Cognitive psychology and school learning
Najmeh mohamad Panahi,; leila bayat mokhtari
Abstract
The aim of this study was to investigate the effect of visual spatial perception skills on improving the theory of mind in 8-10 year-old students with learning disabilities in Mashhad. This research adopted a quantitative approach and utilized a semi-experimental design (pretest/posttest with a control ...
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The aim of this study was to investigate the effect of visual spatial perception skills on improving the theory of mind in 8-10 year-old students with learning disabilities in Mashhad. This research adopted a quantitative approach and utilized a semi-experimental design (pretest/posttest with a control group). The statistical population included all male students aged 8 to 10 years who had referred to learning disorder centers in Mashhad with learning disabilities symptoms. The statistical sample also includes 30 people selected from this statistical population of the research using a non-probability sampling method, who then replaced randomly in two groups of 15 people, experimental and control. The experimental group received training in visual spatial perception skills for 60 minutes in 10 sessions, while the control group was not subjected to any intervention. All participants assessed with Stirenman's theory of mind test before and after the implementation of the independent variable. The data from this research analyzed using a one-way analysis of covariance (ANCOVA) and spss.24 software.The results of covariance analysis showed that training in visual spatial perception skills had a significant effect on improving theory of mind performance of students with learning disabilities. The results of this research showed that training of 10 sessions of 60 minutes in visual spatial perception significantly improves the theory of mind in students with learning disabilities compared to the group that did not receive this training. Also, implementing educational interventions aimed at improve visual spatial perception skills in students with learning disabilities also helps to improve their theory of mind, ultimately leading to the improvement of learning disabilities
sajad eskandari; keivan kakabraee; hasan amiri; saeedeh alsadat hossaini
Abstract
This study aimed to investigate the effectiveness of active memory method on improving reading, planning and organizing skills of students with learning disabilities. The research method was semi-experimental with pretest- posttest and a control group. The statistical population included all children ...
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This study aimed to investigate the effectiveness of active memory method on improving reading, planning and organizing skills of students with learning disabilities. The research method was semi-experimental with pretest- posttest and a control group. The statistical population included all children with learning disabilities in learning centers 1, 2, 3 and 4 in Kermanshah city in the academic year 2018-2019. 30 students of the population was selected by simple random sampling and randomly assigned to two experimental group (15 students) and control group (15 students). At first, the Colorado Learning Problem Questionnaire (Wilkot et al. , 2011) was filled in for both groups (by parents) and then the students participated in the London Tower Test (Shalis, 1982). The experimental group then participated in active memory training sessions. The control group did not receive any education. Then the questionnaires were completed again by both parents for both groups and the two groups participated in the London Tower test. Finally, the data from the groups were prepared for analysis. The results showed that active memory training method has a meaningful effect on reading, planning and organizing skills of students with learning disabilities. Based on the findings of the research, it can be concluded that active memory training helps the students with learning disabilities to use their memory capacity to improve their reading, planning and organizing skills.
