فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی

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تأثیر آموزش ادراک فضایی دیداری بر ارتقاء تئوری ذهن در دانش‌آموزان دارای اختلال یادگیری

نوع مقاله : پژوهشی

نویسندگان

1 کارشناسی ارشد، روان‌شناسی، دانشگاه پیام نور، تهران، ایران.

2 استادیار، گروه روان‌شناسی، دانشگاه پیام نور، تهران، ایران.

چکیده

پژوهش حاضر با هدف بررسی تاثیر مهارت‌های ادراک دیداری فضایی بر تئوری ذهن دانش‌آموزان 8 تا 10 ساله دچار اختلال یادگیری شهر مشهد انجام شد. این پژوهش به لحاظ رویکرد، از نوع کمی و از نظر طرح تحقیق، از نوع نیمه آزمایشی (پیش‌آزمون پس‌آزمون با گروه کنترل) است. جامعه آماری شامل کلیه دانش‌آموزان پسر 8 تا 10 ساله که با علائم اختلال یادگیری به مراکز اختلال یادگیری شهر مشهد مراجعه کردند، است. نمونه آماری نیز شامل 30 نفر است که به روش نمونه‌گیری غیر احتمالی از نوع هدفمند از بین جامعه آماری تحقیق انتخاب شده و به صورت تصادفی در دو گروه 15 نفره آزمایش و کنترل جایگزین شدند. گروه آزمایش طی 10 جلسه 60 دقیقه‌ای آموزش مهارت‌های ادراک دیداری فضایی را دریافت کردند در حالی‌که گروه کنترل تحت هیچ مداخله‌ای قرار نگرفت. کلیه شرکت‌کنندگان قبل و بعد از اجرای متغیر مستقل، با آزمون تئوری ذهن استیرنمن سنجیده شدند. داده‌های این پژوهش با آزمون تحلیل کوواریانس تک متغیره و نرم‌افزار spss.24 تجزیه و تحلیل شد.
نتایج تحلیل کوواریانس تک متغیره نشان داد که آموزش مهارت‌های ادارک دیداری فضایی منجر به بهبود نمره کل تئوری ذهن دانش‌آموزان دارای اختلال یادگیری شد. نتایج این تحقیق نشان داد که آموزش 10 جلسۀ 60 دقیقه‌ای ادراک دیداری فضایی، به میزان چشمگیری باعث ارتقاء تئوری ذهن در دانش‌آموزان دارای اختلال یادگیری در مقایسه با گروهی که این آموزش را دریافت نکرده‌اند، می‌شود؛ همچنین با اجرای مداخلات آموزشی به منظور بهبود مهارت‌های ادراک دیداری فضایی در دانش‌آموزان دارای اختلال یادگیری به ارتقاء تئوری ذهن نیز در آنها کمک می‌کند که در نهایت منجر به بهبود اختلال یادگیری می‌شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of Visual Spatial Perception Training on Improving Theory of Mind in Students with Learning Disabilities

نویسندگان [English]

  • Najmeh mohamad Panahi, 1
  • leila bayat mokhtari 2

1 M.sc. Educational Psychology, Payame Noor University, Tehran, Iran.

2 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran.

چکیده [English]

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

کلیدواژه‌ها [English]

  • Visual Spatial Perception Skills
  • Theory of Mind
  • Learning Disabilities
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فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی
دوره 12، شماره 1 - شماره پیاپی 45
شهریور 1403
صفحه 81-90
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