كليدواژه :
اختلال شنوايي , آزمون برج لندن , آزمون كيم كاراد , دانش آموز
چكيده فارسي :
زمينه و هدف: آسيب‌هاي شنوايي بسياري از سازگاري‌هاي انسان با محيط را تحت‌تأثير قرار مي‌دهد. اين آسيب‌ها منجر به ايجاد تغييراتي در پردازش ديداري و توانايي برنامه‌ريزي و سازماندهي افراد مي‌شود. هدف اين تحقيق مقايسهٔ پاسخ‌هاي دانش‌آموزان با اختلال شنوايي و عادي شهر اراك به آزمون‌هاي كيم كاراد و برج لندن بود.
روش بررسي: طرح پژوهش حاضر علّي-مقايسه‌اي بود. جامعهٔ آماري شامل تمامي دانش‌آموزان پسر متوسطه اول با اختلال شنوايي و عادي شهر اراك در سال 98-1397بود. شصت نفر (سي نفر از دانش‌آموزان با اختلال شنوايي، سي نفر دانش‌آموزان عادي) به‌صورت نمونه‌گيري تصادفي خوشه‌اي چندمرحله‌اي به‌عنوان اعضاي نمونه انتخاب شدند. براي جمع‌آوري داده‌ها از آزمون برج لندن (شاليس، 1982)، آزمون حافظهٔ بصري كيم كاراد (گراث-مارنات، 2003) استفاده شد. براي تجزيه‌و‌تحليل داده‌ها نيز از تحليل واريانس چندمتغيره (مانوا) استفاده شد. سطح معناداري براي همهٔ آزمون‌ها 0٫01لحاظ شد.
يافته‌ها: نتايج نشان داد كه بين دو گروه دانش‌آموزان با اختلال شنوايي و عادي، در مؤلفهٔ حافظهٔ بلندمدت و حافظهٔ ميان‌مدت (0٫001>p) و حافظهٔ كوتاه‌مدت (0٫034=p) تفاوت معنادار وجود دارد. بين دو گروه دانش‌آموزان با اختلال شنوايي و عادي، در زمان تأخير و زمان كلي در مؤلفهٔ‌هاي برنامه‌ريزي و سازماندهي تفاوت معناداري وجود داشت (0٫001>p).
نتيجه‌گيري: بنابر يافته‌هاي اين پژوهش مي‌‌توان نتيجه‌گيري كرد كه توانايي حافظه و برنامه‌ريزي و سازماندهي دانش‌آموزان با اختلال شنوايي ضعيف است و نيازمند توجه هرچه‌بيشتر دست‌اندركاران تعليم و تربيت مي‌باشد.
چكيده لاتين :
Background & Objectives: Hearing impairments affect most adaptation aspects of individuals with the environment and cause a delay in their mental processes. Deaf children present unique features which can be improved using various behavioral, emotional, and educational methods.
Deaf individuals experience significant delays in cognitive growth aspects and language generation. Primary hearing impairments could lead to creating compensatory changes in visual processing. Visual working memory can increase one of the observing functions in deaf individuals as
well as planning and organizing ability as the main implementing interactions and brain functions. i.e., important to researchers. Thus, the current
study aimed to explore the differences of visual active memory and organizing between hearing–impaired and healthy students.
Methods: This was a descriptive and causal–comparative study. The statistical population of the study consisted of all first–year students of deaf
and ordinary middle schools in Arak City, Iran, in the academic year of 2018–2019. Sixty students (30 deaf & 30 healthy individuals) were
selected through the convenience sampling method as the study sample. The inclusion criteria of this study were as follows: male students, aged
13 to 15 year, providing consent to participate in the study, a specific rate of hearing loss (students who have lost >25 decibels of hearing), the
lack of intellectual disability, the lack of vision problems, and the lack of physical or motor issues. The exclusion criteria of the study were the
lack of students’ collaboration in the research process and failure to complete the research tests by the students. The measurement tools in this
study included the Tower of London test (Shallice, 1982) for measuring executive planning and organization and the Kim Karad test (Groth–
Marnat, 2003) for the visual estimation of memory. The obtained data were analyzed in SPSS using Multivariate Analysis of Variance
(MANOVA) at a significance level of 0.01.
Results: The MANOVA results revealed a significant difference between hearing–impaired and healthy subjects concerning long–term memory
and short–term memory (p<0.001) and working memory (p=0.034). Furthermore, there was a significant difference between the study groups in
the time delay component, and overall time in the planning and organizing components (p<0.001).
Conclusion: Based on the present research findings, the memory ability as well as the planning and organizing ability of students with hearing impairment were weak; thus, such aspects require further attention of the authorities.
