The effect of computer-assisted cognitive rehabilitation based on working memory on improving the executive functions of students with specific learning disabilities

Document Type : Research Paper

Authors

1 M.A. in General Psychology, Rahbordshomal institute of higher education, Rasht, Iran

2 Assistant Professor, Department of Psychology, Rahbordshomal institute of higher education, Rasht, Iran

3 Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

10.22098/jld.2024.14448.2146

Abstract

Objective: The purpose of this study was to investigate the effect of computer-aided cognitive rehabilitation on improving the working memory of students with specific learning disabilities.
Methodology: The research design is semi-experimental with pre-test and post-test and without control group. The research sample included 15 students with specific learning disabilities who were purposefully selected among those who referred to public and private Learning Disabilities Centers of Bandar-e Anzali city and received computer-based cognitive rehabilitation training for eight 1-hour sessions. The research tools included, Raven's Progressive Matrices Intelligence Test (2000), N-Back Working Memory Test and Cogmed Cognitive Rehabilitation Package (2016). The obtained data were analyzed by one-way analysis of variance test.
Results: The results of this research showed that there was a significant difference in all the main components of the investigated executive functions (number of correct answers and response time) in the post-test stage compared to the pre-test in terms of the improvement of executive functions (P<0.05).
Conclusion: The computer-aided cognitive rehabilitation method based on active memory by creating a kind of learning experience is effective in improving the active memory of children with dyslexia, so it is suggested to use the above intervention method in learning problems centers.
 

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Journal of Learning Disabilities
Volume 13, Issue 2
March 2024
Pages 32-45

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