University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86733420140822The effectiveness of computerized cognitive training on the performance of visual-spatial working memory of students with mathematical problemsThe effectiveness of computerized cognitive training on the performance of visual-spatial working memory of students with mathematical problems62418693-3-4-1FAA.AArjmandniaCorresponding Author: Assistant professor of psychology, university of TehranASharifi2M. A of psychology, university of TehranRRostamiAssistant professor of psychology, university of TehranJournal Article20140316Present research investigates the effect of Computerized Cognitive Training on the Performance of Visual-Spatial Working Memory of Students with mathematical Problems. A quasi-experimental pretest-posttest design was applied in this research, in which 24 students with mathematical problems were selected through convenience sampling and randomly divided into a control and an experimental groups (each containing 12 individuals). The experimental group attended an interventional program called Brain Ware Safari for twenty five 50-60 minute sessions held in six weeks. Iran Key Math Diagnostic Test was applied in order to evaluate the mathematical ability of these students. Working Memory Test Battery for Children was used in pretest and posttest in order to evaluate their working memory. The achieved data was analyzed using univariate and multivariate covariance test. The findings achieved through data analysis show that after omitting pretest effect, test of working memory indicates the effectiveness of Computerized Cognitive Training on the performance of this memory both in students’ total score in the test and in working memory sub-tests (block recall test and maze memory) (P<0.01). Generally, the findings show that Computerized Cognitive Training has had a significant effect on three subscales of working memory test (block recall test and maze memory) in the students with mathematical problems.Present research investigates the effect of Computerized Cognitive Training on the Performance of Visual-Spatial Working Memory of Students with mathematical Problems. A quasi-experimental pretest-posttest design was applied in this research, in which 24 students with mathematical problems were selected through convenience sampling and randomly divided into a control and an experimental groups (each containing 12 individuals). The experimental group attended an interventional program called Brain Ware Safari for twenty five 50-60 minute sessions held in six weeks. Iran Key Math Diagnostic Test was applied in order to evaluate the mathematical ability of these students. Working Memory Test Battery for Children was used in pretest and posttest in order to evaluate their working memory. The achieved data was analyzed using univariate and multivariate covariance test. The findings achieved through data analysis show that after omitting pretest effect, test of working memory indicates the effectiveness of Computerized Cognitive Training on the performance of this memory both in students’ total score in the test and in working memory sub-tests (block recall test and maze memory) (P<0.01). Generally, the findings show that Computerized Cognitive Training has had a significant effect on three subscales of working memory test (block recall test and maze memory) in the students with mathematical problems.https://jld.uma.ac.ir/article_186_4d7dfb1cf1c0556a4ea23bd2eb934890.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86733420140822The study of prevalence of attention deficit / hyperactivity disorder (ADHD) and it’s comorbidity with learning disorder (LD) in primary school’s studentsThe study of prevalence of attention deficit / hyperactivity disorder (ADHD) and it’s comorbidity with learning disorder (LD) in primary school’s students254318793-3-4-2FAMZare BahramabadiCoressponding Author: Assistant Professor, The Center for Research and Development in Humanities (SAMT),KGanjiAssistant Professor, Department of Psychology, Islamic Azad University (IAU), Malayer BranchJournal Article20130115Attention–deficit hyperactivity disorder (ADHD) does not often appear alone but it has comorbidity with many other disorders. Differential diagnosis among comorbid disorders and other situations like ADHD are some of the problems of epidemiological studies. The aim of this study was investigation of the rate of comorbidity and prevalence of ADHD among elementary students in Hamedan. The method of this study was descriptive-survey. From 7-12 years old elementary students 1938 people were selected including 988 boys (50/98 percent) and 950 girls (49/02 percent) by the use of random cluster sampling method. Data was collected by the CSI-4 (parents & teachers form), Clock Drawing Test, Iran Kay-Mat, reading diagnostic test. Finally, according to the DSM-IV-TR criterion, clinical interview was done with children. Data analysis was accomplished by t-test, chi-square, and correlation coefficient. Data analysis revealed that the whole prevalence rates of ADHD were 8/62 percent, 12/55 in boys & 4/53 in girls. The prevalence of learning disability (LD) was 7 percent in the whole sample group and 88 students (4/54 percent) had both disorders. The prevalence of ADHD and comorbidity of both disorders in boys was three times more than girls. Differential diagnosis and early psychological and counseling services for ADHD and LD are felt to be necessary.Attention–deficit hyperactivity disorder (ADHD) does not often appear alone but it has comorbidity with many other disorders. Differential diagnosis among comorbid disorders and other situations like ADHD are some of the problems of epidemiological studies. The aim of this study was investigation of the rate of comorbidity and prevalence of ADHD among elementary students in Hamedan. The method of this study was descriptive-survey. From 7-12 years old elementary students 1938 people were selected including 988 boys (50/98 percent) and 950 girls (49/02 percent) by the use of random cluster sampling method. Data was collected by the CSI-4 (parents & teachers form), Clock Drawing Test, Iran Kay-Mat, reading diagnostic test. Finally, according to the DSM-IV-TR criterion, clinical interview was done with children. Data analysis was accomplished by t-test, chi-square, and correlation coefficient. Data analysis revealed that the whole prevalence rates of ADHD were 8/62 percent, 12/55 in boys & 4/53 in girls. The prevalence of learning disability (LD) was 7 percent in the whole sample group and 88 students (4/54 percent) had both disorders. The prevalence of ADHD and comorbidity of both disorders in boys was three times more than girls. Differential diagnosis and early psychological and counseling services for ADHD and LD are felt to be necessary.https://jld.uma.ac.ir/article_187_489b299c6b638fe8f71971b2b1642716.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86733420140822Comparison of academic motivation and school engagement in students with and without dyslexiaComparison of academic motivation and school engagement in students with and without dyslexia445818893-3-4-3FABZulalieM. A of management, Imam Khomeini Relief Foundation, ArdabilFGhorbaniCorresponding Author: M. A of Psychology, University of MohagheghArdabiliJournal Article20140201The current study was conducted in other to compare academic motivation and school engagement between students with dyslexia and normal students. The method of this research was cross-sectional. Statistical population of this study included total students with dyslexia and total of normal students of Ardabil education office in2013-2014 educational year. Out of the research population, two groups were selected randomly as comparative groups. Subjects responded to the questionnaires of academic motivation and school engagement individually.The collected data were analyzed by descriptive tools of mean and MANOVA test. Results showed that the scores means of group with dyslexia atintrinsic motivation, intrinsic motivationto know and total score of academic motivation, behavioral engagement,emotion engagementand total score of school engagement were significantly lower than the normal group.The results of this study emphasize the important role of school related variables in learning process of these students. The current study was conducted in other to compare academic motivation and school engagement between students with dyslexia and normal students. The method of this research was cross-sectional. Statistical population of this study included total students with dyslexia and total of normal students of Ardabil education office in2013-2014 educational year. Out of the research population, two groups were selected randomly as comparative groups. Subjects responded to the questionnaires of academic motivation and school engagement individually.The collected data were analyzed by descriptive tools of mean and MANOVA test. Results showed that the scores means of group with dyslexia atintrinsic motivation, intrinsic motivationto know and total score of academic motivation, behavioral engagement,emotion engagementand total score of school engagement were significantly lower than the normal group.The results of this study emphasize the important role of school related variables in learning process of these students. https://jld.uma.ac.ir/article_188_05eeb32f8f4e0833313bf89bcfddbe32.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86733420140822Comparison of A, B, C and D brain quadrants dominance in normal students and students with learning disabilitiesComparison of A, B, C and D brain quadrants dominance in normal students and students with learning disabilities597918993-3-4-4FAدSobhiAssistant Professor of Psychology, Uneversity of Mohaghegh ArdabiliAAbolghasemiProfessor of Psychology, Uneversity of Mohaghegh ArdabiliHDehghanCorresponding Author: M. A Students of Psychology, Uneversity of Mohaghegh ArdabiliJournal Article20130707The aim of the present study was the comparison of A, B, C and D brain quadrants dominance in normal students and students with learning disabilities. The study population included all Ardabil’s normal and learning disabled students, male and female, in the academic year 2012-2013. The sample of the current study included 40 learning disabled and 40 normal students; who were selected through multistage random sampling method. Raven's Progressive Matrices test, questionnaire, and Hermann brain dominance quadrant were used to collect data. Method was causal- comparative, and data were analyzed by multivariate analysis of variance (MANOVA). The results of this study indicate that the learning disabled and normal students are significantly different in all four quadrants of the brain. Learning disabled children were weaker than normal students in all four quadrants of the brain. This is documented in academic literature; learning is effective when the whole brain is involved in the learning process so that training activities should be tuned to take advantage of the capabilities of each of the four quadrants.The aim of the present study was the comparison of A, B, C and D brain quadrants dominance in normal students and students with learning disabilities. The study population included all Ardabil’s normal and learning disabled students, male and female, in the academic year 2012-2013. The sample of the current study included 40 learning disabled and 40 normal students; who were selected through multistage random sampling method. Raven's Progressive Matrices test, questionnaire, and Hermann brain dominance quadrant were used to collect data. Method was causal- comparative, and data were analyzed by multivariate analysis of variance (MANOVA). The results of this study indicate that the learning disabled and normal students are significantly different in all four quadrants of the brain. Learning disabled children were weaker than normal students in all four quadrants of the brain. This is documented in academic literature; learning is effective when the whole brain is involved in the learning process so that training activities should be tuned to take advantage of the capabilities of each of the four quadrants.https://jld.uma.ac.ir/article_189_6dd44521130a4c4ae3b3c2b83d824fed.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86733420140822The comparison of central coherence between children with dyslexia, dysgraphia, dyscalculia and normal childrenThe comparison of central coherence between children with dyslexia, dysgraphia, dyscalculia and normal children809819093-3-4-5FAAAliporCoresspondig Author: Professor of Psychology, university of Payam NoorZMahdavi NajmabadiM. A of Psychology, Tehran universityJournal Article20140204Nowadays, many efforts are done to evaluate the cognitive status of children with learning disabilities. This study aimed to assess central coherence in children with dyslexia, dysgraphia and dyscalculia and normal children. The curren study is fundamental in terms of its objective and causal-comparative in terms of data collection. The population included all students with dyslexia, dysgraphia and dyscalculia and normal children aging between 8 to 12 years old who was studying in Tehran in 2011-2012 academic year and learning disabilities centers in Tehran, processing, evaluation, diagnosis or treatment. Also all normal students aged between 8 to 12 years who were studing in Tehran in that year. The population was divided into four equal groups namely: dyslexia, dysgraphia, dyscalculia and normal children, each including 70 patients (total 280 patients). Block Design Task King and Frys (1993) was used to evaluate the tasks. The data were statistically analyzed using one-way analysis of variance. The results showed that the group of dyslexia, dysgraphia and dyscalculia and normal children are significantly different in mean scores of central coherence and in the mean time but among children with dyslexia, dysgraphia and dyscalculia differences in mean scores and the mean time were not observed. Based on the findings of this study we can conclude that one of the causes of the differences between normal children and children with learning disabilities is the defect in their central coherence.Nowadays, many efforts are done to evaluate the cognitive status of children with learning disabilities. This study aimed to assess central coherence in children with dyslexia, dysgraphia and dyscalculia and normal children. The curren study is fundamental in terms of its objective and causal-comparative in terms of data collection. The population included all students with dyslexia, dysgraphia and dyscalculia and normal children aging between 8 to 12 years old who was studying in Tehran in 2011-2012 academic year and learning disabilities centers in Tehran, processing, evaluation, diagnosis or treatment. Also all normal students aged between 8 to 12 years who were studing in Tehran in that year. The population was divided into four equal groups namely: dyslexia, dysgraphia, dyscalculia and normal children, each including 70 patients (total 280 patients). Block Design Task King and Frys (1993) was used to evaluate the tasks. The data were statistically analyzed using one-way analysis of variance. The results showed that the group of dyslexia, dysgraphia and dyscalculia and normal children are significantly different in mean scores of central coherence and in the mean time but among children with dyslexia, dysgraphia and dyscalculia differences in mean scores and the mean time were not observed. Based on the findings of this study we can conclude that one of the causes of the differences between normal children and children with learning disabilities is the defect in their central coherence.https://jld.uma.ac.ir/article_190_87afc57ebcb6574fa26199319722428b.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86733420140822A comparison of attention and executive function profile in normal children and children with learning disabilitiesA comparison of attention and executive function profile in normal children and children with learning disabilities9911119193-3-4-6FAShGhalamzanCorresponding Author: M. S of Exeptional Psychology, University of IsfahanMMoradi. PhD Student, Psychology and Education of Children with Special Need, University of IsfahanAAbediAssistant Professor, Department of Psychology and Education of Children with Special Needs, University of
IsfahanJournal Article20120904The current study is an attempt to compare the attention and executive function profile in normal children and children with Neuropsychological Learning Disabilities. The present study has used an ex-Post facto method. Two groups of mothers (30 mothers of normal children and 30 mothers of learning disabilities children), were selected using cluster sampling method for normal group and simple sampling method for learning disability group. The instrument of this research included, Raven Progressive matrices test and neuropsychological Conner's questionnaire. Data was analyzed using multi variance analysis (MANOVA).The results of this study showed that Significant differences were evident between normal group and learning disability group in attention and executive function secure (P< 0/01). The results indicated that the performance of attention and executive function (problem solving, planning & organizing and behavioral, emotional regulation) in children with learning disabilities is less than normal children.The current study is an attempt to compare the attention and executive function profile in normal children and children with Neuropsychological Learning Disabilities. The present study has used an ex-Post facto method. Two groups of mothers (30 mothers of normal children and 30 mothers of learning disabilities children), were selected using cluster sampling method for normal group and simple sampling method for learning disability group. The instrument of this research included, Raven Progressive matrices test and neuropsychological Conner's questionnaire. Data was analyzed using multi variance analysis (MANOVA).The results of this study showed that Significant differences were evident between normal group and learning disability group in attention and executive function secure (P< 0/01). The results indicated that the performance of attention and executive function (problem solving, planning & organizing and behavioral, emotional regulation) in children with learning disabilities is less than normal children.https://jld.uma.ac.ir/article_191_637e894c197793dad6470c779a1d4a27.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86733420140822A comparison of active memory performance and sustained attention among students with and without learning disabilitiesA comparison of active memory performance and sustained attention among students with and without learning disabilities11212319293-3-4-7FAKKasaeianCoresspondig Author: M. A. in educational psychology, Science & Research branch-Azad UniversityAKiamaneshProfessor of Educational Science & Research branch-Azad UniversityHBahramiProfessor of Educational Psychology Science & Research branch- Azad UniversityJournal Article20121106The purpose of this study is to comparethe performance of working memory and sustained attentionin learning disabilities and normal elementary course students in Tehran. The study has used a comparative method. Sixty students (20persons with reading-writing disability, 20 persons with mathematical disability from learning special disabilities centres and 20 normal students) were selected through simple random sampling. N-back test for assessment of working memory and continuous performance test for assessment of sustained attention were performed. The one way ANOVA, KWANOVA and Tukey tests were used to analyse the data. The results showed that students with reading-writing disability are more impaired in performance of working memory and sustained attention in comparison with normal andmathematical disability groups. As a result, students with reading-writing disability showed weaknessin CPT and N-back tests.The purpose of this study is to comparethe performance of working memory and sustained attentionin learning disabilities and normal elementary course students in Tehran. The study has used a comparative method. Sixty students (20persons with reading-writing disability, 20 persons with mathematical disability from learning special disabilities centres and 20 normal students) were selected through simple random sampling. N-back test for assessment of working memory and continuous performance test for assessment of sustained attention were performed. The one way ANOVA, KWANOVA and Tukey tests were used to analyse the data. The results showed that students with reading-writing disability are more impaired in performance of working memory and sustained attention in comparison with normal andmathematical disability groups. As a result, students with reading-writing disability showed weaknessin CPT and N-back tests.https://jld.uma.ac.ir/article_192_ccf9c25cc4d6c5c8c7b01c7581642927.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86733420140822The role of attachment styles and quality of life in predicting psychological well-being in adolescents with learning disabilitiesThe role of attachment styles and quality of life in predicting psychological well-being in adolescents with learning disabilities12414219393-3-4-8FAMNarimaniCorresponding Author: Professor of Psychology, University of MohagheghArdabiliFYosefiM. A of Psychology, University of Islamic Azad, Ardabil BranchRKazemiAssistant Professor, university of Islamic Azad, Ardabil branchJournal Article20121031The purpose of the present study was to study the relationship between attachment styles and quality of life with psychological well-being in adolescents with learning disabilities. Using a simple random sampling method, a study sample of 40 third grade guidance school students with learning disability (20 girls, 20 boys) was selected from schools of1<sup>st</sup> and 2<sup>nd</sup> districts of Ardabil. Data were collected usingthe Shaver and Hazen attachment questionnaires, psychological well- being questionnaire, Ryff questionnaire and SF-36 quality of life scale. Data were analyzed using the Correlations Pearson and ANOVA Regression. The results showed students with learning disabilities with securely attachment have higher levels of psychological well-being and students with insecurely attachment (avoidant, ambivalent) have low levels of psychological well-being. Findings of the present study reported thatlevels of psychological well-being in students with learning disabilities were low. Thus the importance of planning for improving the psychological well-being in students with learning disabilities is emphasized.The purpose of the present study was to study the relationship between attachment styles and quality of life with psychological well-being in adolescents with learning disabilities. Using a simple random sampling method, a study sample of 40 third grade guidance school students with learning disability (20 girls, 20 boys) was selected from schools of1<sup>st</sup> and 2<sup>nd</sup> districts of Ardabil. Data were collected usingthe Shaver and Hazen attachment questionnaires, psychological well- being questionnaire, Ryff questionnaire and SF-36 quality of life scale. Data were analyzed using the Correlations Pearson and ANOVA Regression. The results showed students with learning disabilities with securely attachment have higher levels of psychological well-being and students with insecurely attachment (avoidant, ambivalent) have low levels of psychological well-being. Findings of the present study reported thatlevels of psychological well-being in students with learning disabilities were low. Thus the importance of planning for improving the psychological well-being in students with learning disabilities is emphasized.https://jld.uma.ac.ir/article_193_b16cb5ee2b2c1ccbe03c69463dcb7da2.pdf