Showing 12 results for Skill
H. Bakhshayesh, P. Shafinia, F. Bahmani,
Volume 1, Issue 2 (3-2014)
Abstract
The purpose of this research was to study the effectiveness of the self-consciousness and attention on the decrease of performance in female basketball players. 60 athletes, who were the members of different basketball team in Ahvaz city, were selected through simple random sampling and then were put in four groups: two experimental group for the self-consciousness (a group with high self-consciousness and a group with low self-consciousness) and two experimental group for the attention (a group with relevant attention and a group with irrelevant attention). Open and closed skills as well as self-consciousness questionnaire were considered as the measurement tools of the study. Results of multivariable regression analysis showed that the low self-consciousness and irrelevant attention groups were better than the other groups in the situations with high pressure. Generally, those with high-self consciousness were aroused more than the group with low self-consciousness. Individuals with high self-consciousness believed that they were in the target of the others’ observation. So, the findings of the study supported the distraction model. Skill failure and success depended on how the environment of performing affects the attention and on how much skill performance depends on the attention.
, , , ,
Volume 3, Issue 3 (3-2016)
Abstract
The aim of the present study was examining cognitive functions, listening pre-skills and linguistic abilities in monolingual and bilingual children. The research design was causal-comparative. Thirty 6 to 12- year-old bilingual children of Polyglot Center of Iran and thirty 6 to12-year-old monolingual children of Lego Center consisted the statistical population of this study. Purposeful and available sampling method was used in the present study. Language Development Test, Wechsler Nonverbal Intelligence Test and Listening Pre-Skills Test were the tools used in this study. Data were analyzed using multivariate variance analysis. The results showed that there is a significant difference between monolingual and bilingual children in case of cognitive functions, listening pre-skills and linguistic abilities. parents and education officials are recommended to provide comprehensive and various programs to improve cognitive skills needed for language learning.
Dr , , ,
Volume 4, Issue 4 (1-2017)
Abstract
The aim of this study was to investigate the efficacy of theory of mind in deaf children is improved theory of mind and social skills. This study is a quasi-experimental. The study sample was selected by convenience sampling. Sample the deaf, hard of hearing parents who were selected and then randomly divided into two groups: a control group and the experimental group received. Five and Six primary target sample size of 16 deaf children. Tools used in this test, scale test of theory of mind and social skills. Data were analyzed using ANCOVA. The results showed that the control test, the experimental group and the control group, there were no significant differences in the level of theory of mind (P>0.000), the theory of mind in deaf children's theory of mind has been improved. Also, the control test, the experimental group and the control group showed no significant difference in terms of social skills (P> 0.537), thus improving social skills training, theory of mind in deaf children has not been effective.
Sepideh Hamedi, Behroz Abdoli, Aliraza Farsi,
Volume 6, Issue 1 (6-2018)
Abstract
The aim of this study was to investigate the effect of metacognitive strategies and observation of skilled model on learning of soccer chip task. The present study was carried out by means of semi-experimental research design. Forty two students, aged 11-13 years old, in region 2th of Tehran, participated in this study. They were divided in 3 groups (control group, observation of skilled model, and observation of skilled model with metacognitive activities). Metacognition group had to complete a semi-structured written interview that prompting them to activate their high-order thinking, before and then of acquisition blocks. An experimental intervention study in of soccer chip shot was conducted with pre-, post-, retention and transfer tests. Repeated measures analysis showed that there were statistically significant differences between groups. The result revealed that metacognitive strategies prompting had significant influence on students’ performance.
Ms Farzaneh Asiaee, Dr Mohamad Yamini, Dr Hossein Mahdian,
Volume 6, Issue 3 (12-2018)
Abstract
Abstract
The purposeof this study was to compare the effect of Perceptual skills reconstruction program and executive function training on perceptual reasoning, working memory and math performance of third grade students with special math disorder. Methods this empirical study includes pretest-posttest and control group.The statistical population of the study includes all students with special learning disorder in third grade mathematics in 2017 academic year. The sample consisted of 45 students who were selected by simple random sampling and placed in two intervention groups and one control group. To collect the data, the Key Math Test, the Raven Test, Wechsler–IV Perceptual Reasoning Scale, Math Disorders Diagnostic test, and Stanford-Bine's Working Memory Scale were used to be completed by intervention and control group participants before intervention and one to eight weeks after intervention. The experimental group A underwent 17 sessions of executive function training (45 minutes each) and the experimental group B underwent 16 sessions of rehabilitation training. Data analysis was performed using variance analysis with repeated measures. Findings showed that both interventions methods were effective on perceptual reasoning, non-verbal working memory and were not effective on verbal working memory. On the other hand, there was no significant difference between the effectiveness of these two methods. based on the results, it seems that these two methods can be used as an effective approach for the treatment of students with special learning disorder.
Dr. Javad Kavousian, Mr Kambiz Karimi,
Volume 6, Issue 4 (3-2019)
Abstract
The purpose of this study was to investigate the effectiveness of meta cognitive skills training on academic Procrastination of students and Academic delay of gratification. The research was a semi-experimental design with pretest-posttest design and control group. Statistical population of the study was all female students of the high school of Kermanshah in 2017- 18 academic year. By using cluster random sampling, 40 students were selected and randomly assigned to two groups of experimental (20) and control groups (20). A meta cognitive skills intervention program was performed in six sessions (once a week in 90-minutes) for the experimental group. Solomon and Ruthblum academic procrastination scale and Academic delay of gratification scale to gather data was used. The data were analyzed using repeated measurements ANOVA. The findings showed that meta cognitive skills training was effective in reducing student academic procrastination (p <0.01) and enhancing the Academic delay of gratification (p <0.05) in experimental group compared to the control group in the post-test. Moreover, the post-test and follow-up scores in the experimental group, was not statistically different. So meta cognitive skills training has significant effect on students' academic procrastination and academic delay of gratification. Therefore, meta cognitive skills can be used to reduce one of the low academic performance factors of students and help students to delay of academic gratification.
Leila Shameli, Maryam Davodi, Shekoofe Mottaghi Dastenaee,
Volume 7, Issue 2 (11-2019)
Abstract
The purpose of this study was the effectiveness of acceptance and commitment therapy on logical memory and problem solving skill in people with multiple sclerosis. The research design was a quasi-experimental type with pretest-posttest and control group. The statistical population included all the individuals with multiple sclerosis of Ahvaz in 2018. Thirty of the patients were selected through purposive sampling and randomly divided into experimental and control groups, each congaing 15 subjects. They were then tested using the Wechsler Memory Scale –III and The Problem-Solving Inventory. Participants in the experimental group received ACT protocol in 6 sessions at 120-minute. The data were analyzed using multivariate analysis of covariance and SPSS-21 software. The results showed the effectiveness of acceptance and commitment therapy to improve logical memory and problem solving skills in the experimental group. Therefore, clinical MS specialists can use this treatment to enhance logical memory and problem solving skills in patients with MS.
Omid Hosseinpanahi, Mehdi Zemestani,
Volume 8, Issue 1 (10-2020)
Abstract
Autism Spectrum Disorders (ASDs) are developmental neurological disorders characterized by defects in social interactions, communication, and repetitive behaviors. This study attempted to examine the efficacy of anodal transcranial direct current stimulation (tDCS) over the left dorsolateral prefrontal cortex (DLPFC) on social skills in children with ASD.Thirty-two children with confirmed ASD diagnoses were randomly allocated into a tDCS treatment group or a control group. The tDCS treatment group underwent 10 sessions of anodal tDCS stimulation applied simultaneously over the left DLPFC (F3) area, whereas the control group underwent the same procedures but with the use of sham tDCS stimulation.Gilliam Autism Rating Scale (GARS) and Social Skills Rating System was used to measure the Social Skills in two pre-test and post-test stages. Finally, the data were analyzed by the SPSS software using repeated measures analysis.Results showed that anodal tDCS significantly increased social skills in the experimental group after treatment compared to the control group.
Najmeh Farahmand, Majid . Chehardahcheric, Robabe Rostami,
Volume 8, Issue 3 (12-2020)
Abstract
The aim of this study was to determine the effect of age and swimmers’ levels of somersaults skills on mental rotation. This study was conducted as a comparative causal research with a one-stage and post-event design. Participants were female swimmers in Shiraz, who were trained in somersaults. Sixty subjects were selected by the purposive sampling method and then divided into four groups (a group of 7 to 9-year-olds with low skills, a group of 7 to 9-year-olds with high skills, a group of 10 to 12-year-olds with low skills, and a group of 10 to 12-year-olds with high skills). The salto skill level was determined based on the average score of three judges. To measure mental rotation, the pen and image paper test (with a reliability of 0.75 by Cronbach's alpha method) was used. The results showed that there was no significant difference in mental rotation scores between age groups (p = 0638). However, the scores of mental rotation showed a significant difference between the two groups of skill level (P = .0001). Moreover, mental rotation changed with different skill levels. Therefore, it is possible to change mental characteristics of athletes, including mental rotation by means of skill training.
Mr Amir Mohammad Behrouz Abedini, Dr Mehdi Shahbazi, Dr Elaheh Arabameri, Dr Mehran Shahintab,
Volume 9, Issue 4 (1-2022)
Abstract
| The effectiveness of different educational methods in learning different types of motor skills has been considered. However, comparisons of these methods in regulated team sports games have been less studied. Therefore, the aim of the present study was to compare the three educational methods of imagery, observation, and execution of in-field pattern on the performance of regulated games in skilled basketball players.15 players working in the country's Super League and Premier League competitions participated in this study with available access. The players were divided into 3 teams of 5 players according to the position of the game and were subjected to one of three training conditions in each stage based on random classification; So that each team performed all three methods randomly in each stage. Each condition included 1 practice session and a written and practical test session (after 24 hours). The players observed each tactic 3 times in the observation conditions; In terms of imagery, 3 trials were made for each tactic, and the execution conditions included 3 slow execution of tactics inside the field. The results of mixed analysis of variance 3 (training method) in 2 (written and practical test) showed that the execution method compared to observation and imagery causes better performance in regulated games (P <0.05); Also in the written test, the observation method scored higher than the imagery (P <0.05). Therefore, it seems that the field execution method for teaching team tactics in skilled players, has a greater advantage than the observation and imagery method, but the mental imagery is also more effective in acquiring knowledge of team tactics than observation. |
Zahra Zare, Farhad Balash, Batul Shiralizadeh,
Volume 10, Issue 2 (10-2022)
Abstract
| The purpose of this study was to investigate the effect of the "Brain-Based Learning" teaching method on the level of learning biology in students' cognitive, skill and emotional domains. The method of this research is quasi-experimental with two groups of control and experimental. The statistical population includes 11th-grade female students in Tehran's 13th district in the 2019-2020 academic year. A total of 52 individuals from the statistical population were selected by the purposive sampling method and randomly assigned to two groups. The instruments for measuring the variables were the researcher-made cognitive-skill test and the researcher-made attitude questionnaire. The validity of the researcher-made instrument was determined using the opinions of expert teachers and their reliability was determined by retesting. Statistical tests (t-test, Mann-Whitney, and Chi-square index) were used by SPSS26 to evaluate and analyze the hypotheses. The results showed that teaching in a "brain - based learning" method compared to the usual method increased students' scores in cognitive and skill areas and improved their attitudes in emotional domain in Biology lesson at a statistical level of 5% (P>0.05). These results demonstrate the role and importance of brain-compatible teaching methods in learning. |
Dr. Marzie Hashemi, Mrs. Mansoure Gholami,
Volume 11, Issue 4 (3-2024)
Abstract
The research was conducted with the aim of determining the relationship between thinking styles and decision-making styles with the mediation of problem solving among startup employees. The research was descriptive and correlational. The statistical population of the research included all employees in the field of startups in Tehran in 1401. 300 people were selected by available sampling method and responded to research tools including questionnaires of thinking style (Sternberg, 1994), decision making style (Scott and Bruce, 1995) and problem-solving skills (Heppner, 1988). Analysis of research data using descriptive statistics methods (prevalence, percentage, mean and standard deviation), Pearson correlation coefficient, multivariate regression and structural equation modeling and path analysis statistical method with SPSS-26 software and Amos is done. Based on the findings, the proposed model had a good fit in structural equations and causal relationships between the mentioned variables. In general, in the proposed model of the research, it was found that the decision-making style is related to the thinking style both directly and indirectly through the problem-solving skills of the startup employees (P<0.05). The results showed that there was a positive and significant relationship between problem solving skills and its dimensions with decision-making style (P<0.05) and between thinking style and its dimensions with decision-making style. The collected data are consistent with the desired structural model and have a good fit. Therefore, the relationship between thinking styles and decision-making styles is confirmed with the mediation of problem-solving skills in startup employees.
