Showing 3 results for Construct
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 Marzieh Gholami, Dr Ali Delavar, Dr Hassan Sharifi,
Volume 7, Issue 2 (11-2019)
Abstract
The researcher's test consists of nineteen factors and has two parts: audio and visual; its content validity was confirmed by psychology professors and then a sample of 206 pre-school students was performedAccording to the calculations, Pearson correlation coefficient between the two-part questionnaire was r = 0.81 in the auditory comprehension section and r = 0.79 in the visual comprehension section.. In order to determine the validity of the structure and the components of the questionnaire, the main components analysis method was used with varimax normalized rotation. The most important factor in the visual-spatial perception area is the symbolization, and in the auditory part it is memory. Independent t-test was used to assess discriminant validity. Results showed that there is a significant difference between the mean scores of students with learning disabilities and normal in the learning disability test. In order to check the validity of this study, a checklist of learning disability that was completed at the same time by the mothers was used. The results showed that there is a significant relationship between the two tests. According to the validity and reliability, the learning disability test is a tool that can be used by learning and counseling centers.
Mahdiyar Mokhlespour Esfahani, Alireza Moradi, Mehrdad Dadgostar, Nooshin Pourbaghi, Mostafa Khanzadi,
Volume 13, Issue 1 (6-2025)
Abstract
The aim of this study was to assess the moral development of civil engineers using Kohlberg’s moral dilemma stories alongside simultaneous recording of brain activity. Thirty right-handed male engineers with at least three years of professional experience participated in the study. Hemodynamic activity was measured using near-infrared spectroscopy (NIRS) in the ventromedial prefrontal cortex (VMPFC), ventrolateral prefrontal cortex (VLPFC), and dorsolateral prefrontal cortex (DLPFC) across three phases: story reading, question answering, and prioritization. Data were analyzed using the Mann–Whitney U test. Results indicated that HbO2 levels in the right DLPFC and left VLPFC during story reading were significantly higher in engineers with higher moral judgment scores (p = 0.047 and p = 0.026). In the prioritization phase, Hb levels in the right VLPFC were significantly elevated in participants with lower moral scores (p = 0.015). These findings confirm the critical role of prefrontal regions in moral judgment processing, consistent with previous research. Although NIRS offers several advantages, its limited depth of measurement is a constraint. This study provides novel neurobiological evidence aligned with moral dilemma questionnaires, representing a step forward in predicting engineers’ moral development and enabling the use of brain data for artificial intelligence–based prediction. Future research is recommended to include female engineers, left-handed individuals, and broader brain regions.
