پیوندهای مفید
آمار
| تعداد نشریات | 27 |
| تعداد شماره‌ها | 361 |
| تعداد مقالات | 3,185 |
| تعداد مشاهده مقاله | 4,690,815 |
| تعداد دریافت فایل اصل مقاله | 3,203,851 |
The study on cognitive-executive functions of frontal-parietal lobes in students with specificlearning disorder and normal students | ||
| Journal of Research in Psychopathology | ||
| مقاله 3، دوره 1، شماره 2، دی 2020، صفحه 19-24 اصل مقاله (559.78 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22098/jrp.2020.1084 | ||
| نویسندگان | ||
| Saeed Pourabdol1؛ nasser sobhi gharamaleki* 2؛ seyedHamed Sajjadpour3؛ Sima Farzaneh4 | ||
| 1Department of Clinical Psychology, Faculty of Human Sciences, Shahed University, Tehran, Iran | ||
| 2Department of Motor Behavior and Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Allameh Tabataba'i, Tehran, Iran | ||
| 3Department of Clinical Psychology, Faculty of Human Sciences, Shahed University, Tehran, Iran. | ||
| 4Department of Psychology, Faculty of Human Sciences, Islamic Azad University (Ardabil Branch), Ardabil, Iran. | ||
| چکیده | ||
| Based on DSM-5, specific learning disorder is a kind of neurodevelopmental disorder that begins by school age. It can potentially lead to persistent problems throughout person’s life, including emotional, social and academic problems. Hence the aim of this research is to study cognitive-executive functions of frontal-parietal lobes among students with specific learning disorders and normal students. This study is a descriptive and causal-comparative research. The population under study included all male 5th-graders with specific learning disorders in Ardabil city (2018-2019). The sample included 80 students (40 normal students and 40 students with specific learning disorders) selected through multistage cluster sampling. The data collection was performed through Wechsler’s subtests of similarities, mazes, and visual puzzles and Bender-Gestalt Test as well as the Tower of London Test and a diagnostic interview based on DSM-5. With regard to cognitive-perceptive functions of frontal-parietal lobes, the results of Multivariate Analysis of Variance (MANOVA) indicated that there was a significant difference between students with specific learning disorders and normal students. On the other hand, cognitive-perceptive functions of frontal-parietal lobes in students with specific learning disorders (p < 0.001) were significantly weaker than those of normal students. The results showed that malfunctioning mental mechanism related to cognitive-executive functions can cause such a disability; hence, it is necessary for curriculum developers and psychologists to give due attention to this issue and develop new methods of training to increase such functions as organizing, planning, logical reasoning and spatial understanding etc. | ||
| کلیدواژه‌ها | ||
| Frontal-parietal lobes؛ Specific learning disorder؛ Students | ||
| مراجع | ||
|
Cappa, C., Giulivi, S., Schilirò, A., Bastiani, L., Muzio, C., & Meloni, F. (2015). A screening on specific learning disorders in an Italian speaking high genetic homogeneity area. Research in developmental disabilities, 45, 329-342. doi: 10.1016/j.ridd.2015.07.011.
Cavazos-Gonzales, C., Alvarado, V., & Burns, J. (1997). Quantitative EEG relative power comparisons between monolingual/bilingual LD children and matched controls. Archives of Clinical Neuropsychology, 4(12), 297. doi: 10.1093/arclin/12.4.297a.
Giofrè, D., & Cornoldi, C. (2015). The structure of intelligence in children with specific learning disabilities is different as compared to typically development children. Intelligence, 52, 36-43. doi: 10.1016/j.intell.2015.07.002.
Huang, L. V., Bardos, A. N., & D'Amato, R. C. (2010). Identifying students with learning disabilities: Composite profile analysis using the cognitive assessment system. Journal of Psychoeducational Assessment, 28(1), 19-30. doi: 10.1177/0734282909333057.
Liddell, G. A., & Rasmussen, C. (2005). Memory profile of children with nonverbal learning disability. Learning Disabilities Research & Practice, 20(3), 137-141. doi: 10.1111/j.1540-5826.2005.00128.x.
Morris, R., Rushe, T., Woodruffe, P., & Murray, R. (1995). Problem solving in schizophrenia: a specific deficit in planning ability. Schizophrenia Research, 14(3), 235-246. doi: 10.1016/0920-9964(94)00044-9.
Morris, R. G., Ahmed, S., Syed, G., & Toone, B. (1993). Neural correlates of planning ability: frontal lobe activation during the Tower of London test. Neuropsychologia, 31(12), 1367-1378. doi: 10.1016/0028-3932(93)90104-8.
Prentice, K. J., Gold, J. M., & Buchanan, R. W. (2008). The Wisconsin Card Sorting impairment in schizophrenia is evident in the first four trials. Schizophrenia Research, 106(1), 81-87. doi: 10.1016/j.schres.2007.07.015.
Shallice, T. (1982). Philosophical transactions of the royal society of London. Series B. Biological Sciences, 298(1089), 199-209. doi: 10.1098/rstb.1982.0082.
Taddei, S., Contena, B., Caria, M., Venturini, E., & Venditti, F. (2011). Evaluation of children with attention deficit hyperactivity disorder and specific learning disability on the WISC and Cognitive Assessment System (CAS). Procedia-Social and Behavioral Sciences, 29, 574-582. doi: 10.1016/j.sbspro.2011.11.278.
Teeter, P. A., & Smith, P. L. (1989). Cognitive processing strategies for normal and LD children: A comparison of the K-ABC and microcomputer experiments. Archives of Clinical Neuropsychology, 4(1), 45-61. doi: 10.1016/0887-6177(89)90006-1.
Telzrow, C. F., & Bonar, A. M. (2002). Responding to students with nonverbal learning disabilities. Teaching Exceptional Children, 34(6), 8-13. doi: 10.1177/004005990203400601.
Wechsler, D. (1945). A standardized memory scale for clinical use. The Journal of Psychology, 19(1), 87-95. doi: 10.1080/00223980.1945.9917223.
| ||
|
آمار تعداد مشاهده مقاله: 572 تعداد دریافت فایل اصل مقاله: 530 |
||