Cognitive psychology and school learning
maryam Tazesh; Hamidreza Hassanabadi; Parvin Kadivar; Hadi Keramati
Abstract
The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the ...
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The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the Wechsler Intelligence Scale for Children - 4th Edition and the score obtained in Learning Disability Evaluation Scale - 4th Edition (LDES-4) and due to the inclusion and exclusion criteria. The instructional Intervention included 23 sessions. The data were visually and quantitative analyzed using R software. The visual analysis and non-overlap indices and size effects indicated a significant increase in the participants' reading comprehension compared with the baseline and a significant decrease in the return stage compare of with the intervention stage. It seems that the findings have promising contributions to curing learning disabilities by appealing to inferencing learning.
Maryam Kaboli; Parvin Kadivar; Mohammad Hosein Abdollahi; Mehdi Arabzadeh
Abstract
One of the main challenges in learning environments is learners' mastery of educational content and the application of new knowledge in real life. Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, ...
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One of the main challenges in learning environments is learners' mastery of educational content and the application of new knowledge in real life. Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, thereby enabling learners to apply what they have learned to new situations. Due to the novelty of the concept of generative processing, there is a need for additional research on methods to enhance this type of learning.Therefore, the present study tried to identify and explain the strategies for strengthening generative processing (GL) through germane cognitive load (GCL). The research method was qualitative, conducted with thematic analysis method. The study area was all written and digital Persian and English materials on GCL. Considering the theoretical saturation in the last ten years, thirty two papers were selected and analyzed as the sample, according to the professors using content analysis and purposive approach in the field of GL and cognitive load. The results were categorized as basic themes (codes and key points of the text), organizational themes (themes obtained from the composition and summarizing the basic themes) and inclusive themes (excellent themes containing the principles governing the text as a whole) and the network of themes was planned. After data analysis, five main themes including multimedia application, personalization, feedback, thought and guided learning, and 53 sub-themes emerged that strengthen optimal generative processing and cognitive load.
Amir Teimouri; Parvin Kadivar; Hamidreza Rezazadeh Bahadoran
Abstract
The purpose of this study was to investigate the psychometric indicators of the Perceived Autonomy Support Questionnaire. The sample size of this study was 200 first level high school students who were selected by cluster sampling method from schools of Tehran. The data were analyzed by SPSS and Amos ...
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The purpose of this study was to investigate the psychometric indicators of the Perceived Autonomy Support Questionnaire. The sample size of this study was 200 first level high school students who were selected by cluster sampling method from schools of Tehran. The data were analyzed by SPSS and Amos (ver. 23). Findings showed that perceived autonomy support questionnaire has acceptable validity and reliability. The results of exploratory factor analysis by the principal components method, confirmed 1 factor accounting for 51.1% of overall variance. Confirmatory factor analysis showed that goodness of fit indicators (x2/df=1.867, RMSEA=0.066, GFI= 0.915, NFI=0.909, CFI=0.955) confirmed the model. Cronbach's alpha coefficient (0.925) shows a good internal consistency. The results of factor analysis and reliability test are consistent with the existing international studies. Considering psychometric properties, the perceived autonomy support questionnaire is a valid and reliable scale and can be used as an assessment tool in research and school settings.
Mohammad Javad Yazdani; Hamidreza Hassanabadi; Parvin Kadivar; Mohamdhosein Abdollahi
Abstract
The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 ...
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The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 years (13.33 months) that received special education as learning disables in the centers of learning disabilities treatment of education organization. Utilizing a battery of paper and pencil and computerized tests and tasks, the researchers assessed participants individually during two sessions. Model- based data clustering revealed four distinct clusters of students that their statistical and empirical validity was confirmed: symbolic processing deficit (31.1 percent), visuo-spatial deficit (26.8 percent), executive functions and processing speed deficit (26.8 percent), non-symbolic processing deficit (12.2 percent). These results have implications for presenting positive definitions of mathematical learning disability and are able to motivate future researches for preparing interventions appropriate to each subgroups.
Ali Ghasemi; Parvin Kadivar; Hadi Keramati; mehdi arabzadeh
Abstract
The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire.
Questionnaires were administered on teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 ...
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The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire.
Questionnaires were administered on teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 men and 203 women. They were selected with randomized stratified sampling and answered to the questionnaire.
Validity of teacher's self- efficacy questionnaire is verified by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA is conducted with principal components and rotation of varimax method. Three factors are obtained: self- efficacy for classroom engagement, self- efficacy for student management and self- efficacy for instructional strategy. Result of confirmatory factor analysis (CFA) also showed that the fitness of the factors is good. Reliability of teacher self- efficacy is obtained with Alpha Cronbach’s Coefficient method. The result was good and acceptable.
The result showed that the three factors of teacher self- efficacy inventory has good and acceptable validity and reliability. It can be used in instructional and psychological research in Iran.
