با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دکتری روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

2 گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران

3 گروه روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

4 گروه روان‌شناسی، دانشگاه خوارزمی، تهران، ایران

چکیده

چکیده
هدف پژوهش حاضر شناسایی زیرگونه‌های شناختی ناتوانی ریاضی با استفاده از خوشه‌بندی مدل- مبنا در یک نمونه بالینی بود. شرکت­کنندگان پژوهش 41 دانش‌آموز دارای ناتوانی ریاضی مشغول به تحصیل در پایه‌های سوم، چهارم و پنجم با میانگین سنی 93/9 سال و انحراف استاندارد سنی 11/1 (33/13 ماه) بودند که در مراکز درمان ناتوانی یادگیری آموزش و پرورش به عنوان ناتوان در یادگیری ریاضی آموزش ویژه دریافت می‌کردند. شرکت کنندگان در دو جلسه به صورت انفرادی با استفاده از مجموعه‌ای از آزمونها و تکالیف شناختی حوزه‌- عام و حوزه-ویژه‌ی مداد-کاغذی و رایانه‌ای ارزیابی شدند. خوشه‌بندی داده‌ها به روش مدل- مبنا حاکی از وجود چهار خوشه مجزا از دانش‌آموزان بود که روایی آماری و تجربی آنها مورد تایید قرار گرفت: نقص دسترسی (1/31 درصد)، نقص دیداری- ‌فضایی (8/26 درصد)، نقص سرعت پردازش و کنش‌های اجرایی (8/26 درصد)، نقص سیستم عددی تقریبی (ANS) (2/12 درصد). این یافته‌ها  دلالت‌هایی برای ارائه تعاریف ایجابی از ناتوانی ریاضی دارد و می‌تواند برای تدارک مداخله‌های متناسب با هر زیرگونه پژوهش‌های بعدی را برانگیزد.

کلیدواژه‌ها

عنوان مقاله [English]

Identifying Subtypes of Mathematical learning Disability in Iranian Students: Model-Based Clustering Approach

نویسندگان [English]

  • Mohammad Javad Yazdani 1
  • Hamidreza Hassanabadi 2
  • Parvin Kadivar 3
  • Mohamdhosein Abdollahi 4

1 Ph.D in Educational Psychology, Kharazmi University, Tehran, Iran

2 Department of Educational Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran

3 Department of Educational Psychology, Kharazmi University, Tehran, Iran

4 Department of Psychology, Kharazmi University, Tehran, Iran

چکیده [English]

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.

کلیدواژه‌ها [English]

  • Number Processing
  • Cognitive Subgroups
  • Domain-General Cognition
  • Executive Functions
  • Mathemati-cal Learning Disability
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