پديد آورندگان :
يزداني، سميرا دانشگاه تهران، تهران، ايران , ارجمندنيا، علي اكبر دانشگاه تهران، تهران، ايران - دانشكدهٔ روان شناسي و علوم تربيتي - گروه روان شناسي و آموزش كودكان استثنايي , نجاتي، وحيد دانشگاه شهيد بهشتي، تهران، ايران - دانشكدهٔ روان شناسي و علوم تربيتي - گروه روان شناسي , حسن زاده، سعيد دانشگاه تهران، تهران، ايران - دانشكدهٔ روان شناسي و علوم تربيتي - گروه روان شناسي و آموزش كودكان استثنايي , فتح آبادي، جليل دانشگاه شهيد بهشتي، تهران، ايران - دانشكدهٔ روان شناسي و علوم تربيتي - گروه روان شناسي
كليدواژه :
اختلال يادگيري رياضي , توانايي بينايي - فضايي , شناخت , نقائص شناختي
چكيده فارسي :
زمينه و هدف: اختلال يادگيري رياضي با نقايصي در كاركردهاي شناختي همراه است. يكي از اصلي‌ترين كاركردهاي شناختي، توانايي بينايي-فضايي است كه متشكل از هشت عامل مجزا است. هدف اين مطالعه بررسي تفاوت‌هاي موجود در عوامل هشت‌گانهٔ بينايي-فضايي در كودكان با و بدون اختلال يادگيري از نوع رياضي بود.
روش بررسي: در اين پژوهش توصيفي‌تحليلي، 128 دختر و پسر با و بدون اختلال يادگيري رياضي در دامنهٔ سني 9 تا 12 سال در سال تحصيلي 98-1397 شركت كردند. نمونه‌گيري در گروه با اختلال رياضي به‌صورت هدف‌مند و در گروه بدون اختلال رياضي به‌شيوهٔ تصادفي چندمرحله‌اي انجام شد. ابزارهاي به‌كاررفته شامل آزمون هوش وكسلر-ويرايش چهارم (2003) و آزمون رياضي كي‌مت (كنولي و همكاران ، 1988) بود. توانايي بينايي-فضايي با مجموعهٔ تكاليف رايانه‌اي توانايي فضايي (سلوكي و همكاران، 2020) سنجيده شد. تجزيه‌و‌تحليل داده‌ها با استفاده از آزمون يومن ويتني با نرم‌افزار SPSS نسخهٔ 24 در سطح معناداري 0٫05 انجام شد.
يافته‌ها: نتايج نشان داد كه گروه كودكان با اختلال يادگيري رياضي درمقايسه با گروه كودكان بدون اختلال نمرۀ دقت كمتري در تكاليف انعطاف‌پذيري بستن، سرعت بستن، سرعت ادراكي، تجسم‌سازي، روابط فضايي، جهت‌يابي فضايي و توانايي زماني‌فضايي (0٫001>p) و همچنين در فاز حافظهٔ نشانه‌هاي تكليف مسيريابي (0٫002=p) دارند. كودكان گروه با اختلال يادگيري رياضي به‌طور معناداري تعداد مادۀ بيشتري را براي رسيدن به ملاك مربوط به يادگيري هر مسير در تكليف مسيريابي طي كرده‌اند (0٫001>p) و به‌طور معناداري مسافت بيشتري را در فاز ميان‌برزدن اين تكليف درمقايسه با گروه كودكان عادي پيموده‌اند (0٫003=p)؛ همچنين نتايج نشان داد دو گروه به‌لحاظ ميانگين زمان واكنش در تكاليف تجسم فضايي، روابط فضايي و جهت‌يابي فضايي تفاوت معناداري با يكديگر دارند (0٫001>p).
نتيجه‌گيري: نتايج پژوهش نشان داد، كودكان با اختلال يادگيري از نوع رياضي در تمامي عوامل هشتگانۀ توانايي بينايي-فضايي نقص دارند.
چكيده لاتين :
Background & Objectives: Mathematics Learning Disorder (MLD) is a neurodevelopmental condition. MLD refers to conditions where children with basically healthy Intelligence Quotient (IQ) lag behind children of the same age or grade in mathematics, due to some deficits in mathematics learning ability. MLD is associated with deficits in cognitive functions. Brain imaging studies confirmed that similar areas are activated when individuals process spatial and number tasks. It has been revealed that parietal lobe plays an essential role in the processing of spatial information. The Visual–Spatial Ability (VSA) is an umbrella term that refers to the skill in representing, transforming, generating, and
recalling symbolic and nonlinguistic data. Evidence for the role of visual–spatial processing in MLD remains contradictory. Therefore, the
present study aimed to explore differences in SA factors in children with and without MLD.
Methods: In total, 128 children aged 9–12 years have participated as two Typically Developing (TD) and MLD groups in this cross–sectional
study, in 2018. Moreover, 64 children in the MLD group were selected by purposive sampling method from learning disorder centers in Tehran
City, Iran. The TD group comprised 64 children who were selected by a multi–stage sampling approach from two elementary schools. The
inclusion criteria for the MLD group were obtaining IQ scores of >85 in the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–
IV, 2003), and achieving a score of <80 in the Key–Mat (Cannolly et al., 1988). In the TD group, the Colorado Learning Disability Questionnaire
(Wilcott et al., 2011) was used to ensure the absence of learning disabilities. The inclusion criterion for the TD group was receiving a score of
<40 in the aforementioned questionnaire. The study participants were excluded from both groups in case of experiencing bioneurological
disabilities. VSA was measured with a computerized tasks battery of spatial ability (solouki et al., 2020). This battery included 8 factors of VSA,
including the Flexibility of Closure (FC), Closure Speed (CS), Perceptual Speed (PS), Visualization (VIS), Spatial Relations (SR), Spatial
Orientation (SO), Spatial–Temporal (ST) ability, and Way Finding (WF). Subjects in both research groups were individually assessed concerning
the 8 components of SA by the aforementioned battery. All 8 spatial ability tasks were presented to each subject on 15–inch computers, using
E–Prime 2 and Unity software. The study subject was placed 60 cm away from the screen. The battery of spatial ability tasks was performed in
two 45–minute sessions. The obtained data were analyzed by descriptive statistics, such as mean and standard deviation as well as inferential
statistics using the Mann–Whitney U test in SPSS at a significance level of 0.05.
Results: The collected data suggested that the MLD group, compared to the TD group obtained a lower accuracy score in the tasks of FC
(p<0.001), CS (p<0.001), PS (p<0.001), VIS (p<0.001), SR (p<0.001), SO (p<0.001), ST (p<0.001), and in the memory of landmark phase of
WF task (p=0.002). Furthermore, the number of trials in the learning path (p<0.001) and walked path in the short distance phase of the WF task
were higher in the MLD group, compared to the controls (p=0.003). The current research results also revealed that the two groups were
significantly different in the mean score of reaction time in VIS (p<0.001), SR (p<0.001), and SO tasks (p<0.001). Conclusion: The present study results demonstrated that children with MLD have defects in all 8 components of VSA.
