Document Type : Research Paper
Authors
1 MA Student in educational Psychology, Persian Gulf University, Boushehr, Iran
2 Department of r of 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.
Keywords
Main Subjects
دهقانی، یوسف و حکمتیان فرد، صادق. (1398). اثربخشی آموزش کارکردهای اجرایی بر عملکرد توجه و بازداری پاسخ در دانشآموزان دارای اختلال ریاضی. فصلنامه روانشناسی افراد استثنایی، 9 (24)، ۱۳۷-۱۵۸. https://doi.org/10.22054/jpe.2019.40837.1961
رضایی شریف، علی و لاله، حدیثه. (1397). مقایسه راهبردهای یادگیری شناختی، فراشناختی و برنامهریزی شناختی در دانشآموزان دارای اختلال ریاضی با دانشآموزان عادی. مجله ناتوانیهای یادگیری، ۸ (۱)، ۷-۲۲. https://jld.uma.ac.ir/article_706.html#:~:text=10.22098/JLD.2018.706
زینلی، زینب، پسند، فاطمه و همتی علمدارلو، قربان. (1395). تأثیر تمرین دست‌کاری بر دست برتری کودکان با اختلالهای طیف اتیسم. فصلنامه علمی پژوهشی طب توان‌بخشی، 6(1)، ۵۳-۶۱. https://sid.ir/paper/240004/fa
عباس نیا، آرش، طهماسبی بروجنی، شهزاد و هژبرنیا، راضیه. (1399). مطالعه اثربخشی تمرین تکالیف دوگانه شناختی-حرکتی بر حافظه فضایی بیماران ام اس. عصب روانشناسی، 6 (2)، 17-30. https://doi.org/10.30473/clpsy.2020.50154.1488
علوی نامور، پروانه، واعظ‌موسوی، سید محمدکاظم و نمازی زاده، مهدی. (1400). تأثیر آموزش تکنیک‌های پایه فوتبال بر مهارت‌های ادراکی-شناختی در میدان: با تأکید بر یادگیری مشاهده‌ای و ضمنی. نشریه علمی آموزش و ارزشیابی، 14 (54)، 137-157. https://doi.org/10.30495/jinev.2021.1921114.2401
فیاضی بارجینی، لیلا، رفیعی، مجید و زندی، بهمن. (1391). بررسی رابطه برتری طرفی و وضعیت عملکرد ارتباطی با وضعیت تحصیلی دانشآموزان مبتلا به اتیسم. فصلنامه ایرانی کودکان استثنایی، ۱۲ (۴)، 55-65. http://mrj.tums.ac.ir/article-1-19-fa.html
فیاضی بارجینی، لیلا، رفیعی، مجید و زندی، بهمن. (1393). بررسی رابطه برتری طرفی و وضعیت عملکرد ارتباطی با وضعیت تحصیلی دانشآموزان مبتلا به اتیسم. مجله علمی پژوهشی توان‌بخشی نوین، ۶ (۴)، ۵۸-۶۴. http://mrj.tums.ac.ir/article-1-19-fa.html
قاسمی راد، مرضیه، عباسپور، عباس، رحیمیان، حمید، عبداللهی، حسین و طاهری، مرتضی. (1402). طراحی مدل برای مرکز یادگیری اعضای هیئت‌علمی دانشگاه علامه طباطبایی در راستای توانمندسازی آنان. پژوهش‌های رهبری آموزشی، ۷ (۲۸)، ۱۲۸-۱۵۹. https://doi.org/10.22054/jrlat.2024.77935.1709
نصیری گرمه چشمه، محمدرضا، صادق زاده بلیل، نیما، جاویدپور، مرتضی و حسن نژاد، مهدی. (1403). شناسایی و اعتباریابی مؤلفه‌های فرهنگ یادگیری در مدارس دوره ابتدایی شهر اردبیل. پژوهش‌های رهبری آموزشی، ۸ (۳۰)، ۷۴-۹۴. https://doi.org/10.22054/jrlat.2024.77867.1706
ولیخانی، احمد؛ سرافراز، مهدی رضا. (۱۳۹۶). روش تحقیق در روانشناسی. تهران: بینش نو.
Abasnia, A., Tahmasebi Boroujeni, S., & Hojabrnia, R. (2020). The Effectiveness of Cognitive-Motor Dual Task Exercise on Spatial Memory of MS Patients. Neuropsychology, 6(21), 17-30. https://doi.org/10.30473/clpsy.2020.50154.1488 [In Persian]
Alavi, N. P., Vaez, M. M., & Namazi, Z. M. (2021). The Effect of Instruction of Basic Football Techniques on PerceptualCognitive Skills in the Field: Emphasizing on Observational and Implicit Learning. Instruction and Evaluation, 54(14), 137-157. https://doi.org/10.30495/jinev.2021.1921114.2401 [In Persian]
Alkhawaldeh, M., & Khasawneh, M. (2024). Designing gamified assistive apps: A novel approach to motivating and supporting students with learning disabilities. International Journal of Data and Network Science, 8(1), 53-60. http://dx.doi.org/10.5267/j.ijdns.2023.10.018
Azar, E. F., Mirzaie, H., Jamshidian, E., & Hojati, E. (2023). Effectiveness of perceptual-motor exercises and physical activity on the cognitive, motor, and academic skills of children with learning disorders: a systematic review. Child: Care, Health and Development. https://doi.org/10.1111/cch.13111
Chaouachi, A., Padulo, J., Kasmi, S., Othmen A. B., Chatra, M., Behm D. G. (2017). Unilateral static and dynamic hamstrings stretching increases contralateral hip flexion range of motion. Clinical Physioogyl and Functional Imaging, 37(1), 23-29. https://doi.org/10.1111/cpf.12263
Craig, B. T., Geeraert, B., Kinney‐Lang, E., Hilderley, A. J., Yeates, K. O., Kirton, A., ... & Carlson, H. L. (2023). Structural brain network lateralization across childhood and adolescence. Human Brain Mapping, 44(4), 1711-1724. https://doi.org/10.1002/hbm.26169
Cuder, A., Živković, M., Doz, E., Pellizzoni, S., & Passolunghi, M. C. (2023). The relationship between math anxiety and math performance: The moderating role of visuospatial working memory. Journal of Experimental Child Psychology, 233, 105688. https://doi.org/10.1016/j.jecp.2023.105688
Dai, C. P., Ke, F., Pan, Y., & Liu, Y. (2023). Exploring students’ learning support use in digital game-based math learning: A mixed-methods approach using machine learning and multi-cases study. Computers & Education, 194, 104698. https://doi.org/10.1016/j.compedu.2022.104698
Dehghani, Y., & hekmatiyan fard, S. (2019). The Effectiveness of Executive Functions Training on Attention and Response Inhibition in Students with Dyscalculia. Psychology of Exceptional Individuals, 9(34), 137-158. https://doi.org/10.22054/jpe.2019.40837.1961 [In Persian]
Fayazi Barjini, L., Rafi’ee, M., & Zandi, B. (2013). Lateral Dominance and Communicative Function in Children with Autism. JOEC, 12(4), 55-66
URL: http://joec.ir/article-1-173-en.html [In Persian]
URL: http://joec.ir/article-1-173-en.html [In Persian]
Fayazi, L., Rafiee, M., & Zandi, B. (2013). The relationship between Sidedness, communicative function and educational state in autistic students. Modern Rehabilitation, 6(4). http://mrj.tums.ac.ir/article-1-19-en.html [In Persian]
Ghasemirad, M., Abbaspour, A., Rahimian, H., Abdullahi, H., & Taheri, M. (2024). Designing a model for the learning center of Allameh Tabatabai University faculty members in order to empower them. Research on Educational Leadership and Management, 7(28), 128-159. https://doi.org/10.22054/jrlat.2024.77935.1709 [In Persian]
Have M, Nielsen J. H, Ernst M. T, Gejl A. K, Fredens K, Grøntved, A., & Kristensen, P. L. (2018). Classroombased physical activity improves children’s math achievement – A randomized controlled trial. PLoS ONE, 13(12), 1-14. https://doi.org/10.1371/journal.pone.0208787
Hennessee, J. P., Webb, C. E., Chen, X., Kennedy, K. M., Wig, G. S., & Park, D. C. (2022). Relationship of prefrontal brain lateralization to optimal cognitive function differs with age. NeuroImage, 264, 119736. https://doi.org/10.1016/j.neuroimage.2022.119736
Laporta-Hoyos, O., Pannek, K., Pagnozzi, A. M., Whittingham, K., Wotherspoon, J., Benfer, K., ... & Boyd, R. N. (2022). Cognitive, academic, executive and psychological functioning in children with spastic motor type cerebral palsy: Influence of extent, location, and laterality of brain lesions. European Journal of Paediatric Neurology, 38, 33-46. https://doi.org/10.1016/j.ejpn.2022.02.004
Laws, M. L., Matejko, A. A., Lozano, M., Napoliello, E., & Eden, G. F. (2022). Dorsal visual stream activity during coherent motion processing is not related to math ability or dyscalculia. NeuroImage: Clinical, 35, 103042. https://doi.org/10.1016/j.nicl.2022.103042
Lunardon, M., Decarli, G., Sella, F., Lanfranchi, S., Gerola, S., Cossu, G., & Zorzi, M. (2023). Low discriminative power of WISC cognitive profile in developmental dyscalculia. Research in Developmental Disabilities, 136, 104478. https://doi.org/10.1016/j.ridd.2023.104478
Marinelli, C. V., Nardacchione, G., Trotta, E., Di Fuccio, R., Palladino, P., Traetta, L., & Limone, P. (2023). The effectiveness of serious games for enhancing literacy skills in children with learning disabilities or difficulties: a systematic review. Applied Sciences, 13(7), 4512. https://doi.org/10.3390/app13074512
Muktamath, V. U., Hegde, P. R., & Chand, S. (2022). Types of specific learning disability. Learning Disabilities-Neurobiology, Assessment, Clinical Features and Treatments. https://www.intechopen.com/chapters/79619#:~:text=10.5772/intechopen.100809
Nasiri Garme Cheshme,,. M. R., Sadegh Zadeh Belil, N., Javidpour, M., & hasannjad, M. (2024). Identifying and validating the components of school culture in the primary period of Ardabil city. Research on Educational Leadership and Management, 8(30), 74-94. https://doi.org/10.22054/jrlat.2024.77867.1706
Nazari, S., Hakiminejad, F., & Hassanzadeh, S. (2022). Effectiveness of a process-based executive function intervention on arithmetic knowledge of children with Developmental Dyscalculia. Research in Developmental Disabilities, 127, 104260. https://doi.org/10.1016/j.ridd.2022.104260
Rezaeisharif, A., & Laleh, H. (2018). Comparison cognitive learning strategies, metacognitive and cognitive planning between in students with and without learning dyscalculia disabilities. Journal of Learning Disabilities, 8(1), 7-22. doi: 10.22098/jld.2018.706 [In Persian]
Riley, N, Lubans, D., Holmes, K, Hansen, V., Gore, J., & Morgan, P. (2017). movement-based mathematics: enjoyment and engagement without compromising learning through the EASY Minds Program. EURASIA Journal of Mathematics Science and Technology Education, 13(6), 1653-1673. https://doi.org/10.12973/eurasia.2017.00690a
Riley, N., Lubans, L. R., Holmes, K., & Morgan, P. (2014). Rationale and study protocol of EASY Minds (Encouraging Activity to Stimulate Young Minds) program: class randomized control trial of a primary school-based physical activity integration program for mathematics. BMC Public Health, 14(1), 1-10. http://dx.doi.org/10.1186/1471-2458-14-816
Sánchez, J. G. S., Vázquez, D. J., & i Riba, S. S. (2023). Una revisión sistemática de la importancia del ejercicio físico sobre la autoeficacia y aprendizaje del estudiante. Retos: nuevas tendencias en educación física, deporte y recreación, (48), 911-918. https://doi.org/10.47197/retos.v48.97581
Segabinazi, J. D., Pawlowski, J., Zanini, A. M., Wagner, G. P., Sbicigo, J. B., Trentini, C. M., ... & Bandeira, D. R. (2020). Age, education and intellectual quotient influences: Structural equation modeling on the study of benton visual retention test (BVRT). The Spanish Journal of Psychology, 23, e27. https://doi.org/10.1017/sjp.2020.30
Sridevi, G. (2022). Physical Exercise improves cognition and memory: A short review. Horizons in Neuroscience Research, 48, 63-74.
Tajali, Z., Rahimi, C., & NorolahMohamadi, H. K. (2019). Diagnosis of brain dysfunction using Benton visual retention test in Iran. Journal of Advanced Pharmacy Education & Research| Apr-Jun, 9(S2). https://japer.in/article/diagnosis-of-brain-dysfunction-using-benton-visual-retention-test-in-iran
Vidyadharan, V., & Tharayil, H. M. (2019). Learning disorder or learning disability: Time to rethink. Indian Journal of Psychological Medicine, 41(3), 276-278. https://doi.org/10.4103%2FIJPSYM.IJPSYM_371_18
Zeinali, Z., Pasand, F., & Hemmati Alamdarlou, G. (2017). The impact of manipulation training on handedness in children with autism spectrum disorders. Scientific Journal of Rehabilitation medicine, 6(1), 53-61. https://sid.ir/paper/240004/en [In Persian]
Zhidong, C., Wang, X., Yin, J., Song, D., & Chen, Z. (2021). Effects of physical exercise on working memory in older adults: a systematic and meta-analytic review. European Review of Aging and Physical Activity, 18(1), 1-15. https://doi.org/10.1186/s11556-021-00272-y
Zich, C., Harty, S., Kranczioch, C., Mansfield, K. L., Sella, F., Debener, S., & Cohen Kadosh, R. (2017). Modulating hemispheric lateralization by brain stimulation yields gain in mental and physical activity. Scientific reports, 7(1), 13430. https://doi.org/10.1038/s41598-017-13795-1
)