Volume 7, Issue 5 (Shenakht Journal of Psychology and Psychiatry 2020)
Shenakht Journal of Psychology and Psychiatry 2020, 7(5): 145-155 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Arjmandnia A A, Ghasemzadeh S, Esmaili F, Shafiee E. Effectiveness of visual-spatial working memory intervention on the performance of emotional working memory of student with mathematics disorders. Shenakht Journal of Psychology and Psychiatry 2020; 7 (5) :145-155
URL: http://shenakht.muk.ac.ir/article-1-858-en.html
URL: http://shenakht.muk.ac.ir/article-1-858-en.html
1- Associate Professor, Department of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran
2- Assistant Professor, Department of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran , s.ghasemzadeh@ut.ac.ir
3- MA in Psychology and Education of Exceptional Children, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran
4- Ph.D Student in Psychology and Education of Exceptional Children, Department of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran
2- Assistant Professor, Department of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran , s.ghasemzadeh@ut.ac.ir
3- MA in Psychology and Education of Exceptional Children, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran
4- Ph.D Student in Psychology and Education of Exceptional Children, Department of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran
Abstract: (2611 Views)
Introduction: Among learning disorders, mathematics disorder can be mentioned. Mathematics disorders affect the ability to learn and apply mathematical concepts and skills.
Aim: The aim of the present study was to investigate the effectiveness of visual-spatial working memory intervention on emotional working memory of students with mathematics disorders.
Method: This research was quasi-experimental study with the design of pre-test, post-test and control group. The statistical population was the whole students in primary schools, at risk for mathematics disorders in Alborz province in 2017-2018. The method of sampling was available sampling and consisted of 20 boy students and randomly assigned to experimental and control group. The experimental group received the visual-spatial working memory intervention in 24 sessions. Also, in order to evaluate mathematics disorders and emotional working memory, the Iran Key Math test (1988) and The Researcher made of Emotional working memory questionnaire (2018) were used. The gathered data were analyzed through covariance analysis with SPSS.
Results: The results indicated that the visual-spatial working memory intervention improved the performance of working emotional memory in students (P<0.05)
Conclusion: According to the findings of the present study, it can be concluded that the visual-spatial working memory intervention was effective on emotional working memory and computed mathematics performance (addition, subtraction, multiplication and division) in students.
Aim: The aim of the present study was to investigate the effectiveness of visual-spatial working memory intervention on emotional working memory of students with mathematics disorders.
Method: This research was quasi-experimental study with the design of pre-test, post-test and control group. The statistical population was the whole students in primary schools, at risk for mathematics disorders in Alborz province in 2017-2018. The method of sampling was available sampling and consisted of 20 boy students and randomly assigned to experimental and control group. The experimental group received the visual-spatial working memory intervention in 24 sessions. Also, in order to evaluate mathematics disorders and emotional working memory, the Iran Key Math test (1988) and The Researcher made of Emotional working memory questionnaire (2018) were used. The gathered data were analyzed through covariance analysis with SPSS.
Results: The results indicated that the visual-spatial working memory intervention improved the performance of working emotional memory in students (P<0.05)
Conclusion: According to the findings of the present study, it can be concluded that the visual-spatial working memory intervention was effective on emotional working memory and computed mathematics performance (addition, subtraction, multiplication and division) in students.
Type of Study: Research |
Subject:
Special
Received: 2020/09/17 | Accepted: 2020/11/1 | Published: 2020/12/14
Received: 2020/09/17 | Accepted: 2020/11/1 | Published: 2020/12/14
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
