مقایسه‌ زمان واکنش و حافظه‌ بینایی در دانش‌آموزان با اختلال یادگیری خاص و عادی

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران.

10.32598/JLD.10.2.4

چکیده

هدف: پژوهش حاضر به ‌منظور مقایسه زمان واکنش و حافظه‌ بینایی در دانش‌آموزان با اختلال یادگیری خواندن و ریاضی و دانش‌آموزان عادی انجام ‌شده است. این پژوهش با روش علّی مقایسه‌ای انجام ‌شده است.
روش ها: نمونه پژوهش، پانزده دانش‌آموز با اختلال یادگیری خواندن، پانزده دانش‌آموز با اختلال یادگیری ریاضی و پانزده دانش‌آموز عادی بودند که با روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای و اجرای آزمون‌های تشخیصی انتخاب شدند. ابزار مورد استفاده شامل آزمون حافظه‌ بینایی کیم کاراد، آزمون خواندن و دستگاه زمان واکنش‌‌ سنج بود. داده‌های به‌دست‌آمده با روش آماری تحلیل چند‌متغیری مانوا تجزیه ‌و تحلیل شد.
یافته ها: نتایج نشان داد که بین مشکلات یادگیری آزمودنی‌ها با میزان خطا در آزمون حافظه‌ بینایی و مدت‌‌زمان واکنش نسبت به محرک‌ها، رابطه‌‌ مستقیم و معناداری وجود دارد (0/05>P). همچنین در آزمون حافظه‌ کیم کاراد بین دو گروه با اختلال خواندن و عادی تفاوت معنادار است، اما بین گروه با اختلال ریاضی و خواندن و گروه عادی در این زمینه تفاوت معنادار وجود ندارد (0/05>P). نتایج به‌دست‌آمده بیان‌کننده‌‌ آن است که بین سه گروه از نظر حافظه بینایی و زمان واکنش تفاوت معنادار وجود دارد.
نتیجه گیری: نتایج پژوهش نشان داد که عملکرد کودکان با اختلال خواندن و ریاضی در حافظه‌ بینایی در مقایسه با کودکان عادی پایین‌تر است و همچنین در بخش مربوط به سنجش زمان واکنش کودکان با اختلال ریاضی و خواندن عملکرد ضعیف‌تری نسبت به کودکان عادی دارند.

کلیدواژه‌ها


عنوان مقاله [English]

A Comparative Study on Visual Memory and Reaction Time in Students With Specific Learning Disability (SLD) and Normal Children

نویسندگان [English]

  • Fatemeh Kargar
  • Soheyla Talebi
Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
چکیده [English]

Objective: This study aimed to compare the reaction time and visual memory in students with SLD and normal students.
Methods: This research was conducted using a causal-comparative method. Using causal-comparative method, the samples were selected through cluster sampling i.e. 15 students with reading learning disability, and 15 students with learning disability in mathematics and 15 normal students. The instruments were Kim-Carrad visual memory test and reaction time tester system. The obtained data were analyzed using MANOVA and SPSS software.
Results: Results showed that there was a significant relationship between SLD students with the rate of error in visual memory test and duration of reaction to stimuli (P<0.05); the results of this study showed that the performance of SLD students’ memory is lower than that of normal children. 
Conclusion: Also, there was a significant difference between the reading of students with reading learning disability, and students with learning disability in mathematics and normal students.

کلیدواژه‌ها [English]

  • Reaction Time
  • Visual Memory
  • Specific Learning Disability (SLD)
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