نوع مقاله : مقاله پژوهشی

نویسندگان

• مهدی امیراحمدی ¹
• صغری ابراهیمی قوام ²
• فریبرز درتاج ²
• کامران شیوندی چلیچه ³
• علی دلاور ⁴

¹ دانش‌آموخته دکتری روان‌شناسی تربیتی، گروه روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

² دانشگاه علامه طباطبائی، تهران، ایران

³ دانشگاه علامه طباطبائی ، تهران، ایران

⁴ استاد / علامه طباطبائی

چکیده

پژوهش حاضر با هدف بررسی تاثیر اثربخشی بسته‌ی آموزشی دیداری-کلامی مبتنی بر محرک‌های هیجانی مثبت، بر سرعت پردازش و کارکرد حافظه‌ی کاری دانش‌آموزان نارساخوان انجام شد. روش پژوهش بر اساس هدف کاربردی و بر اساس گردآوری داده‌ها، نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعه پژوهش آماری شامل تمام دانش‌آموزان مراجعه‌کننده به مراکز توان‌بخشی مشکلات ویژه یادگیری مشهد در سال تحصیلی 1402-1401 بودند که تشخیص اختلال یادگیری نارساخوانی گرفته بودند و در دامنه‌ی سنی 9 تا 12 سال بودند. با توجه به طرح نیمه‌آزمایشی، دو گروه آزمایش و کنترل برای انجام پژوهش در نظر گرفته شد و برای هر گروه، 15 نفر به روش نمونه‌گیری در دسترس برای هر مراکز و روش تصادفی ساده، در مرکزی که آموزش انجام شد، انتخاب شدند. در مرحله بعد با بهره‌گیری تست هوش وکسلر4 و با توجه به شاخص‌های حافظه‌ی فعال و سرعت پردازش، 30 دانش‌آموز انتخاب شده و به صورت تصادفی در گروه آزمایش و کنترل گمارش شدند. گروه آزمایش، 8 جلسه آموزشی بسته‌ی آموزشی و گروه کنترل، فقط آموزش‌های عادی را دریافت کردند. تحلیل داده‌ها با استفاده از روش تحلیل کوواریانس، نتایج نشان داد بسته‌ی آموزشی دیداری-کلامی مبتنی بر محرک‌های هیجانی، بر سرعت پردازش و کارکرد حافظه‌ی کاری دانش‌آموزان نارساخوان اثر دارد. بنابراین، می‌توان نتیجه گرفت که این بسته‌ی آموزشی باعث بهبود سرعت پردازش و کارکرد حافظه‌ی کاری دانش‌آموزان نارساخوان شده و از این بسته و تمرینات مرتبط می‌توان در آموزش این گروه دانش‌آموزان استفاده کرد.

کلیدواژه‌ها

• بسته‌ی آموزشی
• حافظه‌ی کاری
• سرعت پردازش
• محرک‌های هیجانی
• نارساخوانی

موضوعات

• روان‌شناسی تربیتی

عنوان مقاله [English]

The effect of visual-verbal educational package based on emotional stimuli on processing speed and working memory function of dyslexic students

نویسندگان [English]

• مهدی امیراحمدی ¹
• Soghra Ebrahimi Ghavam ²
• Fariborz Dortaj ²
• Kamran sheivandi cholicheh ³
• Ali Delavar ⁴

¹ Graduated Ph.D. in Educational Psychology, Psychology and Educational Science Faculty, University of of Allameh Tabataba'i, Tehran, Iran

² Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran

³ Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran

⁴ Assessment Department of Allameh Tabataba'i University, Tehran, Iran

چکیده [English]

Introduction
The educational system is always faced with students who have academic failure or even cannot learn some assignments. A prominent and interesting group from the point of view of science and research is students with learning disorders, whose main and important problem is not the lack or weakness of intelligence or motivation, but they have a different brain from other normal students, and the existence of this difference affects the way they receive and affect their information processing. A lot of research in this field shows that children with cognitive learning disabilities have a lot of problems with working memory and processing speed - "cognitive mastery index". Regardless of the slow processing of information, in the perceptual stages, scientific explanations show that working memory and the output resulting from its function and function (probably in the lexical stage) also face weaknesses. Of course, regarding the relationship between these two factors, there is a possibility that the weakness of processing speed in working memory, especially when processing the image of words, is the first explanation factor for the lack of dyslexia and reading words. Research has shown that the memory strengthened by emotions, both in terms of the strength and arousal of the stimuli, is guided and activated with greater power, and this affects the processing rate, the way inputs are processed, and the overall functioning of working memory, which is one of the effective cognitive factors. It affects learning disorders. On the other hand, these two factors are related to emotions and emotions, which emotional stimuli arouse in a person, and in a way, they affect the setting of appropriate responses, memory function, the amount and speed of processing, and finally, the cognitive performance of a person.

Method
The present study was conducted to investigate the effect of the visual-verbal educational package based on positive emotional stimuli on the processing speed and working memory function of dyslexic students. The research method was applied and semi-experimental with a pre-test-post-test design with a control group. The research population included all the students referred to rehabilitation centers for special learning problems in Mashhad in the academic year 2021-2022, who were diagnosed with dyslexia learning disorder and were in the age range of 9 to 12 years. According to the semi-experimental design, two experimental and control groups were considered to conduct the research, and for each group, 15 people were selected using the sampling method available in the centers and the simple random method, in the center where the training was conducted. To start the research process and apply the desired educational package, using the Wechsler IQ test 4 and according to the indicators of active memory and processing speed, 30 dyslexic students were selected to be randomly placed in the experimental and control groups, and this was done in the following way. that the experimental and control groups should be equal and homogeneous as much as possible in terms of dependent and demographic variables. The experimental group participated in 8 training sessions under the content of the training package based on positive emotional stimuli, in which training, empowerment, and activities related to each session were discussed, and the control group received only normal training during the training process and received research.

Results
Data analysis was done using the covariance analysis method and the results showed that the visual-verbal educational package based on emotional stimuli has an effect on the processing speed and working memory function of dyslexic students and can strengthen the working memory function and processing speed in dyslexic students.

Discussion
Therefore, it can be concluded that this educational package improves the processing speed and working memory of dyslexic students and this package and related exercises can be used in the education of this group of students in terms of education and rehabilitation, the research results show that the reading interventions that Including education based on positive emotional stimuli can improve the cognitive efficiency of dyslexic students.

کلیدواژه‌ها [English]

• Dyslexia
• Educational Package
• Emotional Stimuli
• Processing Speed
• Working Memory