Showing 7 results for Visual
H. Zare, P. Nahravanian,
Volume 1, Issue 1 (12-2013)
Abstract
The goal of the present study was to investigate the impact of the attention training on the visual search in normal adults and children. In this study, using purposive random sampling, 60 subjects (30 adults and 30 children) were selected. The tools used in this study were concentrated attention test, mini mental state examination and researcher made questionnaire which was used to control the variables. First, the pre-test (concentrated attention) was performed and then the adults has underwent five 35 minutes sessions of training for three weeks and the children has underwent ten 45 minutes sessions of training for five weeks, and finally post-test was performed for the two groups. Data was analyzed using multivariate analysis of variance. Analysis of the data showed the significant impactof the attention trainingon the rate of correct responding and the reaction time of visual search. Given the impact of the attention training on the visual search, the importance of these trainings in process shaping, correct cognitive processes, paying attention to the target stimuli and quick, accurate responding become more and more clear.
Sara Agha Babaei, Sholeh Amiri,
Volume 2, Issue 4 (2-2015)
Abstract
The aim of this research was to investigate visual-spatial component of working memory and short-term memory in students with learning disorders and comparison with normal students.
30 3rd grade elementary students with learning disorders and 10 3rd grade elementary normal students were selected through multistage random cluster sampling. The instruments were Scale for Identifying Students with Spelling Learning Disability, Keymath Test, Reading Level Diagnostic Test, Wechsler Intelligence Scale for Children (WISC), Clinical Interview and Corsi Blocks Task for assessing visual-spatial component of working memory and short-term memory. Data were analyzed by ANOVA. The results showed that there is a significant difference between students with reading, mathematics and spelling learning disorders and normal students in visual-spatial component of working memory and short-term memory. Students with mathematics disorder had lower performance in these components. Students with learning disorders particularlymathematics disorder had deficits in visual-spatial component of working memory and short-term memory. This problem should be assessed in order to plan appropriate interventions.
Mrs Seyede Maryam Moshirian Farahi, Mrs Haniye Zarif Gobar Yazdi, Dr Seyed Amir Amin Yazdi,
Volume 4, Issue 3 (12-2016)
Abstract
The aim of this research was to investigate the visual-spatial attention and visual-manual dexterity skills in children with learning disorders and normal children . this is on Expost study. To do so, of elementary clinic of psychology of mashhad chity 15 children with learning disorders and 20 elementary normal children. Tools in research was include Corsi test and Pursuit rotor test. Mean scores of students with LD and normal students, there are significant differences in test corsi and Pursuit rotor test. According to visual - spatial attention and Visual-manual dexterity in children with learning disorders poor than normal children, these problems should be assessed in order to plan appropriate interventions.
Saeede Khosravi, Dr Imanollah Bigdeli, Dr Mehrdad Mazaheri,
Volume 5, Issue 3 (12-2017)
Abstract
In working memory (WM) tasks, performance can be boosted by directing attention to one memory object: When a retro-cue in the retention interval indicates which object will be tested, responding is faster and more accurate (theretro-cue benefit). This study tests explanations of the retro-cue benefits in 2 experiment desined by superlab software: Experiment 1, the effect of valid and invalid retro-cues compared with no-cues were tested before the memory test. Experiment 2, We tested whether the retro-cue benefit in WM depends on sustained attention to the cued object by inserting an attention-demanding interruption task between the retro-cue and the memory test. In this quasi-experimental study, with a series of repeated measurements, 30 individual (15 for each test) from graduate students of Ferdowsi University of Mashhad were selected by convenience sampling and were tested. Data analysis of variance with repeated measurements and t-test for paired samples were also analyzed. The result showed that valid retro-cue compared to the no-cue was better. Also, it was shown when visual interference was held constant, retro-cue benefits were still obtained whenever the retro-cue enabled retrieval of an object from VWM but delayed response selection. The results showed that retro-cue improved visual working memory performance.
Hussein Samani, Ali-Reza Moradi, Maryam Moghadasin,
Volume 7, Issue 2 (11-2019)
Abstract
The topic of this study is to compare the absolute threshold of readability among ten commonly used Persian fonts in a rapid serial visual presentation (RSVP) reading techniques task at three reading speed (100, 300 and 500 words per minute). RSVP is a cognitive task design method that is also used in fast reading technologies. This research had two goals: First, determine the optimal Persian font from a visual ergonomic perspective and others investigate the effect of demographic variables (age, gender and education degree) and some cognitive abilities (memory and processing speed) on total numbers of reading errors. In this study, for the first time, the concept of absolute threshold of readability was introduced as an objective indicator in comparing fonts.
Twenty subjects participated in this study with ages ranging from 11-79 years and degrees from undergraduate to PhD. The results shown that Iran Sans 5.5 is the optimal font from visual ergonomic perspective. It was also found that age (demographic) and short-term memory (cognitive ability) are correlated with total numbers of reading errors.
Marzieh Gholami, Ali Delavar,
Volume 8, Issue 3 (12-2020)
Abstract
One great ability of the brain is memory. Poor visual-auditory memory leads to dyslexia, dyscalculia and hyperactivity. Therefore, it is necessary to develop a test to determine the ability and accurate performance of memory. With this in mind, a test has been prepared using theoretical literature. This researcher-made memory test consists of four parts (numerical-verbal memory, visual memory, working memory and auditory-sentence memory) and its validity has been confirmed by professors of cognitive psychology and counselling in addition to using the random cluster sampling method on a sample of 308 elementary school students. The questions were analysed by relevant statistical methods and their validity, reliability and norm scores were determined. To evaluate the reliability of the test, three methods were used. The reliability coefficient was 0.83 using the internal consistency method and the Pearson correlation coefficient was determined to be r = 0.79 between the two halves of the questionnaire, which indicated that there was a high correlation between the two halves of the questionnaire. To determine the validity of the structure and components of the questionnaire, the principal component analysis method was used by rotation in the normalised Varimax method and to evaluate differential validity, an independent t-test was used. The results showed that there was a significant difference between the mean scores of male and female students. (P < 0.001 and t (204) = 2.76). Based on the obtained reliability and validity, the audiovisual memory test is a tool that could be used by disorder and counselling centres. Moreover, it could be used as a tool for early assessment and diagnosis in the case of preschool students.
Sima Eivazi, Jahangir Karami, Kamran Yazdanbakhsh,
Volume 11, Issue 4 (3-2024)
Abstract
children with dysgraphia have several visual perception. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving visual perception in children with dysgraphia. A semi-experimental in the form of pretest-posttest control group design was used. 40 primary school students with dysgraphia who referred to counseling centers in Kermanshah city in the academic year 2022/2023 were selected. Among them, 40 who were willing to cooperate and were also available according to the entry criteria (having at least three components among the diagnostic criteria of dysgraphia, student and parent satisfaction) and withdrawal (being under other interventions) and after obtaining informed consent, they were randomly selected and and randomly divided into experimental and control groups. After performing the pre-test on both groups, a 12-session HAMRAH cognitive rehabilitation package was performed on the experimental group. Then both groups received the post-test. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving visual perception and its components (spatial communication, spatial perception and shape stability) in children with dysgraphia (P<0.01). However, there was no significant effect on the components of shape-background recognition and motor-visual coordination. It can be concluded that the Hamrah cognitive rehabilitation package can be used as a single treatment or along in combination psychological therapies for students with dysgraphia.
