In collaboration with Payame Noor University and Iran Neuropsychology Association

Document Type : Original article


1 PhD student, Department of psychology, shahrekord branch, Azad university, shahrekord, Iran

2 Assistant Professor, Department of psychology, shahrekord branch, Azad university, shahrekord, Iran

3 Associate Professor, Department of psychology, shahrekord branch, Azad university, shahrekord, Iran,

4 Associate Professor, Department of psychology, shahrekord branch, Azad university, shahrekord, Iran


Introduction: Working memory has been considered as one of the important topics in the field of neuroscience. The purpose of the present study was to evaluate the effectiveness of working memory intervention program on math performance and self-efficacy of students with math learning disabilities. Method: The experimental research method was pre-test design, post-test with control group and follow-up stage. The statistical population included all male students with disabilities learning mathematics in Kerman, 40 of whom were selected by simple random sampling and randomly assigned to experimental and control groups (20 people). The experimental group received 14 sessions of 45 minutes of working memory intervention. During this period, the control group did not receive any intervention. Pre-test and post-test were performed and after three months of follow-up test. Research instruments included Wechsler IQ scale, mathematical performance test and mathematical self-efficacy questionnaire. The obtained data were analyzed by analysis of covariance. Results: The results showed that the working memory intervention had a significant effect on post-test scores and the effect of this intervention was stable (P <0.05 and F =, eta). Conclusion: Intervention with Working memory approach has improved mathematical performance and self-efficacy in the experimental group and is considered as a useful intervention method


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