دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها960
تعداد مقالات7,922
تعداد مشاهده مقاله13,383,765
تعداد دریافت فایل اصل مقاله9,506,576
پورطالب, نرگس, موسویان النجق, سیده بهناز. (1402). اثربخشی آموزش مبتنی برذهن آگاهی بر بازداری پاسخ و توجه انتخابی دانش آموزان دارای اختلال یادگیری ویژه. جلوه هنر, 19(4), 97-117. doi: 10.22051/jontoe.2022.38695.3477
نرگس پورطالب; سیده بهناز موسویان النجق. "اثربخشی آموزش مبتنی برذهن آگاهی بر بازداری پاسخ و توجه انتخابی دانش آموزان دارای اختلال یادگیری ویژه". جلوه هنر, 19, 4, 1402, 97-117. doi: 10.22051/jontoe.2022.38695.3477
پورطالب, نرگس, موسویان النجق, سیده بهناز. (1402). 'اثربخشی آموزش مبتنی برذهن آگاهی بر بازداری پاسخ و توجه انتخابی دانش آموزان دارای اختلال یادگیری ویژه', جلوه هنر, 19(4), pp. 97-117. doi: 10.22051/jontoe.2022.38695.3477
پورطالب, نرگس, موسویان النجق, سیده بهناز. اثربخشی آموزش مبتنی برذهن آگاهی بر بازداری پاسخ و توجه انتخابی دانش آموزان دارای اختلال یادگیری ویژه. جلوه هنر, 1402; 19(4): 97-117. doi: 10.22051/jontoe.2022.38695.3477

اثربخشی آموزش مبتنی برذهن آگاهی بر بازداری پاسخ و توجه انتخابی دانش آموزان دارای اختلال یادگیری ویژه

اندیشه های نوین تربیتی
مقاله 4، دوره 19، شماره 4 - شماره پیاپی 70، دی 1402، صفحه 97-117    اصل مقاله (607.12 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22051/jontoe.2022.38695.3477
نویسندگان
نرگس پورطالب1؛ سیده بهناز موسویان النجق* 2
1عضو هیئت علمی گروه آموزشی روان‌شناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران
2کارشناس روانشناسی، دانشگاه غیرانتفاعی سراج، تبریز، ایران.
چکیده
هدف این پژوهش بررسی اثربخشی آموزش مبتنی بر ذهن آگاهی بر بازداری پاسخ و توجه انتخابی دانش آموزان دارای اختلال یادگیری ویژه بود. روش پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش آزمون_پس آزمون با گروه کنترل بود. جامعۀ پژوهشی شامل تمام دانش آموزان دارای اختلال یادگیری ویژه ارجاع داده شده به مرکز اختلالات یادگیری توانا شهرستان عجبشیر بود که 30 نفر از دانش آموزان به روش تمام‎‌شماری انتخاب و به صورت تصادفی در دو گروه آزمایش (15نفر) و کنترل (15نفر) گمارده شدند. برای گردآوری داده ها از آزمون رنگ واژۀ استروپ و آزمون خط زنی تولز_ پیرون و برای مداخله نیز از بستۀ ‌آموزشی مبتنی بر ذهن‌آگاهی جان کبات‌زین و دبرا ای بوردیک استفاده گردید؛ سپس گروه آزمایش 8 جلسۀ تقریباً 60 دقیقه ای تحت آموزش ذهن آگاهی قرار گرفتند. نتایج با استفاده از آزمون تحلیل -کواریانس چندمتغیری تحلیل شدند و نتایج تحلیل نشان داد که توجه انتخابی گروه آزمایش و کنترل پس از آموزش ذهن آگاهی تفاوت معناداری با یکدیگر دارند؛ اما در متغیر بازداری پاسخ تفاوت معناداری میان دو گروه مشاهده نشد. بنابراین به طور کلی می توان از آموزش ذهن آگاهی به عنوان مداخله ای برای کمک به بهبود توجه انتخابی دانش آموزان دارای اختلال یادگیری ویژه بهره برد.
کلیدواژه‌ها
آموزش مبتنی بر ذهن آگاهی؛ بازداری پاسخ؛ توجه انتخابی؛ اختلال یادگیری ویژه
عنوان مقاله [English]
Effectiveness of mindfulness-based training on response inhibition and selective‌ attention in students with Specific Learning Disorder
نویسندگان [English]
Narges Pourtaleb1؛ Seyyedeh Behnaz Mousavian Alenjagh2
1Faculty member of the Educational Department of Psychology and Counseling, Farhangian University, Tehran, Iran.
2Bachelor of psychology, Seraj Higher Education Institution, Tabriz, Iran.
چکیده [English]
The aim of the current study was to examine the effectiveness of mindfulness training on response inhibition and selective attention in students with Specific Learning Disorder (SLD). This quasi-experimental controlled study was conducted with a pretest-posttest design. The research population consisted of all the 30 students referred to the Center of Learning Disabilities in Ajabshir, who were recruited by census sampling. They were then randomly divided into experimental (15 students) and control (15 students) groups. The Stroop effect test was used to measure response inhibition, and the Toulouse-Piéron Cancelation Test (TP) was administered to assess selective attention. The intervention was given based on a workbook by Jon Kabat Zinn and Debra E. Burdick. The experimental group participated in eight group mindfulness therapy sessions and the control group did not get any treatments. Date were analyzed using a Multivariate Analysis of Covariance, which showed significant differences in selective attention between the experimental and control groups after mindfulness training. Nevertheless, no significant difference was observed between the two groups in response inhibition. In general, mindfulness training can be considered an effective intervention to improve selective attention for students with learning disabilities.
Introduction                                                      
Specific Learning Disorder (SLD) is a neurodevelopmental disorder with three main specifiers (reading, writing, and mathematics) (DSM-5, 2013). According to research, students with SLD have dysfunctions in some special cognitive processes (Vanbenen et al., 2015; Nick, Nicolas, 2015; Taghizadeh et al., 2018). Based on previous studies, response inhibition (controlling and managing unrelated information) is one of the main underlying reasons for the development of SLD (Taghizadeh et al., 2017). Forstman et al. (2008) argued that the right hemisphere cortex is directly related to response inhibition. In addition, selective attention (focusing on one stimulus and ignoring the other stimuli) is another major ability required for academic achievement (Garsia et al., 2007; Amani et al., 2017).
Mindfulness is defined as being aware of the present moment and living it without judging the situation (Crein, 2009). Previous studies have used mindfulness as an intervention for various issues. For example, Shakib et al. (2016) used mindfulness-based training to improve the response inhibition and other cognitive functions of students with ADHD. In a similar study, Rezaei and Sardari (2020) found that mindfulness training can be used as an appropriate treatment strategy for improving response inhibition in children with ADHD.
The main question sought to be answered in the present study is whether mindfulness-based training improves response inhibition and selective attention in students with SLD.
Methodology
The present quasi-experimental study was conducted using a pretest-posttest design with a control group. The statistical population included elementary school students with learning disabilities referred to the Center of Learning Disabilities in Ajabshir, East Azerbaijan Province, Iran. Thirty students were selected by census sampling and divided into experimental and control groups by simple random assignment. Fifteen of them were assigned to the control group and 15 to the experimental group. The experimental group received mindfulness training for two months (eight sessions, each approximately 60 minutes). Finally, the following tools were used to collect data for the research:
Stroop Color and Word Test (SCWT): This test is suitable for measuring response inhibition (Coppola, 2010; Narimani et al., 2012). This study used the Victoria version (Spreen and Strauss, 1998) in three steps. In the first step, the students are asked to name the colors (red, blue, yellow and green) printed in black ink as fast as they can. In the second step, the student must read the name of colors printed in an ink of the same color. In the third step, the subject should read the name of colors printed in a mismatching ink color (e.g., the word ‘yellow’ is printed in green ink). Ghadiri et al. reported the test-retest reliability of SCWT as 0.6 for the congruous words step and 0.97 for the inconsistent words step (Rahmani et al., 2019). Ekhtiari et al. (2008) also reported the test-retest validity of this test as 0.89 (Ghasemi et al., 2012).
Toulouse-Piéron Test (Comet Squares Test): This scale was used to measure selective attention. The test consists of 80 cubes drawn on an A4 sheet, requiring the subject to draw the same cubes as the pattern given at the top of the page. The scoring method is such that 1 positive point is given for each correct answer and 0.5 negative points are given for each wrong or missing answer, and their algebraic sum shows the score of the students. According to studies carried out in Iran, the reliability of this test with Cronbach's alpha method is 0.75 (Afrooz et al., 2014) and the concurrent validity of the test with Bourdon Test has been reported as 0.74 (Irvani, 2001; Narimani et al., 2012).
Results
In this study, the posttest scores of the dependent variables were analyzed using a multivariate analysis of covariance and related data. The assumptions of the analysis of covariance were investigated using the Kolmogorov-Smirnov test, which showed normal distribution for the selective attention (Z = 0.15; P = 0.07) and response inhibition (Z = 0.09; P = 0.2) variables. Levene’s test was also used to examine the equality of variances in the posttest variables’ error between the experimental and control groups. According to this test, the F-value calculated for each variable was non-significant, meaning that this assumption was also met.
The analysis of variance for interaction effects also showed that the assumption of homogeneity of the interaction effects has been met, because the F-values ​​related to the interaction effects (0.55) were not significant at the level of P<0.05. Finally, the assumption of normal correlation between the dependent variables was also met, because Bartlett’s sphericity test indicated that the combined correlation between the dependent variables is desirable. Given that the assumptions were met for using MANCOVA, the differences between the experimental and control groups were investigated by this method, as discussed in the following.
The calculated F (4.64) was significant at P<0.05, demonstrating a significant difference between the control and experimental groups in at least one of the dependent variables.
As shown in Table 1, mindfulness training is not effective in inhibiting responses, since the F calculated for response inhibition (F = 0.53 and η ^ 0.02) was not significant at the level of P<0.05, while the F calculated for selective attention was significant at P<0.05 (F = 8.92 and (η ^ 2 = 0.26).
Discussion and conclusion
The aim of this study was to investigate the effectiveness of mindfulness-based training on response inhibition and selective attention in students with Specific Learning Disabilities (SLD). The results showed that mindfulness-based training significantly improves the level of selective attention. Tang (2007) also showed that short-term mindfulness exercises (five days, 20 minutes per session) improve executive functions and selective attention in people without learning disabilities, thus explaining the present findings too. This study performed its intervention over eight sessions, each lasting 45 to 60 minutes.
According to our findings, mindfulness training did not improve inhibition response in students with SLD and no significant relationship was found between this variable and the intervention. According to Barkley (1997), response inhibition and working memory are both components of executive functions that are closely related to each other. In other words, inability to inhibit response leads to impaired memory function (Ghobari Bonab et al., 2013).
One of the limitations of the present study was the researchers’ time constraints and the COVID-19 conditions, which meant that convenience sampling had to be used, thus limiting the generalizability of the findings. Further detailed studies are recommended to be conducted on students with SLD using other random sampling methods. According to our findings, mindfulness training can be used to improve selective attention in students with SLD in schools and improve academic ability as a low-cost option.
 
کلیدواژه‌ها [English]
Mindfulness Training, Response Inhibition, Selective Attention, Students with Specific Learning Disorder
سایر فایل های مرتبط با مقاله
مراجع

 Afrooz, G., Ghasemzadeh, S., Taziki, T., Mohajerani, M., & Dalvand, M. (2014). Effectiveness of sensorimotor interventions to increase the attention span of students with learning disabilities. Journal of Learning Disabilities, 4(1), 23-37.(Text in persian).

Alsadat Khalili, M., Emadian, S. O., & Hassanzadeh, R. (2020). Effectiveness of Attention Training based on Fletcher’s Program, Delacato’s Neuropsychological Treatment, and Computerized Cognitive Rehabilitation on Executive Functions in Children with Special Learning Disability. International Clinical Neuroscience Journal, 8(1), 30-36.

Amani, E., Fadaei, E., Tavakoli, M., Shiri, E., & Shiri, V. (2018). Comparison among children with specific learning disorder (SLD) and typically children on measures of planning, selective attention and cognitive flexibility. Journal of Learning Disabilities, 7(2), 94-111.(Text in persian).

Aminzadeh, A., Hassanabadi, H. (2013). The ability of Contingency Naming Test Indices in predicting math performance. 8(1), 47_60(Text in persian).

American Psychiatric Association. (2013). Diagnostic And Statistical Manual Of Mental Disorders(DSM5). American Psychiatric Publication.

Azizi, A., Mir Darikvand, F., & Sepahvandi, M. A. (2020). Comparison of the effect of the cognitive rehabilitation, neurofeedback and cognitive-behavioral play therapy on working memory in elementary school students with specific learning disability [Article]. KNOWLEDGE & RESEARCH IN APPLIED PSYCHOLOGY, 21(79), 31-41 (Text in persian).

Babapour Kheyr Aldin, J., Poursharifi, H., Hashemi, T., & Ahmadi, E. (2013). The Relationship of Meta-Cognition and Mindfulness Components with Obsessive Beliefs in Students [Article]. JOURNAL OF SCHOOL PSYCHOLOGY, 1(4), 23-38(Text in persian).

BadriGargari, R., Nemati, S., & KhaniSalavat, Z. (2020). The effectiveness of mindfulness training on span of working memoryin children with specific learning disability. Journal of Learning Disabilities, 10(1), 32-47(Text in persian).

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94. https://doi.org/10.1037/0033-2909.121.1.65

Bater, L. R., & Jordan, S. S. (2019). Selective Attention. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences (pp. 1-4). Springer International Publishing.

Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities. Complementary health practice review, 13(1), 34-45. https://psycnet.apa.org/doi/10.1177/1533210107311624

Botvinick, M. M., Cohen, J. D., & Carter, C. S. (2004). Conflict monitoring and anterior cingulate cortex: an update. Trends in Cognitive Sciences, 8(12), 539-546. https://doi.org/10.1016/j.tics.2004.10.003

Broderick, P. C., & Jennings, P. A. (2012). Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior. New Directions for Youth Development, 2012(136), 111-126. https://doi.org/10.1002/yd.20042

Bush, G., Luu, P., & Posner, M. I. (2000). Cognitive and emotional influences in anterior cingulate cortex.Trends in Cognitive Sciences, 4(6), 215-222. https://doi.org/10.1016/s1364-6613(00)01483-2

Chambers, C. D., Garavan, H., & Bellgrove, M. A. (2009). Insights into the neural basis of response inhibition from cognitive and clinical neuroscience. Neuroscience & Biobehavioral Reviews, 33(5), 631-646. https://doi.org/10.1016/j.neubiorev.2008.08.016

Crane, R. (2009). Mindfulness Based On Cognitive Therapy. Taylor & Francis e-Library.

Debra. E. Budrick. (2014). A guide to teaching mindfulness skills to children and adolescents. Gholamreza Manshei , Muslim Asli Azad , Laleh Hosseini , Parinaz Taybiniaini (2017), Islamic Azad University (Khorasgan) (Text in persian) .

Dehghani, y., & hekmatiyan fard, s. (2019). The Effectiveness of Executive Functions Training on Attention and Response Inhibition in Students with Dyscalculia. Psychology of Exceptional Individuals, 9(34), 137-158 https://doi.org/10.22054/jpe.2019.40837.1961 (Text in persian).

Dickenson, J., Berkman, E.T., Arch, J., & Lieberman, M. D. (2013). Neural correlates of focused attention during a brief mindfulness induction. Social Cognitive and Affective Neuroscience, 8(1), 40-47. https://doi.org/10.1093/scan/nss030

Ekhtiari, H., Edalati, H., Behzadi, A., Safaei, H., Noori, M., & Mokri, A. (2008). Designing and Evaluation of Reliability and Validity of Five Visual Cue-induced Craving Tasks for Different Groups of Opiate Abusers. ijpcp, 14(3), 337-349(Text in persian).

Esmmaeelbeygi, H., Hemati, G., Seif, D., & Jabbari, F. (2020). The Effects of Mindfulness Intervention on the Social Skills of Students with Specific Learning Disability. International Journal of Early Childhood Special Education, 12, 115-124. http://dx.doi.org/10.9756/INT-JECSE/V12I2.201063

Forstmann, B. U., Jahfari, S., Scholte, H. S., Wolfensteller, U., van den Wildenberg, W. P. M., & Ridderinkhof, K. R. (2008). Function and structure of the right inferior frontal cortex predict individual differences in response inhibition: a model-based approach. The Journal of neuroscience : the official journal of the Society for Neuroscience, 28(39), 9790-9796. https://doi.org/10.1523/jneurosci.1465-08.2008

Garcia, V., Pereira, L., & Fukuda, Y. (2007). Selective attention: PSI performance in children with learning disabilities. Brazilian journal of otorhinolaryngology, 73, 404-411. https://doi.org/10.1016%2FS1808-8694(15)30086-0

Ghasemi, N., Kiani, A. R., Zerehposh, A., Rabiei, M., & Vakili, N. (2012). The study of the differences of attention bias, executive functioning and reaction time of Amphetamine consumers in comparision of non consumers[Article]. Research on addiction, 6(23), 53-64(Text in persian).

Ghavidel Rize, F., & Salehi Fadardi, J. (2016). Attentional bias in dieters and non-dieters. Journal of Fundamentals of Mental Health, 18(2), 82-87 https://doi.org/10.22038/jfmh.2016.6573 (Text in persian).

Ghobari–Bonab, B., Beh-Pajooh, A., Afrooz, G. A., Hakimi Rad, E., & Arjmandnia, A. A. (2013). The effects of response inhibition and working memory training programs on improving social skills in children with Attention Deficit / Hyperactivity Disorder. Journal of Psychological Studies, 9(4), 9-30 https://doi.org/10.22051/psy.2014.1756 (Text in persian).

Ghorbani, M., & Khalilian, R. (2016). Effects of Mindfulness Training on Working Memory and Behavioral Inhibition for Adults with Attention Deficit / Hyperactivity, icss, 18(3), 90-100(Text in persian).

Ghoubadzadeh, S., Pasha, R., Bakhtiarpoor, S., & Homaei, R. (2022). The effectiveness of behavioral self-regulation training on improving impulsivity symptoms, attention and concentration of students with hyperactivity-impulsivity. frooyesh, 10(11), 257-268 http://dorl.net/dor/20.1001.1.2383353.1400.10.11.18.8 (Text in persian).

Graf, P., Uttl, B., & Tuokko, H. (1995). Color- and picture-word stroop tests: Performance changes in old age. Journal of Clinical and Experimental Neuropsychology, 17(3), 390-415. https://doi.org/10.1080/01688639508405132

Halahan, D. P., Kafman, J. M, (1993). Exceptional Children: An Introduction to Special Education. Javadian. M, (2011). Printing and Publishing Institute.

Hallahan, D. P., & Mercer, C. D. (2002). Learning disabilities: Historical perspectives. In Identification of learning disabilities: Research to practice. (pp. 1-67). Lawrence Erlbaum Associates Publishers.

Hasanvandi, S., Saleh Ardestani, S., Ghazi, S., Hasanvand, B., & Yadi, F. (2017). Comparison of executive functions in students with and without specific learning disability with the characteristic reading and writing. Yafteh, 18(4), 30-39 (Text in persian).

Healy, S., Valente, J. Y., Caetano, S. C., Martins, S. S., & Sanchez, Z. M. (2020). Worldwide school-based psychosocial interventions and their effect on aggression among elementary school children: A systematic review 201P 2019. Aggression and Violent Behavior, 55, 101486. https://psycnet.apa.org/doi/10.1016/j.avb.2020.101486

Irvani, M. (2001). Experimental Psychology. Arvin publication.

Jones, S., & Finch, M. (2020). A group intervention incorporating mindfulnes“ informed techniques and relaxation strategies for individuals with learning disabilities. British Journal of Learning Disabilities, 48, 175-189. https://doi.org/10.1111/bld.12337

Kapoula, Z., Lê, T.-T., Bonnet, A., Bourtoire, P., Demule, E., Fauvel, C., Quilicci, C., & Yang, Q. (2010).Poor Stroop performances in 15-year-old dyslexic teenagers. Experimental brain research. Experimentelle Hirnforschung. Expérimentation cérébrale, 203, 419-425. https://doi.org/10.1007/s00221-010-2247-x

Kapur, N. (2005). Neuropsychological Assessment, Fourth Edition. Journal of Neurology, 252(10), 1290-1291.

Lahak, A., & Asadi, J. (2021). The Effectiveness of Mindfulness Training on Attention and Aggression in Children less than 12 Years Old. Quarterly Social Psychology Research, 10(40), 1-20 https://doi.org/10.22034/spr.2021.127711 (Text in persian).

Leland, M. (2019). Mindfulness and Student Success. Journal of Adult Education, 44(1), 19_24.

Lezak MD, H. D., Loring DW ,Fischer JS. (2004). Neuropsychological assessment. Oxford University Press.

 Lima, M., Baeta, É., Duro, D., Tábuas-Pereira, M., Valerio, D., Freitas, S., Simões, M. R., & Santana, I. (2021). Toulouse-Piéron Cancellation Test: Normative scores for the portuguese population. Applied neuropsychology. Adult, 1-7. https://doi.org/10.1080/23279095.2021.1918694

Lin, Y., Fisher, M. E., & Moser, J. S. (2018). Clarifying the relationship between mindfulness and executive attention: a combined behavioral and neurophysiological study. Social Cognitive and Affective Neuroscience, 14(2), 205-215. https://doi.org/10.1093/scan/nsy113

Lindsay, G. W. (2020). Attention in Psychology, Neuroscience, and Machine Learning [Review]. Frontiers in Computational Neuroscience, 14. https://doi.org/10.3389%2Ffncom.2020.00029

Maehler, C., & Schuchardt, K. (2016). Working memory in children with specific learning disorders and/or attention deficits. Learning and Individual Differences, 49, 341-347. https://psycnet.apa.org/doi/10.1016/j.lindif.2016.05.007

Mashhadi, A. L. I., Hamidi, N., Soltanifar, A., & Timoori, S. (2012). Response inhibition in children with Autism Spectrum Disorder: The application of a computrized Stroop test [Article]. RESEARCH IN CLINICAL PSYCHOLOGY AND COUNSELING (STUDIES IN EDUCATION & PSYCHOLOGY ), 1(2), 87-104(Text in persian).

Mashhadi, A. L. I., Rasoulzadeh Tabatabaei, S. K., Azad Falah, P., & Soltanifar, A. (2009). The comparision of response inhibition and interference control in ADHD and normal children [Article]. JOURNAL OF CLINICAL PSYCHOLOGY, 1(2), 37-50(Text in persian).

McLeod, S. (2018). Selective attention Retrieved from https://www.simplypsychology.org/attention-models. html.

Mohades, N., Khanjani, Z., & Aqdasi, A. N. (2020). The Effectiveness of Mindfulness-Based Intervention on the Emotion Regulation Difficulties Components of Students with Conduct Disorder [Article]. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, 12(48 #T001387), 63-83(Text in persian).

Mohsenizadeh. M, Daneshmand. V. (2019). Problems of children with special learning disabilities in the category of executive functions. Journal of New Advances in Psychology, 21(2), 75_82(Text in persian).

Morales-Urrutia, E. K. Ocaña., M., J., Pérez-Marín., D., & Pizarro_ Romero., C (2021). Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion? IEEE Access, 9, 6642-6660. https://doi.org/10.1177/10468781231175013

Mousavi, S. A., Zare-Moghaddam, A., Gomnam, A., Mirbluk bozorgi, A., & Hasani, F. (2019). Mindfulness from theory to therapy. frooyesh, 8(1), 155-170 http://dorl.net/dor/20.1001.1.2383353.1398.8.1.4.0 (Text in persian).

Movahedi, Y. (2020). The effectiveness of neuropsychological rehabilitation treatment on improving the performance of response inhibition in students with learning disabilities in math and dyscalculia [Article]. Journal of Learning Disabilities, 9(2), 132-152(Texy in persian).

Murphy, G., Groeger, J. A., & Greene, C. M. (2016). Twenty years of load theory—Where are we now, and where should we go next? Psychonomic Bulletin & Review, 23(5), 1316-1340. https://doi.org/10.3758/s13423-015-0982-5

Narimani, M., Abassi, M., Bagiyan, M. J., & Rezaie, A. (2016). The Effectiveness of Impulse Control and Attention Training on Emotional Processing, Impulsiveness and Distractibility in Students with Dyscalculia. RESEARCH IN COGNITIVE AND BEHAVIORAL SCIENCES, 5(2), 1-22(Text in persian).

Narimani, M., Pouresmali, A., Andalib Kouraeim, M., & Aghajanei, S. (2012). A Comparison of Stroop Performance in Studentc with Learning Disorder and Normal Students [Article]. Journal of Learning Disabilities, 2(1), 138-158(Text in persian).

Nejati, V., Zabihzadeh, A., & Nikfarjam, M. R. (2013). The Relationship of Mindfulness with Sustained and Selective Attentional Performance [Article]. RESEARCH IN COGNITIVE AND BEHAVIORAL SCIENCES, 2 (3), 31-42(Text in persian).

Nelwan, M., Vissers, C., & Kroesbergen, E. (2018). Coaching positively influences the effects of working memory training on visual working memory as well as mathematical ability. Neuropsychologia, 113. https://doi.org/10.1016/j.neuropsychologia.2018.04.002

Nikolas, M. A., & Nigg, J. T. (2015). Moderators of Neuropsychological Mechanism in Attention-Deficit Hyperactivity Disorder. Journal of Abnormal Child Psychology, 43(2), 271-281. https://psycnet.apa.org/doi/10.1007/s10802-014-9904-7

Petersen, S. E., & Posner, M. I. (2012). The Attention System of the Human Brain: 20 Years After. Annual Review of Neuroscience, 35(1), 73-89. https://doi.org/10.1146%2Fannurev-neuro-062111-150525

Posner, M. I., & Petersen, S. E. (1990). The Attention System of the Human Brain. Annual Review of Neuroscience,13(1), 25_42. https://doi.org/10.1146/annurev.ne.13.030190.000325

Pozuelos, J. P., Mead, B. R., Rueda, M. R., & Malinowski, P. (2019). Short-term mindful breath awareness training improves inhibitory control and response monitoring. Progress in brain research, 244, 137-163. https://doi.org/10.1016/bs.pbr.2018.10.019

Rahmani, A., Pirani, Z., Heidari, H., & Davoodi, H. (2019). The Effectiveness of Cognitive Rehabilitation Training on Work Memory and Selective Attention of Dyslexic Students in Elementary Schools. Journal of Learning Disabilities, 8 (7-25 ((Text in persian).

Reiter, A., Tucha, O., & Lange, K. W. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116-131. https://doi.org/10.1002/dys.289

Rezayi, m., & Sardary, b. (2020). The Effectiveness of Mindfulness Intervention on Response Inhibition in Children With Attention Deficit/Hyperactivity Disorders. The-Neuroscience-Journal-of-Shefaye-Khatam, 9(1), 45-55 (Text in persian).

Robinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with Autism Spectrum Disorders. Brain and Cognition, 71(3), 362-368 https://doi.org/10.1016/j.bandc.2009.06.007.

Sadipour, E. (1970). Effects of Mindfulness on Students’ Working Memory and Academic En-gagement. Research in School and Virtual Learning, 5(2), 91-99 https://dorl.net/dor/20.1001.1.23456523.1396.5.2.8.9 (Text in persian).

Salehi Fadardi, J., & Ziaei, S. S. (2010). Implicit Cognitive Processes and Attention Bias Toward Addictive Behaviors: Introduction, Development and Application of Addiction Stroop Test [Article]. Journal of Fundamentals of Mental Health, 12(1 (45)), 358-389(Text in persian).

Salehi, Z., Ghaffari, A., & Mousazadeh, T. (2021). Comparison of the Effectiveness of Story Therapy and Music Therapy on the Executive Functions of Aggressive Female Elementary School Students. mui-jbs, 19(2), 225-241(Text in persian).

Shakib, Z., Zargham Hajabi, M., & Aghayousefi, A. R. (2020). The Effect of Mindfulness-based Intervention on Executive Functions (Sustained Attention, Processing Speed, Response Inhibition and Working Memory) in Children with Attention Deficit / Hyperactivity Disorder [Article]. ISLAMIC LIFE STYLE CENTERED ON HEALTH, 4(4 #AG00331), 125-133(Text in persian).

Sheykholeslami, A. (2017). The effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement. JOURNAL OF SCHOOL PSYCHOLOGY, 6(3), 65-84 https://doi.org/10.22098/jsp.2017.585 (Text in persian).

Spreen, O., & Strauss, E. (1998). A compendium of neuropsychological tests: Adminsitration, norms, and commentary (Vol. 2nd). Oxford University Press.

Stephens, A., O’Hern, S., Young, K. L., Chambers, R., Hassed, C., & Koppel, S. (2020). Self-reported mindfulness, cyclist anger and aggression. Accident Analysis & Prevention,, 105625, 144. https://doi.org/10.1016/j.aap.2020.105625

Swanson, H. L. (2011). Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children. Journal of Educational Psychology, 103(4), 821-837. https://psycnet.apa.org/doi/10.1037/a0025114

Taghizadeh, H., Soltani, A., Manzari Tavakoli, H., & Zeinaddiny Maymand, Z. (2017). The Structural Model of the Role of Executive Functions in Learning Performance of Students with Specific Learning Disabilities .childmh, 4(2), 25-36(Text in persian).

Taghizadeh, H., Soltani, A., Manzari Tavakoli, H., & Zeinaddiny Maymand, Z. (2018). Comparison of executive actions "Cognitive Planning, Inhibition of Response, Continuous Functionality and Active Memory" in students with and without disorder. Sciencific Journal of educational research, 13(56), 79_100(Text in persian).

Tang, Y.-Y., Holzel, B., & Posner, M. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16. https://doi.org/10.1038/nrn3916

Tang, Y.-Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lue, C., Yu, Q., Sui, D., Rothbart, M., Fan, M., & Posner, M. (2007). Short Term Meditation Training Improves Attention and Self-Regulation. Proceedings of the National Academy of Sciences of the United States of America, 104, 17152-17156. https://doi.org/10.1073%2Fpnas.0707678104

Van Patten, R.; Keith, C.;Bertolin, M. & Wright, J. D. (2016). The effect of premorbid attentiondeficit/hyperactivity disorder on neuropsychological functioning in individuals with acute mild traumatic brain injuries. Journal of clinical and experimental neuropsychology.38 (1): 12-22 https://doi.org/10.1080/13803395.2015.1091064

Woolf, C. J., & Salter, M. W. (2000). Neuronal Plasticity: Increasing the Gain in Pain. Science, 288(5472), 1765-1768. https://doi.org/10.1126/science.288.5472.1765

zarenezhad, s., soltanikouhbanani, s., & Karshki, H. (2019). The Effectiveness of Self-Regulatory Learning Strategies on Working Memory and Inhibiting the Response of Dyslexic Students. Neuropsychology, 5(18), 109-130 (Text in persian).

Zelazo, P. D., Blair, C. B. Willoughby, M. T. (2016). Executive Function: Implications for Education. National Center for Education Research Institute of Education Sciences.

آمار
تعداد مشاهده مقاله: 434
تعداد دریافت فایل اصل مقاله: 284


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب