The Effects of Family-based Cognitive program on Improving Working Memory, and the Mathematical Performance of Students with Dyscalculia
The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students wit...
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| Fformat: | Erthygl |
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Allameh Tabataba'i University Press
2020-06-01
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| Cyfres: | Ravānshināsī-i Afrād-i Istis̠nāyī |
| Pynciau: | |
| Mynediad Ar-lein: | https://jpe.atu.ac.ir/article_12105_891d0d93423b9cd7e8adaca3fcddcbf2.pdf |
| _version_ | 1827399978409000960 |
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| author | Leila Kashani Vahid Samira Vakili Hourieh Bakhashi Takanloo |
| author_facet | Leila Kashani Vahid Samira Vakili Hourieh Bakhashi Takanloo |
| author_sort | Leila Kashani Vahid |
| collection | DOAJ |
| description | The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students with moderate intelligence and with at least 1.5 standard deviation below the mean in the test of K-math, 30 were selected by convenience sampling, and were randomly assigned to the experimental and control groups. The K-math test and the Wechsler digit span were used as data collection tools. The cognitive family-centered program was administered to the experimental group in 12 sessions (i.e., two one-hour sessions per week). The results of data analysis using Multiple Analysis of the Covariance (MANCOVA) showed that there was a significant difference between the experimental and control groups in working memory and mathematical performances. Thus, it can be concluded that the conducted interventions for rehabilitation can be used as a useful complementary intervention to reduce problems of students with dyscalculia. |
| first_indexed | 2024-03-08T19:54:04Z |
| format | Article |
| id | doaj.art-5a560b6f6d3344be85bc5510523d19db |
| institution | Directory Open Access Journal |
| issn | 2252-0031 2476-647X |
| language | fas |
| last_indexed | 2024-03-08T19:54:04Z |
| publishDate | 2020-06-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Ravānshināsī-i Afrād-i Istis̠nāyī |
| spelling | doaj.art-5a560b6f6d3344be85bc5510523d19db2023-12-24T07:15:36ZfasAllameh Tabataba'i University PressRavānshināsī-i Afrād-i Istis̠nāyī2252-00312476-647X2020-06-01103814316810.22054/jpe.2020.50454.211912105The Effects of Family-based Cognitive program on Improving Working Memory, and the Mathematical Performance of Students with DyscalculiaLeila Kashani Vahid0Samira Vakili1Hourieh Bakhashi Takanloo2Assistant professor of psychology at Islamic Azad University Science and Research Branch.Assistant professor of psychology at Islamic Azad University Science and Research Branch.MA in psychology and exceptional children education at Islamic Azad University Science and Research Branch.The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students with moderate intelligence and with at least 1.5 standard deviation below the mean in the test of K-math, 30 were selected by convenience sampling, and were randomly assigned to the experimental and control groups. The K-math test and the Wechsler digit span were used as data collection tools. The cognitive family-centered program was administered to the experimental group in 12 sessions (i.e., two one-hour sessions per week). The results of data analysis using Multiple Analysis of the Covariance (MANCOVA) showed that there was a significant difference between the experimental and control groups in working memory and mathematical performances. Thus, it can be concluded that the conducted interventions for rehabilitation can be used as a useful complementary intervention to reduce problems of students with dyscalculia.https://jpe.atu.ac.ir/article_12105_891d0d93423b9cd7e8adaca3fcddcbf2.pdffamily-basedcognitive programworking memorydyscalculia |
| spellingShingle | Leila Kashani Vahid Samira Vakili Hourieh Bakhashi Takanloo The Effects of Family-based Cognitive program on Improving Working Memory, and the Mathematical Performance of Students with Dyscalculia Ravānshināsī-i Afrād-i Istis̠nāyī family-based cognitive program working memory dyscalculia |
| title | The Effects of Family-based Cognitive program on Improving Working Memory, and the Mathematical Performance of Students with Dyscalculia |
| title_full | The Effects of Family-based Cognitive program on Improving Working Memory, and the Mathematical Performance of Students with Dyscalculia |
| title_fullStr | The Effects of Family-based Cognitive program on Improving Working Memory, and the Mathematical Performance of Students with Dyscalculia |
| title_full_unstemmed | The Effects of Family-based Cognitive program on Improving Working Memory, and the Mathematical Performance of Students with Dyscalculia |
| title_short | The Effects of Family-based Cognitive program on Improving Working Memory, and the Mathematical Performance of Students with Dyscalculia |
| title_sort | effects of family based cognitive program on improving working memory and the mathematical performance of students with dyscalculia |
| topic | family-based cognitive program working memory dyscalculia |
| url | https://jpe.atu.ac.ir/article_12105_891d0d93423b9cd7e8adaca3fcddcbf2.pdf |
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