Neuropsychology

In collaboration with Payame Noor University and Iran Neuropsychology Association

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

FAQ

Peer Review Process

Journal Metrics

Effectiveness of Working Memory Intervention on Student’s Mathematical Performance and Self-Efficacy with Math learning Disorder

Document Type : Original article

Authors

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

Abstract

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

Keywords

References
آقایی‌ثابت، سارا. ؛ بنی‌جمالی، شکوه‌السادات. و دهشیری، غلامرضا (1397). «اثربخشی دو روش توان‌بخشی شناختی حافظه کاری کلامی و دیداری - فضایی بر بهبود عملکرد ریاضی دانش‌آموزان مبتلا به اختلال یادگیری ریاضی». فصلنامه کودکان استثنایی، (2)، 5-2.
انجمن روان‌پزشکی آمریکا (2013). راهنمای تشخیصی آماری اختلالات روانی DSM-5. ترجمه یحیی سید‌محمدی (1398). تهران: نشر روان.
شهیم، سیما (1391). مقیاس تجدیدنظر شده هوشی وکسلر برای کودکان. شیراز: انتشارات دانشگاه شیراز.
عباسی، رقیه. ؛ مرادی، نثار. ؛ نجفی فرد، طاهره. و یوسف، صاحب (1392). «تأثیر آموزش حافظه فعال بر بهبود عملکرد تحصیلی دانش‌آموزان پسر دارای اختلال ریاضی». انجمن روانشناسی بالینی کودک و نوجوان ‌ایران، همایش کنگره سراسری روانشناسی کودک و نوجوان دانشگاه علوم بهزیستی و توان‌بخشی تهران.
گنجی، مهدی (1398). روانشناسی کودکان استثنایی بر اساس DSM-5. نشر ساوالان.
قائدی، الهام. و همتی علمدارلو، قربان (1394). «اثربخشی آموزش حافظه کاری رایانه‌یار بر عملکرد ریاضی دانش‌آموزان با ناتوانی ریاضی». مطالعات روانشناختی، 11(4)، 119-136.
معتمدی، فریبا. ؛ احمدی، زهرا. ؛ اسدالهی، لیلا. ؛ رفیعی، فرزانه. ؛ فنایی، فرزانه. و کریمی، شهناز (1396). چگونه توان یادگیری کودک خود را با تمرینات حافظه فعال تقویت کنیم؟. اصفهان: آسمان ‌نگار.
موسوی سادات، محمدرضا (1395). «تأثیر یادگیری خودتنظیمی در خودکارآمدی و باورهای فراشناختی در درس ریاضی دانش‌آموزان پایه پنجم ابتدایی». پایان‌نامه کارشناسی ارشد تحقیقات آموزشی، دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی.
موسوی، زهرا (۱۳۹۳). «اثربخشی روش‌های آموزشی حافظه فعال و راهبردهای مطالعه و یادگیری بر عملکرد ریاضی دانش‌آموزان». اولین کنفرانس ملی روا‌نشناسی و علوم‌تربیتی دانشگاه آزاد اسلامی‌ واحد شادگان.
Baddeley, A (2003). »Working memory: looking back and looking forward«. Nat Rev Neurosis, 4(10), 829-839.
Begolli, K. N. ; Richland, L. E. ; Jaeggi, S. M. ; Lyons, E. M. ; Kolterman, E. C. & Matlen. B. J (2018). »Executive function in learning mathematics by comparison: Incorporating everyday classrooms into the science of learning«. Thinking and Reasoning, 24 (2), 280-313.
Betz, N. E. & Hackett, G (1983). »The relationship of self-efficacy expectations to the selection of science-based college majors«. Journal of Vocational Behavior, 23, 296-345.
Chen, X. Ye. M. ; Chang, L. ; Chen, W. & Zhou, R (2018). »Effect of Working Memory Updating Training on Retrieving Symptoms of Children with Learning Disabilities«. Journal of Learning Disabilities.
Ching, B. H. H. & Nuns, T (2016). »The importance of additive reasoning in children’s mathematical achievement: A longitudinal study«. Journal of Educational Psychology, 109(4), 477-508.
Cohen, L. ; Minion, L. & Morrison, K (2007). Research Methods in Education, 6th Edition. London: Routledge Flamer.
Gather Cole, S. E. ; Alloway, T. P. ; Willis, C. & Adams. A. M (2006). »Working memory in children with reading disabilities«. Journal of experimental child psychology, 93(3): 265-281.
Gathercole, S. E. & Pickering, S. J (2000). »Working memory deficits in children with low achievements in the National Curriculum at seven years of age. British«. Journal of Educational Psychology, 70 (2), 177–194.
Goose, M. ; Brown, R. & Maker. k (2008). »Self-efficacy in mathematics: affective cognition, cognitive domains of functioning«. Proceeding of the 31 set Annual Conference of the Mathematics Education Research Group of Australasia, 507-513.
Gropper, R. J. & Tannock, R (2009). »A Pilot Study of Working Memory and Academic Achievement in Students with ADHD«. Journal of Attention Disorders, 12, 6, 574-581.
Holmes, J. ; Gather Cole, S. E. & Dunning. D. L (2009). »Adaptive training leads to sustained Enhancement of poor working memory in children«. J Dev Sic, (4), 9-15.
Keenan, J. M. & Betjeman. R. S (2006). »Comprehending the Gray Oral Reading Test without reading it: Why comprehension tests should not include passage-independent items«. Journal of Scientific Studies of evading, 10, 363-380.
Klassen, R. M. & Chiu, M. M (2015). »Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress«. Journal of Educational Psychology,102 (3), 741-756.
Kuhn, J. & Holling, H (2014). »Number sense or working memory? The effect of two computer based trainings on mathematical skills in elementary school«. Advances in Cognitive Research Article Psychology, 10 (2), 59-67.
Loper, A (1982). »Metacognitive development implication for cognitive training«. Exceptional Education Quarterly, 1. 1-8.
Lopez, M (2013). »Development of working memory and performance in arithmetic: longitudinal study with children«. Electronic Journal of Research in Educational Psychology, 12 (1), 171-19.
Menon, V (2016). »Working memory in children's math learning and its disruption in dyscalculia«. Current Opinion in Behavioral Sciences, 10, 125-132.
Moll, K. ; Kunze, S. ; Neuhoff, N. ; Bruder, J. & Schulte-Korne, G (2014). »Specifilearning disorder: Prevalence and gender differences«. Plops One, 9 (7), 1-8.
Normand, S. & Tannock, R (2014). »Screening for working memory deficits in the classroom: The psychometric properties of the working memory rating scale in a longitudinal school-based study«. Journal of Attention Disorders, 18 (4), 294 – 304.
Richter, K. M. ; Modden, C. ; Eling, P. & Hildebrandt, H (2015). »Working memory training and semantic structuring improves remembering future events, not past events«. Neuro rehabilitation and neural repair, 29 (1), 33 - 40.
Passolunghi, M. C. & Mammarella, I. C (2012). »Selective spatial working memory impairment in a group of children with mathematics learning disabilities and poor problem-solving skills«. Journal of learning disabilities, 45(4), 341-350.
Santrock, J.W (2004). Educational Psychology. (3rdEd.) New York: McGraw-Hill.
Schneider, W (2015). Memory Development from Early Childhood Through Emerging Adulthood. Springer International Publishing.
Schulte-Karen, G (2014). »Spezifische lern storungen Specific learning disabilities from DSM-IV to DSM-Zeist«. shrift fur Kinder und Jug end psychiatry and Psychotherapies,42 (5), 369-72.
Soars, N. ; Evans, T. & Patel, D. R (2018). »Specific learning disability in mathematics: a comprehensive review«. Translational pediatrics, 7 (1), 48-62.
Soderqvist, S. ; Nutley, S. B (2015). »Working Memory Training is Associated with Long Term Attainments in Math and Reading«. Front Psyche, 6 (1711), 1-9.
Van de Weijer-Bergsma, E. ; Kroesbergen, E. H. & Van Luit, J.E (2015). »Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school«. Memory and Cognition, 43 (3), 367–378.
Waiyakoon, S. ; Khalistan, J. & Koraneekij, P (2015). Development of an Instructional Learning Object Design Model for Tablets Using Game-based.
Zealand, A (2004). »Relationships among achievement, perceptions of control, self-regulation, and self-determination of students with and without the classification of learning disabilities«. Submitted for the degree of doctor of philosophy of the graduate school of arts and sciences. Columbia university.
Zhang, H. ; Chang, L. ; Chen, X. ; Ma, L. & Zhou, R (2018). »Working Memory Updating Training Improves Mathematics Performance in Middle School Students with Learning Difficulties«. Frontiers in human neuroscience, 12, 154.
Neuropsychology
Volume 7, Issue 25 - Serial Number 25
July 2021
Pages 59-72
Files
Share
How to cite
Statistics