Comparison cognitive learning strategies, metacognitive and cognitive planning between in students with and without learning dyscalculia disabilities
A
Rezaeisharif
Assistant Professor, University of Mohaghegh Ardabili
author
H
Laleh
MA of Educational Psychology, semnan university
author
text
article
2018
per
The purpose of this study is about comparison of the cognitive learning strategies, metacognitive and cognitive planning in between math disability children and normal children. The research Methods was a causal-comparative study. its statistical population was consisted of students aged 11 years old with specific learning disorder at Learning Disorders Center in Ardabil city in 2015. 25 students were selected by available sampling. Also the normal group was consisted of 25 students that according to age, ability, socio-economic status, grade and the absence of psychological disorders among the schools selected to compare with the groups, matched and were selected randomlyData were collected using questioners of cognitive and metacognitive Walters (2004), MazPrtyvs (planning cognitive) and the Raven's Progressive Matrice and were analyzed with MANOVA independent t tests.The findings showed that students with dyscalculia metacognitive and cognitive planning and normal students were significantly different and these components were significantly lower than their normal counterparts. So students with dyscalculia lower performance than normal students in cognitive learning strategies cognitive planning
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
8
v.
1
no.
2018
7
22
https://jld.uma.ac.ir/article_706_7ff6bb42fb01eabf035c9a277344c88e.pdf
dx.doi.org/10.22098/jld.2018.706
Effectiveness of Transcranial Direct Current Stimulation (TDCS) onExecutive Functions(selective attention and flexibility) in Students with Dyslexia
SH
Rooholamini
M.A. Psychology and Education of Exceptional Children, Azarbaijan Shahid Madani University
author
M
Soleymani
Assistant Professor, PhD in Psychology, Azarbaijan Shahid Madani University
author
L
Vaghef
Assistant Professor, PhD in Cognitive Neuroscience, Azarbaijan Shahid Madani University
author
text
article
2018
per
The purpose of this research is investigation of the transcranial direct current stimulation tDCS,effect on executive functions (selective attention and flexibility) of students with dyslexia. In this semi-experimental study, one with pre-test and post-test. the statistical population has been all students of elementary school who had dyslexia in Sirjan city in school year of 95-96 that Out of this number, 20 subjects, including 6 boys and 14 girls in the first and second grades, were selected through the sampling method. The students were randomly divided into two control and experimental groups. After doing the pre-test, experimental group was exposed to tDCS 10 sessions and each session for 20 minutes and then post-test was given to both control and experimental groups. In order to gather data Stroup and Wisconsin tests were used. Data were analyzed by multivariate analysis of variance (MANCOVA) and SPSSv22. Results showed that there is a significant difference between the control group and the experimental group in selective attention and flexibility(P<0/001). It was concluded that tDCS has positive impact on selective attention and flexibility in children with dyslexia.
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
8
v.
1
no.
2018
23
41
https://jld.uma.ac.ir/article_707_bd71e9c896e411a67634bada2b9a3943.pdf
dx.doi.org/10.22098/jld.2018.707
Analysis and ranking of the most important components of learning disability among students) Case study of elementary schools in Marivan city)
J
Salimi
Associate Professor in University of Kurdistan
author
J
Barkhoda
PhD Student in Educational Administration, University of Kurdistan
author
text
article
2018
per
The purpose of this study was to investigate the status of learning disability as well as the ranking of these factors among primary school students in Marivan city. For this purpose, the researcher has used a descriptive-analytical method. The statistical population of the study was 250 students including students of the two grades from ordinary elementary school, which were selected by researchers using the Krejci and Morgan tables of 145 students as research collaborators. For collecting the data, the standard test of learning difficulties of Colorado Wilkat et al. (2011) has been used. The validity of this study is in accordance with the opinion of its experts and its reliability is 0.88 by Cronbach's alpha test is obtained. In order to confirm and analyze the data, the researchers used confirmatory factor analysis using Laserl software and Kolmogorov Smirnov test. Therefore, observing the non-normality of the research data, the researchers used nonparametric X-test Two, as well as Friedman Ranking test. The results of this study showed that the students' status in terms of learning disability was desirable; also, there is no significant difference between students' educational background and gender in terms of learning disabilities, except for the component of math problems for participating girls. Finally, in the ranking of the components of learning disability, the components of mathematical problems are ranked first and the components related to the problems of reading learners with a lower mean score in the fifth rank.
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
8
v.
1
no.
2018
42
69
https://jld.uma.ac.ir/article_708_1dd1c28cee46d9fd062b80818ccd9dea.pdf
dx.doi.org/10.22098/jld.2018.708
The effectiveness of emotion regulation teaching on the parent_child interaction and those mothers that have learning disabilities children
h
Matin
M.Sc, Cuodance and Counseling, Payame Noor University, Qazvin, Iran
author
M
Akhavan Gholami
M.Sc, Cuodance and Counseling, Payame Noor University, Qazvin, Iran
author
A
Ahmadi
Assistant Professor, Kharazmi University
author
text
article
2018
per
The purpose of this study was investigate the effect of emotional regulation teaching on the parent_child interaction and those mothers that have learning disabilities children. The method of research was experimental that was designed by pretest and posttest with control group. The statistical population of this study included all mothers that have learning disabilities children in Hamadan city that were chosen a sample of 30 people among them by available sampling and randomly divided into two 15_member groups to do test and control. pretest was performed from both group and the experimental group received emotional regulation teaching in 8 sessions, while the control group did not receive this teaching, at the end, for both group a posttest was performed.The tool that used in this study was the relationship scale between the parent_child Pianta. Collected data with using multivariate convariance with using statistical software spss, version 24 was analayzed. The result of multivariate analysis of covariance showed that emotional regulation teaching on conflict, proximity, dependency and overall positive relationship had a positive and significant effect (p<0/001). The results indicate that emotional regulation teaching make a better interaction between mother and child. Planning for emotion regulation teaching give a special emphasis to mothers that have learning disabilities children
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
8
v.
1
no.
2018
70
89
https://jld.uma.ac.ir/article_709_c46402f586b9d66d728337d05fda9d80.pdf
dx.doi.org/10.22098/jld.2018.709
Comparison of Alexithymia, Resilience and Empathy in Students with and without Learning Disabilities
A
Nazemi
MA in General Psychology, Young Researchers and Elite Club, Ardebil Branch, Islamic Azad University, Ardebil, Iran
author
javad
hashemi
MOHAGEG
author
text
article
2018
per
The purpose of this study was to compare emotional failure, resilience and empathy in students with and without learning disabilities. The research method was comparative. The statistical population of this study was all students of Ardebil in the academic year of 1396-1959, In this study, 120 high school students were selected using multi-stage cluster random sampling and selected in a group of 60 students with and without learning disabilities. And the Toronto Emotional Injury Questionnaire, the Conner and Davidson Expeditionary Expeditions and the Lamonika Symptom. Manua Multivariate Analysis of Variability (MANOVA) There is a significant difference between students with and without learning disability in resiliency, emotional deficiency and empathy. So, resiliency and empathy in students with learning disabilities were less and in emotional deficits more than students without learning disabilities
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
8
v.
1
no.
2018
90
107
https://jld.uma.ac.ir/article_710_0db130286da5962bff073321e0bfbdb1.pdf
dx.doi.org/10.22098/jld.2018.710
Analysis of handwriting problems type and frequency in Persian alphabet by elementary school students
F
Nosrati
Assistant Professor of Psychology, University of Tehran
author
B
Ghobari Bonab
Professor of Psychology, University of Tehran
author
S
Sharifi
MA of Educational Psychology, University of Tehran
author
text
article
2018
per
Current study designed to investigate type of handwriting problems in elementary school as well as their frequency. In addition the effects of intervention was assessed by intervention package. Survey method for estimation of frequency and Quasi experimental design (pretest-post test without control group) was designed. Three hundred students (150 male, & 150 female) was selected by means of cluster sampling methods. A reading inventory developed by research and alphabet cards were developed to assess reading problems. To analyses data descriptive statistics (e.g. frequency of problem), and inferential statistics were used U-Mann Whitney – u test was used. Results indicated that most participants had problems in dis‌torms (Jee, Chee, Hea, Kha, Sad, Zad, Ta-Za, Ain-Ghayn, Fa, and Ghai) most of the problems in graphic were associated by distortions and deforming of the letters. These problems have been observed in male and female students. However, male students (α = 11/52) had more problems than female students. The least amount of the problems were associated with third kind of problem that is omission of one or severed dots. Among different types of distortions. Letter distortion was the highest, and reversing letters were pat in the priority. It is worthy to mention that follow up test after a month indicated that the effect of intervention was maintained the effect of reduction of error and its maintenance were higher in left hand individuals.
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
8
v.
1
no.
2018
108
125
https://jld.uma.ac.ir/article_711_d6d0db6af1c3f8237f0f4ed7621ad652.pdf
dx.doi.org/10.22098/jld.2018.711
The Effectiveness Of Teaching Dechachment Mindfulness And Attention Training Techniques On Improving Depression, Anxeity And Rumination In Mothers With A Child With Learning Disorder
Z
Hashemi
Assistant Professor of Psychology, Maragheh University
author
text
article
2018
per
Different studies show that metacognitive techniques education is effective in mental health and life improvement. The present study attempts to investigate of the efficacy of metacognitive techniques in mothers with a child with learning disorder. Metacognitive techniques enables patients to stop rumination and to create more adaptive styles. The hypotheses of this research were investigated in the framework of a single-case experimental design. Using a multiple baseline design 3 patients underwent treatment in 8 sessions of 45 minutes during one and three months follow up on helal ahmar clinic in tabriz (2017) were evaluated. Data collection instruments used in the research included Beck Depression Inventory (Beak, Steer and Brown 1996), Beck Anxiety Inventory (Beak&.. 1998) and Rumination Questionnaire ( Nolen-Hoeksema (2003). Data analysis was performed based on percentage improvement, effect size and graph presentations . Result showed that metacognitive techniques education cause considerable changes in scores of subjects in patints. As a conclusion, we can conclude metacognitive techniques education can help improvement of depression, anxeity and rumination in mothers with a child with learning disorder
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
8
v.
1
no.
2018
126
142
https://jld.uma.ac.ir/article_712_100bd236f700ee2fecadd49468c99ab8.pdf
dx.doi.org/10.22098/jld.2018.712