mathematic performance improvement in students with mathematics disorders. In this project we have tested the feasibility of working memory training in students with mathematics disorders. Method ...
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Purpose of this research is the impact of working memory computer assisted program on executive functions and mathematic performance improvement in students with mathematics disorders. In this project we have tested the feasibility of working memory training in students with mathematics disorders. Method of this research is quasi experiment. Sample these research involved 20 students with and without mathematics disorder in truth, fourth and fifth grade in Tehran with pre- post and follow up test in the research. Instruments are London tower, Stroop test, Continuous Performance Test, and KeyMath test were used for analyzing data. the t test show more significant difference in average in trained group comparing to control group , the post-test did immediately after and one week after finishing training period (P= 0/05). Also difference of effect of Executive Functions (pre-post-follow up) is significant (P= 0/05) and effect between group (experimental-control) is significant (P= 0/05). of t test show differences between Executive Functions (Organization, Planning, Working memory and Inhabitation response) and mathematics disorder in pre- post-test after training in students with mathematics disorder. The trained group shows the better performance in post-tests the impact of working memory computer assisted program on executive functions and mathematics performance improvement in students with mathematics disorder.
