فصلنامه روانشناسی شناختی

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Abstract:
The present study was conducted with the aim of evaluating the effectiveness of the educational package of basic psychological processes on improving the processing speed and mathematical progress of elementary school students with learning disabilities in mathematics. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all female students with second grade math disorder who have referred to Tolu Qain Special Learning Difficulties Training Center in the academic year of 1400-1399, the total number of these students was 20, which is a sample They were randomly placed in two experimental and control groups. Prepare worksheets in 20 different areas of psychological processes and the experimental group was trained for 20 sessions of 45 minutes, while the control group did not receive any training. To collect data, the processing speed subscale of the fourth edition of the Wechsler Intelligence Scale for children (Wechsler, 2003), the Iran KIMAT math test, and two tests developed by the researcher of the Mathematical Progress (Qorbanpour, 2019) were used. Data were analyzed using multivariate analysis of covariance. The obtained results showed a significant difference between the two experimental and control groups in the post-test. This means that education has been effective in improving the processing speed and math progress of students with math disorders. Based on the obtained results, paying attention to the educational strategies of basic psychological processes can lead to promising results in the education and rehabilitation of students with learning disabilities, and it can be used as an effective intervention method.
 

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The present study aimed to compare executive function components—including fluid reasoning, working memory, and visuospatial processing—among students with reading and mathematics learning difficulties, within a cognitive framework. This causal-comparative research was conducted using a convenience sampling method. The sample consisted of 90 students: 30 with reading difficulties, 30 with mathematics difficulties, and 30 typically developing students, selected from clients referred to psychological counseling centers and clinics in Tehran due to academic underperformance. Learning difficulties were identified using the Stanford-Binet Intelligence Scales (Fifth Edition), and executive function components were assessed through relevant subscale scores. Data were analyzed using one-way ANOVA and post hoc tests.
Findings revealed that both groups with learning difficulties scored significantly lower than the typically developing group on all three components of executive functioning. Notably, deficits in working memory and visuospatial processing were more prominent.