The Effectiveness of Brain Executive Functions Training on Working Memory Students with Math Learning Disabilitie

Document Type : Original Article

Authors

1 Master's degree, Department of Psychology, Pardisan Institute of Higher Education, Fereydunkenar, Iran

2 Ph. D. in Educational Psychology, Department of Psychology, Pardisan Institute of Higher Education, Fereydunkenar, Iran

3 Ph. D. in Psychology, Department of Psychology, Pardisan Institute of Higher Education, Fereydunkenar, Iran

Abstract

Objective:  The present study was conducted with the aim of investigating the effectiveness of executive functions on the working memory of students with math learning disorders.
Methods: The method of this research was an experiment with a pre-test-post-test design with a control group. The statistical population included all elementary school students with math disorders who referred to the Center for Learning Difficulties in Noor city in the academic year of 2019-2019. 30 of these students were selected by available sampling and randomly assigned to two experimental and control groups, 15 each. In the implementation of this research, the working memory capacity test of Damine Carpenter (1980) was used for the pre-test and post-test, and the training program of executive functions (Sahibin et al., 2019) was used for 8 sessions of 60 minutes and twice a week for the participants. The experimental group was implemented as a group. If the control group did not receive any intervention. Data were analyzed using multivariate analysis of covariance.
Results:  The results showed that the training of the executive functions of the brain significantly increased the working memory of the students in the experimental group compared to the control group (p<0.001).
Conclusion:  From the present study, it can be concluded that the training of the executive functions of the brain is effective on the working memory of students with math learning disorders and has improved it.

Keywords

References

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