Document Type : Research Paper
Authors
1 Department of r of Educational Psychology, Persian Gulf University, Boushehr , iran
2 MA Student in educational Psychology, Persian Gulf University, Boushehr, Iran
3 Assistant Professor, Faculty of Humanities, Department of Psychology, Persian Gulf University, Boushehr, Iran.
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 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.
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