پورحسین، ا.، انتصار فومنی، غ.، حجازی، م.، و نریمانی، م. (1399). اثربخشی آموزش راهبردهای شناختی و فراشناختی بر مهارت حل مسئله وعزت نفس دانشآموزان پایه یازدهم مشکینشهر.
روانشناسی مدرسه، 9(4)، 34-45.
http://jsp.uma.ac.ir/article_1290.html
تهرانی دوست، م.، راد گودرزی، ر.، سپاسی، م و علاقبند راد، ج. (1382). نقایص کارکردهای اجرایی درکودکان مبتلا به اختلال نارسایی توجه- بیش فعالی.
فصلنامه علوم شناختی، 5(1)، 9-1.
http://icssjournal.ir/article-1-100-en.html
جانه، م.، ابراهیمی قوام، ص وعلیزاده، ح. (1391). بررسی کارکردهای اجرایی استدلال، برنامه‌ریزی-سازمان دهی و حافظة کاری در دانشآموزان با و بدون اختلال ریاضی در مقطع ابتدایی استان تهران.
فصلنامه روان شناسی افراد استثنایی، 5، 42-21.
https://www.sid.ir/en/journal/ViewPaper.aspx?ID=250850
حسین خانزاده، ع.، آهنگر قربانی، ز.، سیدنوری، ز.، طاهر، م. (1399). رابطه نگرش فرزند نسبت به والدین با میزان گرایش به ارتباط با جنس مخالف و سطح سازش‌یافتگی در دختران نوجوان.
روانشناسی مدرسه، 9(1)، 7-29.
http://jsp.uma.ac.ir/article_900.html
عباسی، م.، داودی، ح.، حیدری، ح.، و پیرانی، ذ. (1399). سنجش اثربخشی آموزش راهبردهای شناختی فراشناختی و آموزش روانشناسی مثبتنگر بر خودکارآمدی تحصیلی، فرسودگی تحصیلی وراهبردهای یادگیری. روانشناسی مدرسه، 9(4)، 106-119.
http://jsp.uma.ac.ir/article_1296.html?lang=en
علی‌بیگی، ز. (1390).
تأثیر آموزش راهبردهای شناختی بر عملکرد مهارت های ادراکی- حرکتی و حافظه کاری در دانشآموزان با مشکلات ویژه یادگیری در شهر شیراز. پایان نامه کارشناسی ارشد، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد مرودشت.
https://www.virascience.com/thesis/595410/
نظری، ز.، جباری فر، ت و برزگر بفرویی، ک. (1395). اثربخشی آموزش خودگردانی یادگیری برکارکردهای اجرایی دانشآموزان نارساخوان.
روانشناسی افراد استثنایی، 6(24)، 181-203. [
DOI:10.22054/jpe.2017.7534]
References
Abbasi, M., Davoodi, H., Heidari, H., & Pirani, Z. (2020). The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies. Journal of School Psychology, 9(4), 106-119. http://jsp.uma.ac.ir/article_1296.html?lang=en
Ali Beigi, Z. (2012). The effect of teaching cognitive strategies on the performance of perceptual-motor skills and working memory in students with special learning difficulties in Shiraz Islamic Azad University, Marvdasht Branch]. https://www.virascience.com/thesis/595410/
Bacon, A. M., Parmentier, F. B., & Barr, P. (2013). Visuospatial memory in dyslexia: Evidence for strategic deficits. Memory, 21(2), 189-209. [DOI:10.1080/09658211.2012.718789]
Barkley, R. A., & Biederman, J. (1997). Toward a broader definition of the age-of-onset criterion for attention-deficit hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 36(9), 1204-1210. [DOI: 10.1097/00004583-199709000-00012]
Birenbaum, M. (2002). Assessing self-directed active learning in primary schools. Assessment in Education: Principles, Policy & Practice, 9(1), 119-138. [DOI: 10.1377/hlthaff.2020.00709]
Blakey, E., & Carroll, D. J. (2015). A short executive function training program improves preschoolers’ working memory. Frontiers in psychology, 6, 1827. [DOI:10.3389/fpsyg.2015.01827]
Bottiroli, S., Cavallini, E., Dunlosky, J., Vecchi, T., & Hertzog, C. (2017). Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks. Archives of gerontology and geriatrics, 72, 91-98. [DOI:10.1016/j.archger.2017.05.015]
Bush, G., Spencer, T. J., Holmes, J., Shin, L. M., Valera, E. M., Seidman, L. J., Makris, N., Surman, C., Aleardi, M., & Mick, E. (2008). Functional magnetic resonance imaging of methylphenidate and placebo in attention-deficit/hyperactivity disorder during the multi-source interference task. Archives of General Psychiatry, 65(1), 102-114. [DOI.org/10.1001/archgenpsychiatry.2007.16]
Chapman, R. A., Shedlack, K. J., & France, J. (2006). Stop-Think-Relax: An adapted self-control training strategy for individuals with mental retardation and coexisting psychiatric illness. Cognitive and Behavioral Practice, 13(3), 205-214. [DOI:10.1016/J.CBPRA.2005.08.002]
Cummine, J., Aalto, D., Ostevik, A., Cheema, K., & Hodgetts, W. (2018). “To Name or Not to Name: That is the Question”: The Role of Response Inhibition in Reading. Journal of psycholinguistic research, 47(5), 999-1014. [DOI.org/10.1007/s10936-018-9572-9]
De Bruin, W. B., & Parker, A. M. (2016). Individual differences in decision-making competence in different age groups. In Individual Differences in Judgement and Decision-Making (pp. 137-156). Psychology Press.
Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention. John Wiley & Sons.
Fathalipour, G. H., Qasemi, S., Ghobari Bonab, B., & Beh-Pajooh, A. (2017). The Effects of Teaching Self-monitoring of Attention on Enhancement of Attention and Reading Comprehension in Students with Reading Problems [Original Article]. Journal of Exceptional Education (J Except Educ), 6(143), 5-13. http://exceptionaleducation.ir/article-1-810-en.pdf
Fellman, D., Jylkkä, J., Waris, O., Soveri, A., Ritakallio, L., Haga, S., Salmi, J., Nyman, T. J., & Laine, M. (2020). The role of strategy use in working memory training outcomes. Journal of Memory and Language, 110, 104064. [DOI:10.1016/j.jml.2019.104064]
Ghamari Givi, H., Narimani, M., & Mahmoodi, H. (2012). The effectiveness of cognition-promoting software on executive functions, response inhibition and working memory of children with dyslexia and attention dificit/hyperactivity. Journal of Learning Disabilities, 1(2), 98-115. https://www.sid.ir/en/journal/ViewPaper.aspx?ID=249079
Ghobari Bonab, B., & Adam Zadeh, F. (2007). Implementation of cognitive strategies to improve written expression of students with learning disabilities in elementary school setting. Journal Of Psychology And Education, 37(1), 57-71.
Guajardo, N. R., & Cartwright, K. B. (2016). The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers’ language comprehension and later reading awareness and comprehension in elementary school. Journal of Experimental Child Psychology, 144, 27-45. [DOI:10.1016/j.jecp.2015.11.004]
Hosseinkhanzadeh, A. A., Ahangar Ghorbani, Z., Behzadfar, F., Seyyed Noori, S. Z., & Taher, M. (2020). The Relationship of Child Attitudes to Their Parents with Tendency to Communicate with Opposite Sex and Adjustment Level in Girl Adolescents, 9(1), Journal of School Psychology, 7-29. http://jsp.uma.ac.ir/article_900.html?lang=en
Janeh, M., Ebrahimi Ghavam, S., & Alizadeh, H. (2012). Study of the executive functions of reasoning, planning, organizing and working memory among the students with or without mathematics disorder at primary schools in tehran province. Psychology Of Exceptional Individuals, 2(5), 21-42. https://www.sid.ir/en/journal/ViewPaper.aspx?ID=250850
Jones, J. S., Milton, F., Mostazir, M., & Adlam, A. R. (2020). The academic outcomes of working memory and metacognitive strategy training in children: A double‐blind randomized controlled trial. Developmental science, 23(4), e12870. [DOI: 10.1111/desc.12870]
Kajka, N. (2019). The influence of metacognitive training on the improvement of working memory in children with ADHD. Current Problems of Psychiatry, 20(3), 217 - 227. [DOI:10.2478/cpp-2019-0015]
Kaneda, M., & Osaka, N. (2008). Role of anterior cingulate cortex during semantic coding in verbal working memory. Neuroscience letters, 436(1), 57-61. [DOI:10.1016/j.neulet.2008.02.069]
Karami, B., Allah Karami, A., & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. Innovation & Creativity In Human Science, 2(4), 121-139.
Mabbott, D. J., & Bisanz, J. (2008). Computational skills, working memory, and conceptual knowledge in older children with mathematics learning disabilities. Journal of Learning Disabilities, 41(1), 15-28. [DOI:10.1177/0022219407311003]
Mattison, R. E., & Mayes, S. D. (2012). Relationships between learning disability, executive function, and psychopathology in children with ADHD. Journal of attention disorders, 16(2), 138-146. [DOI:10.1177/1087054710380188]
Moreno, J., & Saldaña, D. (2005). Use of a computer-assisted program to improve metacognition in persons with severe intellectual disabilities. Research in developmental disabilities, 26(4), 341-357. [DOI: 10.1016/j.ridd.2004.07.005]
Nazari, Z., & Barzegar, K. (2017). The effectiveness of self-regulated learning education on Executive functions of dyslexic students. Psychology of Exceptional Individuals, 6(24), 181-203. [DOI:10.22054/jpe.2017.7534]
Nicolielo-Carrilho, A. P., Crenitte, P. A. P., Lopes-Herrera, S. A., & Hage, S. R. d. V. (2018). Relationship between phonological working memory, metacognitive skills and reading comprehension in children with learning disabilities. Journal of Applied Oral Science, 26. [DOI: 10.1590/1678-7757-2017-0414]
Nicolielo-Carrilho, A. P., & Hage, S. R. d. V. (2017). Estratégias metacognitivas de leitura de crianças com distúrbio de aprendizagem. CoDAS,
Nigg, J. T., Blaskey, L. G., Huang-Pollock, C. L., & Rappley, M. D. (2002). Neuropsychological executive functions and DSM-IV ADHD subtypes. Journal of the American Academy of Child & Adolescent Psychiatry, 41(1), 59-66. [DOI: 10.1097/00004583-200201000-00012]
Pourhossein, A., Entesar Fumani, G. H., Hejazi, M., Narimani, M. (2020). The Effects of Cognitive and Metacognitive Strategies Training on Problem-solving Skills and Self-esteem in Students. Journal of School Psychology, 9(4), 34-45. http://jsp.uma.ac.ir/article_1290.html
Rapport, M. D., Chung, K.-M., Shore, G., Denney, C. B., & Isaacs, P. (2000). Upgrading the science and technology of assessment and diagnosis: Laboratory and clinic-based assessment of children with ADHD. Journal of clinical child psychology, 29(4), 555-568. [DOI:10.1207/S15374424JCCP2904_8]
Rosi, A., Bruine de Bruin, W., Del Missier, F., Cavallini, E., & Russo, R. (2019). Decision-making competence in younger and older adults: which cognitive abilities contribute to the application of decision rules? Aging, Neuropsychology, and Cognition, 26(2), 174-189. [DOI:10.1080/13825585.2017.1418283]
Sidarta, A., van Vugt, F. T., & Ostry, D. J. (2018). Somatosensory working memory in human reinforcement-based motor learning. Journal of neurophysiology, 120(6), 3275-3286. [DOI:10.1152/jn.00442.2018]
Smith-Spark, J. H., & Fisk, J. E. (2007). Working memory functioning in developmental dyslexia. Memory, 15(1), 34-56. [DOI:10.1080/09658210601043384]
Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of experimental psychology, 18(6), 643-662. [DOI:10.1037/h0054651]
Swalander, L., & Taube, K. (2007). Influences of family based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32(2), 206-230. [DOI:10.1016/j.cedpsych.2006.01.002]
Taghizadeh, T., Nejati, V., Mohammadzadeh, A., & Akbarzade Baghban, A. (2014). Evolution of auditory and visual working memory in primary schoolaged children. Journal Of Research In Rehabilitation Sciences, 10(2), 239-249.
Taroyan, N. A., Nicolson, R. I., & Fawcett, A. J. (2007). Behavioural and neurophysiological correlates of dyslexia in the continuous performance task. Clinical neurophysiology, 118(4), 845-855. [DOI:10.1016/j.clinph.2006.11.273]
Tehrani Doust, M., Rad Goudarzi, R., Sepasi, M., & Alaghband Rad, J. (2003). Executive Functions in Children With Attention Deficit Hyperactivity Disorder [Research]. Advances in Cognitive Sciences, 5(1), 1-9. http://icssjournal.ir/article-1-100-en.html
Tijms, J., & Hoeks, J. (2005). A computerized treatment of dyslexia: Benefits from treating lexico‐phonological processing problems. Dyslexia, 11(1), 22-40. [DOI:10.1002/dys.283]
Walker, O. L. (2011). Preschool predictors of social problem-solving and their relations to social and academic adjustment in early elementary school University of Miami. Miami.
Wang, T.-Y., & Huang, H.-C. (2012). The performance on a computerized attention assessment system between children with and without learning disabilities. Procedia-Social and Behavioral Sciences, 64, 202-208. [DOI:10.1016/j.sbspro.2012.11.024]
Wechsler, D., & Scale-Revised, W. A. I. (1997). The psychological corporation. San Antonio, TX.
Wechsler, D. (2003). WISC-IV: Administration and scoring manual.4thed. New York.
Wodka, E. L., Loftis, C., Mostofsky, S. H., Prahme, C., Larson, J. C. G., Denckla, M. B., & Mahone, E. M. (2008). Prediction of ADHD in boys and girls using the D-KEFS. Archives of clinical neuropsychology, 23(3), 283-293. [DOI:10.1016/j.acn.2007.12.004]
Yarmohammadian, A., Ghamarani, A., Seifi, Z., & Arfa, M. (2015). Effectiveness of Cognitive Strategies Training on Memory, Reading Performance and Speed of Information Processing in Students With Dyslexia. Journal of Learning Disabilities, 4(4), 101-117. https://www.sid.ir/en/journal/ViewPaper.aspx?ID=521913
Zamani. A., & Pouratashi, M. (2017). The relationship between academic performance and working memory, self-efficacy belief, and test anxiety. Journal of School Psychology, 6(4), 25-44. http://jsp.uma.ac.ir/article_603.html
)