مقایسه‌ی حافظه‌ی فعال دیداری و شنیداری کودکان مستعد دیسلکسیا با کودکان بهنجار: توسط برنامه‌ی عصبی-شناختی طراحی شده

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی کودکان استثنایی، دانشگاه تهران

2 استاد ممتاز روان‌شناسی کودکان استثنایی، دانشگاه تهران

3 استاد دانشکده مهندسی پزشکی، دانشگاه صنعتی امیرکبیر

4 دانشیار روان‌شناسی، دانشگاه تربیت مدرس

5 دانشیار روان‌شناسی، دانشگاه تهران

چکیده

دیسلکسیا شناخته شده‌ترین اختلال یادگیری خاص با منشا عصب‌زیست‌شناختی است. این اختلال، مشکل در یادگیری خواندن به رغم هوش بهنجار و محیط آموزشی مناسب می‌باشد. هدف پژوهش حاضر مقایسه‌ی حافظه‌ی فعال دیداری و شنیداری کودکان مستعد دیسلکسیا با کودکان بهنجار توسط برنامه کامپیوتری عصبی-شناختی محقق‌ساخته، جهت ارتقای کیفیت مداخله‌ی آموزشی و توانبخشی، می‌باشد. نمونه‌گیری به روش تصادفی چند مرحله‌ای خوشه‌ای از کودکان پیش‌دبستانی در استان تهران، تاپیش از آموزش رسمی خواندن صورت گرفت. داده‌های حافظه‌ی فعال تمامی کودکان  به واسطه‌ی برنامه‌ی  عصبی-شناختی مذکور، با روایی و اعتبار بالا، کسب و ذخیره شد. پس از دو سال (در اواخر دوم دبستان)، که تشخیص هر کودک مشخص ‌شد، مقایسه‌ی  نمره‌های حافظه‌ی  فعال مربوط به مقطع پیش‌دبستانی صورت گرفت. میانگین نمره‌ی  دو گروه، در حافظه‌ی فعال دیداری و شنیداری، توسط آزمون خی دو (X2) مورد بررسی قرار گرفت و تفاوت معنادار بود (05/0P<).

کلیدواژه‌ها


عنوان مقاله [English]

The comparison of visual and auditory working memory between children at risk of dyslexia and normal readers: through designed neuro-cognitive program

نویسندگان [English]

  • M Delavarian 1
  • GH.A Afrooz 2
  • F Towhidkhah 3
  • S.K Rasoolzadeh Tabatabaei 4
  • A.A Arjmandnia 5
1 Corresponding Author: Ph.D student of exceptional children psychology, Department of Psychology and educational sciences, University of Tehran.
2 Distinguished Professor, Department of Psychology and educational sciences, University of Tehran.
3 Full Professor, Department of biomedical engineering, Amirkabir university of technology.
4 Associated Professor, Department of human sciences, Tarbiat Modares University.
5 Associated Professor, Department of Psychology and educational sciences, University of Tehran.
چکیده [English]

Dyslexia is the best-known specific learning disorder, with neuro-biological origin. This disorder is related to reading difficulties despite of normal intelligence and proper instructions. The aim of this study was to compare visual and auditory working memory of the children at risk of dyslexia and the normal readers through researcher-made neuro-cognitive program, with the purpose of improving the quality of educational interventions and rehabilitation. The sample was selected through cluster random sampling method from nineteenth regions of Tehran province. They were all the preschoolers before formal reading education and learning. Their auditory and visual working memory scores and results were collected and saved using the neuro-cognitive program with high validity and reliability. The subjects were followed for two years till the definite diagnose was determined and then their auditory and visual working memory scores in preschool were compared. The differences between the mean of auditory and visual working memory scores in two groups were measured through Chi-square test and the difference between two groups was significant (P<0/05).
 

کلیدواژه‌ها [English]

  • visual working memory
  • auditory working memory
  • at risk children
  • reading disorder (dyslexia)
  • computer based neuro-cognitive program
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