اثربخشی تحریک الکتریکی مستقیم فراجمجمه‌ای مغز بر توجه و حافظه کاری دانش آموزان مبتلا به نارساخوانی

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احدی، ب.، ستوده، م.ب و حبیبی، ی. (1391). مقایسه ی بهزیستی روان شناختی و مکانیزم های دفاعی در دانش آموزان با و بدون لکنت زبان. روانشناسی مدرسه و آموزشگاه، 1(4)، 6-22. http://jsp.uma.ac.ir/article_46.html?lang=fa

باعزت، ف.، حبیب الله، ن و ایزدی فرد، ر. (1391). تأثیر آگاهی واجی بسته آموزشی کاهش غلط‌های املایی ابتدایی دانش آموزان مدرسه‌ای با اختلال نوشتن. مجله بین‌المللی علوم رفتاری، 6 (1)، 55-60. https://www.behavsci.ir/article_67764.html

بیات مختاری، ل.، آقایوسفی، ع. ر.، زارع، ح و نجاتی، و. (1396).تأثیر تحریک مستقیم الکتریکی مغز از روی جمجمه و آموزش آگاهی واج‌شناختی بر بهبود عملکرد بعد شنیداری حافظه کاری کودکان نارساخوان. فصلنامه کودکان استثنایی، ۱۷ (۴)، ۴۸-۳۷. http://joec.ir/article-1-523-en.html

حسنی، ج.، هادیانفر، ح. (1386). مقایسه نگهداشت توجه در بیماران مبتلا به اسکیزوفرنی، افسردگی. مجله روان‌شناسی و علوم تربیتی، 37(1),184-159. https://jpsyedu.ut.ac.ir/article_19034.html

زمانی، ا.، پور آتشی، م. (1396). رابطه حافظه کاری، باورهای خودکارآمدی تحصیلی و اضطراب آزمون با پیشرفت تحصیلی دانش‌آموزان. روانشناسی مدرسه و آموزشگاه، 6(4)، 25-44. http://jsp.uma.ac.ir/article_603.html?lang=fa

هادیان­فرد، ح.، نجاریان، ب.، شکرکن، ح.، مهرابی زاده هنرمند، م. (1379) تهیه و ساخت فرم فارسی آزمون عملکرد پیوسته. مجله روانشناسی، 388-404. https://www.sid.ir/paper/54421/fa

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