Ebrahim Rahbar Karbasdehi; Abbas Abolghasemi; Abbas Ali Hossein Khanzadeh; Fatemeh Rahbar Karbasdehi
Abstract
Introduction: Students with dyscalculia are faced with various physical and psychological stressful factors, which leads to decreased quality of life. Considering the relationship between neurocognitive and social skills with dyscalculia, the aim of this study was to compare neurocognitive and social ...
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Introduction: Students with dyscalculia are faced with various physical and psychological stressful factors, which leads to decreased quality of life. Considering the relationship between neurocognitive and social skills with dyscalculia, the aim of this study was to compare neurocognitive and social skills students with and without dyscalculia. Methods: The study was a causal-comparative design. The study sample was consisted of 100 students with and without dyscalculia in Rasht city, Iran, 2018, that selected by the convenience sampling method (each group 50 participants). To collect the data, tower of hanoi task, stroop test, dual n-back task, wisconsin card sorting test, and social skills rating system were used. Data was analyzed using analysis of variance by SPSS 24. Findings: The results showed that there is a significant difference between neurocognitive and social skills in two groups. So that in the tests of neurocognitive and social skills, the students with dyscalculia had a weaker performance than the students without this disorder (p < 0.001). Conclusion: According to the results of this research, more attention to the cognitive and social functions of students with dyscalculia can be important in the pathology and treatment of this disorder.
