EFFECTIVENESS OF WORKING MEMORY COMPUTER ASSISTED PROGRAM ON EXECUTIVE FUNCTIONS IN STUDENTS WITH MATHEMATIC DISORDER

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SOLTANIKOUHBANANI SAKINEH; ALIZADEH HAMID; HASHEMI JANET; SARAMI GHOLAMREZA; SOLTANIKOUHBANANI SAJEDEH

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Journal: JOURNAL OF RESEARCH IN BEHAVIOURAL SCIENCES Year:2013 | Volume:11 | Issue:3 (27) Page(s): 208-218

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Title

EFFECTIVENESS OF WORKING MEMORY COMPUTER ASSISTED PROGRAM ON EXECUTIVE FUNCTIONS IN STUDENTS WITH MATHEMATIC DISORDER

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Keywords

EXECUTIVE FUNCTIONSQ2

MATHEMATICS DISORDERQ1

WORKING MEMORY COMPUTER ASSISTED PROGRAMQ2

Abstract

Aim and Background: EXECUTIVE FUNCTIONS are the most important factors that influence students’ MATHEMATICS DISORDERs. With the technological advances in the field of education it is possible to use a computer training program to evaluate and treat this disorder.Methods and Materials: In this quasi-experimental research we selected 10 female elementary students of learning disorder centers in Tehran with MATHEMATICS DISORDER, and 10 normal students. The two groups were matched in age and intelligence. We tested all of the students with Key Math and EXECUTIVE FUNCTIONS tests. Students with MATHEMATICS DISORDERs received the working memory training for 20 sessions in 7 weeks. Samples of these researches were retested using EXECUTIVE FUNCTIONS test. In order to compare the EXECUTIVE FUNCTIONS in students with and without mathematic disorders Student’s t-test was used to analyse data.Findings: There were differences between EXECUTIVE FUNCTIONS in students with and without MATHEMATICS DISORDER. Moreover, working memory training had a significant effect on the executive function of students with MATHEMATICS DISORDER. There were more significant difference in average in the math disorder group in comparison to the control group. In addition, there was a significant difference in effect of EXECUTIVE FUNCTIONS pre- and post-intervention, and in follow-up.Conclusions: The results of the current study showed that the WORKING MEMORY COMPUTER ASSISTED PROGRAM caused improvements in EXECUTIVE FUNCTIONS of students with MATHEMATICS DISORDERs.

Cites

THE EFFECT OF TRANSCRANIAL DIRECT CURRENT STIMULATION (TDCS) ON IMPROVING WORKING MEMORY PERFORMANCE IN CHILDREN WITH MATHEMATICAL DISORDER

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APA: Copy

SOLTANIKOUHBANANI, SAKINEH, ALIZADEH, HAMID, HASHEMI, JANET, SARAMI, GHOLAMREZA, & SOLTANIKOUHBANANI, SAJEDEH. (2013). EFFECTIVENESS OF WORKING MEMORY COMPUTER ASSISTED PROGRAM ON EXECUTIVE FUNCTIONS IN STUDENTS WITH MATHEMATIC DISORDER. JOURNAL OF RESEARCH IN BEHAVIOURAL SCIENCES, 11(3 (27)), 208-218. SID. https://sid.ir/paper/106582/en

Vancouver: Copy

SOLTANIKOUHBANANI SAKINEH, ALIZADEH HAMID, HASHEMI JANET, SARAMI GHOLAMREZA, SOLTANIKOUHBANANI SAJEDEH. EFFECTIVENESS OF WORKING MEMORY COMPUTER ASSISTED PROGRAM ON EXECUTIVE FUNCTIONS IN STUDENTS WITH MATHEMATIC DISORDER. JOURNAL OF RESEARCH IN BEHAVIOURAL SCIENCES[Internet]. 2013;11(3 (27)):208-218. Available from: https://sid.ir/paper/106582/en

IEEE: Copy

SAKINEH SOLTANIKOUHBANANI, HAMID ALIZADEH, JANET HASHEMI, GHOLAMREZA SARAMI, and SAJEDEH SOLTANIKOUHBANANI, “EFFECTIVENESS OF WORKING MEMORY COMPUTER ASSISTED PROGRAM ON EXECUTIVE FUNCTIONS IN STUDENTS WITH MATHEMATIC DISORDER,” JOURNAL OF RESEARCH IN BEHAVIOURAL SCIENCES, vol. 11, no. 3 (27), pp. 208–218, 2013, [Online]. Available: https://sid.ir/paper/106582/en

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