Comparison the ability of visual-spatialplanning - cognitive and short term memory in children with and without writing disorder

Document Type : Research Paper

Authors

1 Corresponding Author: MA in Educational Psychology, Semnan University

2 Assistant Professor of Education and psychology, Semnan University

Abstract

The purpose of this study is to compare the cognitive profile (Visual-spatial working memory, short-term memory and cognitive planning) in children with writing disability and normal children. The research was a causal-comparative study. Its statistical population consisted of students aged 7-11 years old with specific learning disorder at Learning Disorders Center in Ardabil city. Thirty students were selected by convenient sampling. Also the normal group consisted of 30 students randomly selected according to age, ability, socio-economic status, grade and the absence of psychological disorders among the schools to be compared with the groups. Data were collected using Benton's visual-spatial memory scales, Proteus's mazes, short-term memory and Wexler's forward and reverse short-term memory span and were analyzed through MANOVA. The findings showed that students with dysgraphia in visual-spatial memory, cognitive planning and short-term memory and normal students were significantly different and these components were significantly lower than their normal counterparts. So students with dysgraphia had lower performance compared to normal students in visual-spatial working memory components, short-term memory and cognitive planning.

Keywords


ابراهیم‌زاده، خوشدوی؛ الهی، طاهره و رضایی، مظاهر. (1391). حافظه کاری کودکان یک زبانه و دو زبانه. فصلنامه پژوهش های نوین روان‌شناختی، 7(27)، 10-9.
اصلی‌آزاد، مسلم و یارمحمدیان، احمد. (1391). اثرآموزش فراشناخت و روابط فضایی بر عملکرد ریاضی کودکان دچار ناتوانی یادگیری ریاضی. مجله روان شناسی بالینی،2(14)،63-62.
ذونفن، شهناز. (1389). کاربرد فن­آوری جدید در آموزش. تهران: نشرسمت.
نریمانی، محمد؛ پرزور، پرویز و بشرپور، سجاد(1394). مقایسه تنظیم خلق منفی و بیانگری هیجانی در دانش آموزان با و بدون اختلال یادگیری خاص. فصلنامه پژوهش در نظام های آموزشی،9(31)، 31-69.
نریمانی، محمد؛ پرزور، پرویز و بشرپور، سجاد(1394). مقایسه حساسیت بین فردی و تعادل عاطفی در دانش آموزان با و بدون اختلال یادگیری خاص. مجله‌ی ناتوانی های یادگیری، 5(1)، 141-125.
نریمانی، محمد و سلیمانی، اسماعیل(1392). اثربخشی توان بخشی شناختی بر کارکردهای اجرایی (حافظه کاری و توجه) و پیشرفت تحصیلی دانش آموزان دارای اختلال یادگیری ریاضی.مجله‌ی ناتوانی های یادگیری، 2(3)، 115-91.   
Alloway, T. P., Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology 106, 2–20.
Alloway, T.P.& Ledwon,F.(2014).working memory and sentence veal in childre .internation Jornal of Educational research,65,1-8.
Baddeley,  A.  D.,  Jarrold,  C.  &  Vargha-Khadem,  F.  (2011).  Working Memory and theHippocampus. Jounal of Cognitive Neuroscience, 23(12), 3855-3861.
Baron, L.S. (2004). Neuropsychological evaluation of the child. New York: Oxford university Press.
Cai,D., Wei, L.E. & Ping Deng .C. (2013). \cognitivive processing characteristics of 6th grade chinese students with mathematics learning disability,relationships amang working memory pass processes,and processing speed.Journal learning and individual Differences, 27,120-127.
Dawson, P., & Guare, R. (2004). Executive skills in children  and  adolescents:  A  practical  guide  to assessment  and  intervention.  New  York: Guilford Press.
Dehn, M.J. (2008). Working memory and academic learning. New Jersey: Wiley.
Freilich, R. & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities.  The Arts in Psychotherapy, 7(3), 97–105.
Gathercol, S .E., Alloway. T. P., Wills. C. &  Adams. A. M. (2006). working memory in children withreading disailties . Journal of Experimental Child Psychology, 93,265-281.
Gathercole, S. E; & Pickerng, S. J. (2000). Assessment of working memory in six and seven-years-old children. Journal of Educational Psychology, 92, 377-390.
Gathercole, S. E; Pickering, S. J; Ambridge, B. & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age .Developmental Psychology,40, 177-190.
Karande, S., Mahajan, V, & Kulkarni, M. (2009). Recollections of learning disabled adolescents of their schooling experiences: a qualitative study. Indian J Med Sci, 63(6), 382-391.
Landerl, K., & Willburger, E. (2010). Temporal processing, attention, and learning disorders. Learning and Individual Differences, 20(3), 393–401.
Lewis, C.&Carpendale, J. L. M. (2009). Social interaction and the development ofexecutive function. New Directions in Child and Adolescent developGarland D, Strosnider R. Learning disabilities and young children Identification and intervention.  Learn Disabil Quar. (2007) 30, (1), 63-72.
Lezak, M. D; Howieson, D. B.  & Loring, D. W. (2004). Neuropsychological assessment. New York: Oxford University Press.
Martins,M.,Bastose, J., Cecato,A.T.,  Araujo,L.M., Magro.R.R. &Alaminos,V.(2013). screening foor motor dysgraphia in public schools.Journal pediatr,89,70-74
Narimani, M. & Soleymani, E. (2013). The effectiveness of cognitive rehabilitation on executive functions (working memory and attention) and academic achievement in students with math learning disorder. Journal of Learning Disabilities, 2(3), 91-115. (Persian). 
Nicolson,R.L. &Fawcett.A. (2011)dyslexia, dysgraphia, procedural learning and the cerebellum. Cortex, 47, 117-127.
Repovš, G. & Baddeley, A. (2006). The multi-component model of working memory:  Explorations in  experimental  cognitive  psychology. Neuroscience,  139  (1),  5-21.
Swan Son .H. L. & Jerman .O.(2007).The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 249-283.
Teeter, P. A & Semrud – Clikeman , M. (2007). Child neuropsychology: Assessment and interventios for neurodevelopmental disorder.New York :Spring Press.
Vugs.B.,Nendriks,M.,cuperus,J.& verhoeven,L.(2014).working memory performance and executive function behaviors in yang children with SLI. Research in developmental disabilities, 35, 62-74.
Sadock,  B.  J.  &  Sadock,  V.  A.  (2007). Contributions  of  the  Psychosocial  Sciences, Synopsis of psychiatry:Behavioral sciences/ clinical Psychiatry, (10th Ed.)  Philadelphia: Lippincott Wilkiams & Wilkins.  
Suk-Han HO, C & Mee-Yin Chan, B. (2010).The cognitive profile of Chinese children withmathematics difficulties. Journal of Experimental Child Psychology , 260–279.