تعداد نشریات | 41 |
تعداد شمارهها | 1,120 |
تعداد مقالات | 9,563 |
تعداد مشاهده مقاله | 17,350,964 |
تعداد دریافت فایل اصل مقاله | 12,109,904 |
تأثیر آموزش ادراک فضایی دیداری بر ارتقاء تئوری ذهن در دانشآموزان دارای اختلال یادگیری | ||
فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
دوره 12، شماره 1 - شماره پیاپی 45، شهریور 1403، صفحه 81-90 اصل مقاله (185.43 K) | ||
نوع مقاله: پژوهشی | ||
شناسه دیجیتال (DOI): 10.30473/etl.2024.70444.4157 | ||
نویسندگان | ||
نجمه محمد پناهی1؛ لیلا بیات مختاری* 2 | ||
1کارشناسی ارشد، روانشناسی، دانشگاه پیام نور، تهران، ایران. | ||
2استادیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران. | ||
چکیده | ||
پژوهش حاضر با هدف بررسی تاثیر مهارتهای ادراک دیداری فضایی بر تئوری ذهن دانشآموزان 8 تا 10 ساله دچار اختلال یادگیری شهر مشهد انجام شد. این پژوهش به لحاظ رویکرد، از نوع کمی و از نظر طرح تحقیق، از نوع نیمه آزمایشی (پیشآزمون پسآزمون با گروه کنترل) است. جامعه آماری شامل کلیه دانشآموزان پسر 8 تا 10 ساله که با علائم اختلال یادگیری به مراکز اختلال یادگیری شهر مشهد مراجعه کردند، است. نمونه آماری نیز شامل 30 نفر است که به روش نمونهگیری غیر احتمالی از نوع هدفمند از بین جامعه آماری تحقیق انتخاب شده و به صورت تصادفی در دو گروه 15 نفره آزمایش و کنترل جایگزین شدند. گروه آزمایش طی 10 جلسه 60 دقیقهای آموزش مهارتهای ادراک دیداری فضایی را دریافت کردند در حالیکه گروه کنترل تحت هیچ مداخلهای قرار نگرفت. کلیه شرکتکنندگان قبل و بعد از اجرای متغیر مستقل، با آزمون تئوری ذهن استیرنمن سنجیده شدند. دادههای این پژوهش با آزمون تحلیل کوواریانس تک متغیره و نرمافزار spss.24 تجزیه و تحلیل شد. نتایج تحلیل کوواریانس تک متغیره نشان داد که آموزش مهارتهای ادارک دیداری فضایی منجر به بهبود نمره کل تئوری ذهن دانشآموزان دارای اختلال یادگیری شد. نتایج این تحقیق نشان داد که آموزش 10 جلسۀ 60 دقیقهای ادراک دیداری فضایی، به میزان چشمگیری باعث ارتقاء تئوری ذهن در دانشآموزان دارای اختلال یادگیری در مقایسه با گروهی که این آموزش را دریافت نکردهاند، میشود؛ همچنین با اجرای مداخلات آموزشی به منظور بهبود مهارتهای ادراک دیداری فضایی در دانشآموزان دارای اختلال یادگیری به ارتقاء تئوری ذهن نیز در آنها کمک میکند که در نهایت منجر به بهبود اختلال یادگیری میشود. | ||
کلیدواژهها | ||
مهارتهای ادراک دیداری فضایی؛ تئوری ذهن؛ اختلال یادگیری | ||
عنوان مقاله [English] | ||
The Effect of Visual Spatial Perception Training on Improving Theory of Mind in Students with Learning Disabilities | ||
نویسندگان [English] | ||
Najmeh mohamad Panahi,1؛ leila bayat mokhtari2 | ||
1M.sc. Educational Psychology, Payame Noor University, Tehran, Iran. | ||
2Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran. | ||
چکیده [English] | ||
The aim of this study was to investigate the effect of visual spatial perception skills on improving the theory of mind in 8-10 year-old students with learning disabilities in Mashhad. This research adopted a quantitative approach and utilized a semi-experimental design (pretest/posttest with a control group). The statistical population included all male students aged 8 to 10 years who had referred to learning disorder centers in Mashhad with learning disabilities symptoms. The statistical sample also includes 30 people selected from this statistical population of the research using a non-probability sampling method, who then replaced randomly in two groups of 15 people, experimental and control. The experimental group received training in visual spatial perception skills for 60 minutes in 10 sessions, while the control group was not subjected to any intervention. All participants assessed with Stirenman's theory of mind test before and after the implementation of the independent variable. The data from this research analyzed using a one-way analysis of covariance (ANCOVA) and spss.24 software. The results of covariance analysis showed that training in visual spatial perception skills had a significant effect on improving theory of mind performance of students with learning disabilities. The results of this research showed that training of 10 sessions of 60 minutes in visual spatial perception significantly improves the theory of mind in students with learning disabilities compared to the group that did not receive this training. Also, implementing educational interventions aimed at improve visual spatial perception skills in students with learning disabilities also helps to improve their theory of mind, ultimately leading to the improvement of learning disabilities | ||
کلیدواژهها [English] | ||
Visual Spatial Perception Skills, Theory of Mind, Learning Disabilities | ||
مراجع | ||
Asli Azad, Muslim., Abedi, Ahme & Yarmohamedian, Ahmed. (2014). The effectiveness of spatial relationship understanding training on the mathematical performance of male students with mathematical learning disabilities. Extraordinary People Quarterly, 5(17), 111-129.
Arjamandania, Ali Akbar., Qasimzadeh, Sogand., Esmaili, Fatemeh & Shafiei, Elham. (2019). Investigating the effect of visual-spatial active memory intervention on emotional active memory performance of students with math problems. Journal of Cognitive Psychology and Psychiatry, 7(5), 145-155.
Aral, Neriman (2021) Visual Perception in Specific Learning Difficulties; Theory and Practice in Child Development; 1(1); 25-40;
Blanchet, Mariève; Assaiante, Christine (2022) Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts; Children 2022, 9, 892. https://doi.org/10.3390/children9060892
Bozatlı, L; Cem Aykutlu, H; Sivrikaya G, Açelya; Ata¸s. T; Özkan, Ç; Güneyda¸s Y. B and Görker ¸s (2024) Children at Risk of Specific Learning Disorder: A Study on Prevalence and Risk Factors; Children 2024, 11, 759.
Basak,R; Yaman,S (2023) Effect of Frosting Visual Perception Training Program on Visual Perception Skills of Frist Graders; International Journal of Education & Literacy Studies; 11(4); 190-204
Dadashi, Siamak., Ahmadi, Ezzatullah., Bafande Karamelki, Hassan. (2017). The role of cognitive flexibility, visuospatial working memory and impulsivity in predicting theory of mind deficits in people with borderline personality disorder. Psychological Studies, 14(3), 7-24.
Eyuboglu, D., Bolat, N., & Eyuboglu, M. (2018). Empathy and theory of mind abilities of children with specific learning disorder (SLD). Psychiatry and Clinical Psychopharmacology, 28(2), 136-141.
Elahi, Mehdi (2022) Investigating the effectiveness of the game on working memory and learning of students with learning disabilities; The third national conference of management, psychology and behavioral sciences
Freina, L., Bottino, R., & Ferlino, L. (2018). Visuospatial abilities training with digital games in a primary school. International Journal of Serious Games, 5(3), 23-35.
Gunalp, P., Moossaian, T., & Hegarty, M. (2019). Spatial perspective taking: Effects of social, directional, and interactive cues. Memory & cognition, 47(5), 1031-1043.
Gronholm, P. C., Flynn, M., Edmonds, C. J., & Gardner, M. R. (2012). Empathic and non-empathic routes to visuospatial perspective - taking. Consciousness and Cognition, 21(1), 494-500.
Jafari, N; Roshani, T; Shahbazi, G (2021) The effectiveness of cognitive-behavioral game therapy on reducing handwriting and math problems of students with special learning disabilities; Research in school Learning and virtual learning; 9 (3) (35); 93-100
Khaliq Khah, Ali; Alipur, Shiva; Heydari, Hassan (2017) Comparison of theory of mind, cognitive self-awareness and self-discipline in students with and without learning disorders; learning disabilities; 7(4/41-21).
Lehmann, J., & Jansen, P. (2019). The relationship between theory of mind and mental rotation ability in preschool-aged children. Cogent Psychology, 6(1), 1582127.
Möhring, W., & Frick, A. (2013). Touching up mental rotation: Effects of manual experience on 6-month-old infants’ mental object rotation. Child Development, 84(5), 1554–1565.
Mustard, J.F (2002) Early Child Development and the Brain-the Base for Health, Learning, and Behavior Throughout Life. In From Early Child Development to Human Development: Investing in Our Children’s Future; Young, M., Ed.; World Bank: Washington, DC, USA, 23–61.
Qumrani, Amir., Al-Barzi, Shahla., Khair, Mohammad. (2006). Validity and validity of the theory of mind test in a group of mentally retarded and normal students in Shiraz. Psychology, 10(2), 181-199
Secora, K., & Emmorey, K. (2019). Social abilities and visual-spatial perspective-taking skill: Deaf signers and hearing nonsigners. The Journal of Deaf Studies and Deaf Education, 24(3), 201-213.
Singh, J., Arun, P., & Bajaj, M. K. (2021). Theory of Mind and Executive Functions in Children With Attention Deficit Hyperactivity Disorder and Specific Learning Disorder. Indian Journal of Psychological Medicine, 43(5), 392-398.
Smogorzewska, J., Szumski, G., & Grygiel, P. (2018). Same or different? Theory of mind among children with and without disabilities. PloS one, 13(10), e0202553.
Souza, Nandita; Somasundaram, A; Vinchurkar, Swati (2022) Specific Learning Disorders; Indian Academy of Pediatrics (IAP)
Seyyed Sharbati, Malahat; Zarei, Heydar Ali; Hoseininasab, Seyyed Davoud (2020) Comparative Study of Visual-Spatial Working Memory Perception in Normal Students and Students with Special learning Disabilities; Scientific Journal of Rehabilitation Medicine; 10(5) https://doi.org/10.32598/SJRM.10.5.15
Tian, M., Luo, T., Ding, J., Wang, X., & Cheung, H. (2021). Spatial ability and theory of mind: A mediating role of visual perspective taking. Child Development, 92(4), 1590-1604.
Taghizadeh Hir, Sara; Porzoor, Parviz (2023) The Effectiveness of Mind Theory Training on Social Skills and Emotional Regulation of Male Students with Learning Disabilities; Biquarterly Journal of Cognitive Strategies in Learning;
Yakup, Khairul Anam; Davina David, Lilyana; Azlaili Pudzi, Norzie; Hidayu Abd Shukor, Anis; Qayum Mohamad Sabri, Mohamad; Dahlan, Akehsan (2022) Exploring Visual Perception Among Children With Developmental Disability: A Scoping Review; Malaysian Journal of Medicine and Health Sciences; 18(SUPP8):397-408;
Zidan, Mohammad (2023) Learning Difficulties Theories And Solutions; Neoma Journal Of Humanities And Literature (NJHL) Doi: 10.5281/zenodo.7992073
Zare, Hossein; Cherami, Fatima; Sharifi, Ali Akbar. (2019). Effectiveness of computerized cognitive rehabilitation on working memory and cognitive flexibility of children with learning disabilities. Quarterly Journal of Cognitive Strategies in Learning, 8(15), 1-18. | ||
آمار تعداد مشاهده مقاله: 66 تعداد دریافت فایل اصل مقاله: 36 |