Applied Psychology
Year:2009 | Volume:3 | Issue:3 (11)|Papers Count:7

Aim: This study investigated the impact of the neuropsychological intervention (liAS) on the reading and writing efficiency of linguistic dyslexic students. Method: of research was case study. Four dyslexic students of linguistic type were selected from a community of students in the third and fourth grade of elementary school through random sampling. First in order to determine the intelligence quotient of linguistic dyslexic students Wechsler Intelligence Scale Was administered individually. Then in order to diagnostic and detennine the level of their reading and writing ability were used from Reading disorders scales. Then dyslexic subjects were allocated to 2 groups (2 subjects in an experimental group and 2 subjects in a control group). Pretests were then administered after which the linguistic type experimental subjects received neuropsychological intervention (HAS) through 20 sessions (each week 3 sessions and each session 45 minutes). Control subjects, did not receive any intervention. In addition, after neuropsychological intervention, post-tests and follow up tests were administered for all subjects. Therefore subjects were evaluated before intervention, after intervention and three months later in the follow up stage. Data was analyzed using descriptive statistical methods. Results: showed that neuropsychological intervention based on Baker's balance model of reading, increased reading accuracy and comprehension of students suffering from developmental dyslexia of the linguistic type. Follow up tests indicated the permanence of the effects of neuropsychological interventions after duration of three months. In addition, speed of reading and the number of their dictation mistake decreased. Conclusion: neuropsychological intervention can increase reading and writing efficiency of linguistic dyslexic students. It is recommended that learning disability professional and psychologists administer Baker's neuropsychological treatment methods for the improvement of reading and writing efficiency in students suffering from developmental dyslexia.

Goal: of this research is to measure both personality characteristics of attentive / paranoia I thoughts and seclussiveren / schizoid thoughts and also to construct a tool on the basis of Eysenck's excitation and excitatory inhibition. Method: is descriptive and test constructing. After constructing the Karaj five degree scale and testing it for reliability and validity, 567 pre-university students completed the scale in two districts of Ardebil. Based on factor analysis from 200 items of the primary questionnaire, 63 items were extracted, and 4 labelled as the 63 items Karaj I Personality Scale. Results: personality professors confirmed its content and face validity. The scales reliability and validity was calculated using test-retest and Pearson. correlation coefficient of parallel scales such as MCMI-III, SCL. 90-R, WoodWorth, Eysencks personality and was compared with its counterpart questionnaire, personality scale of Karaj II. Internal consistency was calculated using Crounbach alpha which was significant at P< 0.0001. Conclusion: Karaj personality scale suitable for psychological researches and clinical diagnosis for 18 years old people and upper. The administration of the scale showed differences in personality characteristics between made a fewales and different academic in subjects. "Karaj personality scale" suitable for psychological use with parliciparth who are over 18 year of old.

Purpose: of this study was to assess academic and behavioral status of borderline students studying in ordinary schools. Method: was a descriptive study. Population consists of the borderline students studying in public schools in the town of Kbomeini-Shahr, 58 boys and 42 girls were collected using stratified random sampling. In addition to the reference to their previous records and report cards, data was collected using the following questionnaires: Rutter behavioral questioner (teacher form) Raven IQ test (Children's Form) and economical & social family status Questionnaire. Results: showed that the borderline student studying in public schools were not indeed advantaged academic & behaviorally, Also no significant effect was found in demographic measures (Gender, education of Parents, socio conomical statue) as for as educational statue was concerned. Conclusion: Although borderline students need to more attention and care, but no significant difference was found academically in student of first up to fifth classes.

Aim: of this study to compare coping styles in students having high and low emotional intelligence and examining emotional intelligence and coping styles in high and low socio-economical classes. Method: was expose facto and samples were 356 students in third grade of high school in Tehran, that were selected using multi-step cluster sampling. Participate in this study responded to questionnaire measuring coping styles (Roger and Najarian, 1993), personal characteristics and emotional intelligence (Bradberry, Griaves, 2004). Oneway analysis of variance, Pearson correlation test, t student test, Tukey posthon test, and blocked analysis of variance were used. Results: indicated that using rational and detached coping styles in students having high emotional intelligence is more than students having low emotional intelligence. The rate of using avoidance coping style in students having high and low emotional intelligence had no difference. The amount of using emotional coping style in students having low emotional intelligence was higher. The results also indicated that emotional intelligence was higher in students a longing high socio-economical class than low soinse conomiced class. Using rational coping style in both classes made no difference. However using detached coping style was reported more in the higher class and using avoidance and emotional coping style was reported more in the low class. Conclusion: It must be mentioned that socio-economical class had no significant effect on the relations between emotional intelligence and coping style. Additionally, results of the present study indicated that external factors such as socio-economical status and intrinsic factors like emotional intelligence influence of coping styles and such variables have Closely related to each other and with socio-economical Staley.

Aim of this research was to compare teacher's characteristics from the viewpoint of male and female blind/semi-blind and normal children. Method: was expose-facto and population includes total normal student and semi blindness students in Tehran schools. The sample consisted of 240 blind semi blind children, half were male and half were female. Sampling method is based on multi stage stratified sampling. For collecting data was used from a research questionnaire made in 1385 by Kamkari and Askarian (2006). This questionnaire has 30 indexes and has been show coefficient of reliability and validity. Results: showed that was significant differences between blind and semi blind students Vs. normal children in stating teacher on such characteristics as tone and grating of voice, degree of being attracted to teaching and leak of segregation. Conclusion: In comparison of the blind to other two groups are more sensitive to teacher's kind tone and the blindness and semi blindness compared to normal people are sensitive to teaching fondness and count this in essential teaching affair as necessary traits of teachers. So it is recommended that in selecting teachers for blindness and semi blindness the above mentioned factors should be emphasized.

Aim: of this study was to investigate the effects of ADDIE instructional design model on mathematical achievement of middle school female students. Method: was experimental and the population consisted of all high school girls in the city of Karaj. Two high schools were randomly selected as the sample of the study of which two groups of 29 students (control) and 30 students (experimental) were also randomly selected. A. test of achievement test was giyen to both groups as pretest and post test. The girls in experimental group received their instruction incorporating the ADDIE model. The control group, however, received their instraction by the traditional method. Results showed the experimental group performed significant by better than the control group. Consulted: There was a significant relationship between ADDIE design model and academic achievement of students.

Aim: of this study was to examine the relationship between attachment styles and identity status in prisoners. Method: is correlation. A sample of 15-30 year old prisoners 50 men and 50 women were selected from a sample of detainees in Qazvin City measures. Tools include the Bunion and Adams's Identity Moods 1989 and Adults Attachment Index, AAI, 1987, Questionnaires. Results: show that there is a significant correlation between attachment styles and identity status. Those prisoners who report secure attachment/also report to have successful identity status and status, whereas those prisoners who report insecure attachment style (avoidance- ambivalent) mostly report foreclose and diffusion status. However, female prisoners report stronger attachment to their mothers and male prisoners report stronger attachment to their peers. Conclusion: Among those prisoners who have the attachment style to their mothers, the highest percentage is in foreclose identity status and among those prisoners who have the most attachment to their fathers, the highest rate is in diffusion identity status and among those prisoners who have the attachment style to their peer, the highest rate have been observed in diffusion identity status.