بررسي عملكرد يادگيري دانش آموزان ناتوان يادگيري خاص بر اساس مدل ساختاري مهارت‌هاي عصب روان شناختي كنش‌هاي اجرايي مغز

Structural model of executive functions in predicting the performance of students with learning disabilities learning

از آﻧﺠﺎ ﮐﻪ ﻋﻮاﻣﻞ ﻣﺆﺛﺮ ﺑﺮ ﺳﺒﺐﺷﻨﺎﺳﯽ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص ﺑﺴﯿﺎر ﮐﻢ ﻣﻮرد ﺗﻮﺟـﻪ ﻗـﺮار ﮔﺮﻓﺘـﻪ اﺳـﺖ، ﺿﺮورت ﺷﻨﺎﺳﺎﯾﯽ و ﻣﻄﺎﻟﻌﻪ ﮐﻨﺶﻫﺎي اﺟﺮاﯾﯽ در اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص ﺑﯿﺸـﺘﺮ اﺣﺴـﺎس ﻣـﯽ ﺷـﻮد. ﻫـﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﻧﻘﺶ ﻣﻬﺎرتﻫﺎي ﻋﺼﺐ روان ﺷﻨﺎﺧﺘﯽ)اﻧﺘﻘﺎل، ﺑﺎزداري، ﺑﺮوزرﺳـﺎﻧﯽ، ﻋﻤﻠﮑـﺮد ﭘﯿﻮﺳـﺘﻪ و ﺑﺮﻧﺎﻣﻪ رﯾﺰي- ﺳﺎزﻣﺎﻧﺪﻫﯽ( در ﭘﯿﺶ ﺑﯿﻨﯽ ﻋﻤﻠﮑﺮد ﯾﺎدﮔﯿﺮي داﻧﺶ آﻣﻮزان ﻧﺎﺗﻮان ﯾﺎدﮔﯿﺮي ﺑﻮد. ﭘـﮋوﻫﺶ ﺣﺎﺿـﺮ ﯾﮏ ﻣﻄﺎﻟﻌﻪ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ. ﺑﻪ ﻫﻤﯿﻦ ﻣﻨﻈﻮر ﺗﻌﺪاد 116 داﻧﺶ آﻣـﻮز ﻧـﺎ ﺗﻮان ﯾـﺎدﮔﯿﺮي ﻣﻘﻄـﻊ اﺑﺘﺪاﯾﯽ ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮﻧﻬﺎي ﻫﻮش ﮐﻮدﮐﺎن و ﮐﺴﻠﺮ، رﯾﺎﺿﯽ ﮐﯽ ﻣـﺖ، آﮔـﺎﻫﯽ واج ﺷﻨﺎﺧﺘﯽ، اﺧﺘﻼل ﻧﮕﺎرش اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰارﻫﺎي اﻧﺪازه ﮔﯿﺮي ﻣﺆﻟﻔﻪﻫﺎي ﻋﺼﺐ روان ﺷﻨﺎﺧﺘﯽ ﮐـﻨﺶ ﻫـﺎي اﺟﺮاﯾﯽ در اﯾﻦ ﭘﮋوﻫﺶ ﻋﺒﺎرﺗﻨﺪ از: آزﻣﻮن وﯾﺴﮑﺎﻧﺴﯿﻦ، ﺗﮑﻠﯿﻒ ﭘﯿﭽﯿﺪه اﺳﺘﺮوپ، آزﻣﻮن ﺑﺮج ﻟﻨﺪن، آزﻣﻮن ﺣﺎﻓﻈﻪ ﻓﻌﺎل و آزﻣﻮن ﻋﻤﻠﮑﺮد ﭘﯿﻮﺳﺘﻪ. ﺑﺮاي ﺑﺮرﺳﯽ ﺗﻮان ﭘﯿﺶ ﺑﯿﻨﯽ ﻋﻤﻠﮑﺮد ﺗﺤﺼـﯿﻠﯽ از ﻃﺮﯾـﻖ ﻣﺘﻐﯿﺮﻫـﺎي ﻣﺴـﺘﻘﻞ ﭘﮋوﻫﺶ و ﺗﺒﯿﯿﻦ وارﯾﺎﻧﺲ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ از ﻣﺪل ﺳﺎﺧﺘﺎري ﻟﯿﺰرل اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸـﺎن داد ﮐـﻪ از ﻣﯿـﺎن ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ، ﻣﺘﻐﯿﺮ ﺑﺎزداري ﭘﺎﺳﺦ و ﺣﺎﻓﻈﻪ ﻓﻌﺎل ﺳﻬﻢ ﺑﯿﺸﺘﺮي در ﭘﯿﺶ ﺑﯿﻨﯽ ﻋﻤﻠﮑـﺮد ﺗﺤﺼـﯿﻠﯽ داﻧـﺶ آﻣﻮزان ﻧﺎﺗﻮان ﯾﺎدﮔﯿﺮي در ﺣﻮزه ﺧﻮاﻧﺪن، ﻧﻮﺷﺘﻦ و رﯾﺎﺿﯽ دارﻧﺪ. ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾـﯽ ﺑـﺎزداري ﭘﺎﺳـﺦ، ﺣﺎﻓﻈـﻪ ﻓﻌﺎل ﺑﻪ ﻋﻨﻮان ﯾﮏ ﻓﻌﺎﻟﯿﺖ ﺷﻨﺎﺧﺘﯽ در ﯾﺎدﮔﯿﺮي ﺧﻮاﻧﺪن، ﻧﻮﺷﺘﻦ و رﯾﺎﺿﯿﺎت ﺿﺮوري اﺳﺖ. ﺑﻨـﺎﺑﺮاﯾﻦ ﺗﻮﺟـﻪ ﺑـﻪ ﻇﺮﻓﯿﺖ و ﮐﺎراﯾﯽ ﺣﺎﻓﻈﻪ ﻓﻌﺎل و ﺑﺎزداري ﭘﺎﺳﺦ ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ﺑﺮ ﮐﺎراﻣﺪي ﻓﺮآﯾﻨﺪ آﻣﻮزش و ﻃﺮاﺣـﯽ و اراﺋـﻪ ﻣـﻮاد آﻣﻮزﺷﯽ ﮐﻪ ﻫﺪف ﻧﻬﺎﯾﯽ ﻫﻤﻪ آﻧﻬﺎ اﯾﺠﺎد، ﮔﺴﺘﺮش ﯾﺎ ﺗﺴﻬﯿﻞ ﯾﺎدﮔﯿﺮي اﺳﺖ، اﺛﺮات ﻣﺜﺒﺖ ﻣﯽﮔﺬارد

cause:The aim of the study was to investigate the role of executive functions (transfer, retention, update, continuous operation and Planning Organization) in predicting the performance of students with learning disabilities were learning. Methods: For this study, 116 primary school students with learning disabilities were selected by random sampling. Measuring instruments used in this study include: WCST, Stroop complex task, Tower of London, working memory test and CPT. To be independent variables predicting academic performance through research and variance explanation of academic performance LISREL structural equation modeling was used. Results: The results showed that among the executive functions, variable response inhibition and working memory more contributions in predicting academic performance of students with learning disabilities in reading, writing and math are. Conclusion: executive functions response inhibition, working memory as a cognitive activity in learning reading, writing and mathematics is essential. Thus, according to the capacity of working memory and response inhibition learners efficient process design and provide training and educational materials that the ultimate goal of all of them create, expand or facilitate learning, provide positive effects.