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

مراجع

شریفی، علی اکبر؛ زارع، حسین و حیدری، میترا (1392). مقایسه حافظه‌ی فعال بین دانش‌آموزان نارساخوان و دانش‌آموزان عادی. ناتوانی‌های یادگیری، (3) 2، 17-6.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM-٥), Washington, D.C: American Psychiatric Association.
Arnett, A. B., Pennington, B. F., Willcutt, E. G., DeFries, J. C., Olson, R. K. (2015). Sex differences in ADHD symptom severity. Journal Child Psychological Psychiatry, 56(6), 632-9.
Bayram, S., Camnalbur, M., Esgin, E. (2012). Analysis of dyslexic students reading disorder with eye movement tracking. Cypriot Journal of Educational Sciences, 7(2), 129-148.
Brandenburg, J., Klesczewski, J., Fischbach, A., Schuchardt, K., Büttner, G., & Hasselhorn, M. (2014). Working memory in children with learning disabilities in reading versus spelling: Searching for overlapping and specific cognitive factors. Journal of learning disabilities, 22(19), 64-95.
Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading & Writing Quarterly, 20(2), 203-218.
Chiappedi, M., Zoppello, M., Rossi, R., Scarabello, EM., Piazza, F. (2007). Specific learning disabilities and psychopathological aspects: the importance of early diagnosis. Minerva Pediatrica, 59 (3), 281-287.
Christo, C., Davis, J. M., & Brock, S. E. (2009). Identifying, assessing, and treating dyslexia at school. Springer Science & Business Media.
Frieden, L. (2004). Improving Educational outcomes for students with disabilities. Washhington, DC: National Council on Disabilities.
Glazzard, J. (2010). The impact of dyslexia on pupils’ self-esteem. Support for learning, 25 (2), 63-69.
Hachmann, W. M., Bogaerts, L., Szmalec, A., Woumans, E., Duyck, W., Job, R. (2014). Short-term memory for order but not for item information is impaired in developmental dyslexia. Annals of dyslexia, 64(2), 121-136.
Van Dyke, J. A., Johns, C. L., Kukona, A. (2014). Low working memory capacity is only spuriously related to poor reading comprehension. Cognition, 131(3), 373-403.
 Roid, G. H., & Barram, R. A. (2004). Essentials of Stanford-Binet intelligence scales (SB5) assessment (Vol. 39). John Wiley & Sons.
Roid, G. H., Tipish, A., Pamplin, Z. & Master, F. J. (2011). A review of Stanford-Binet intelligence scales, for use with learning disabilities children. J Soc Psychol, 36(29), 6-302.
 Sadock, B. J. & Sadock, V. A. (2007). Kaplan & Sadock's Synopsis of
Psychiatry:BehavioralSciences/Clinical Psychiatry. 10th Edition, Philadelphia: Lippincott Williams & Wilkins.
Sharifi, A.A., Zare, H. & Heidari, M. (2013). The comparison between working memory of the students with and without dyslexia. Journal of Learning Disabilities, 2 (3), 6-17.
Underwood, E. (2013). Family Brain Connections in Dyslexia, Science, DOI: 10.1126.
Zeiger, V. M. (2008). Screening for autism spectrum disorders: pediatric practices eight years after publication of practice guidelines. ProQuest.
ناتوانی های یادگیری
دوره 5، شماره 2 - شماره پیاپی 2
پیاپی 17
اسفند 1394
صفحه 43-53

فایل ها

هم رسانی

ارجاع به این مقاله

آمار