Fatemeh Baradaran; Shila Safavi Homami; Salar Faramarzi
Abstract
The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a ...
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The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a lack of complete coordination of body movements. In this study, the effect of motor games in comparison to computer games on the executive, academic functions, and motor proficiency in students with mathematical learning disorder was investigated. In this study, 20 female students with math learning disabilities ranging in age from 8 to 9 years were divided into two balanced groups (n = 10) based on K Matt's mathematical score. Subjects in the first experimental group performed motor games for 8 weeks, 3 sessions of 45 minutes per week, and the second experimental group performed computer games during the same period. Mathematical tests of Key math (To diagnose and evaluate academic performance), Bruininksoseretsky, Stroop, and N-back in the pre-test and post-test stages were used to collect data. The results of this study have clearly shown that computer games compared to movement games had a greater effect on the executive functions and academic performance of students with a mathematical learning disorder. In contrast, it has been observed that the motor games were more effective on the motor proficiency of these students.
Hamideh Jahanbakhsh; Mehdi Sohrabi; Aireza Saberi Kakhki; Ezzat Khodashenas
Abstract
The aim of this study was to investigate the effect of a selected balance training program under dual and single-task conditions on working memory of children with developmental coordination disorder. The research method was semi-experimental and a pre-test-post-test- follow-up design with a control ...
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The aim of this study was to investigate the effect of a selected balance training program under dual and single-task conditions on working memory of children with developmental coordination disorder. The research method was semi-experimental and a pre-test-post-test- follow-up design with a control group. In this study, 39 boys with DCD were selected by the available sampling method and randomly assigned to three groups: Dual-task training (n=13), single-task training (n=13), and control (n=13). The two experimental groups performed a selected training program with two different conditions for 8 weeks. All subjects were evaluated in three stages of pre-test, post-test and follow-up test (two months after post-test) by the Corsi block-tapping test (working memory test). Data analysis using ANOVA with the repeated measure as well as one-way ANCOVA showed that in the post-test, working memory in dual-task group was superior to both single and control groups (P <0.05). Also, a significant difference was observed from pre-test to post-test in all experimental groups except the single task group in the extended block index and the control group. In the follow-up test, this superior was maintained only in the overall score index and the overall effort. Also, the single-task group was superior to the control group in the post-test (P <0.05). Due to the importance of executive function, using this selected exercise program to improve working memory can be a useful tool and is suggested for this group of children.
Amine Lashkarizade; Vahid Roohollahi; Mahshid Zarezade; Amin Khodabakhshzade
Abstract
Exercise and physical activity have positive effects on physical and mental performance, but their effect on cognitive function needs to be explained in more detail. This study examined the effect of selected physical activities with different levels of cognitive-motor interaction on the executive functions ...
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Exercise and physical activity have positive effects on physical and mental performance, but their effect on cognitive function needs to be explained in more detail. This study examined the effect of selected physical activities with different levels of cognitive-motor interaction on the executive functions of 76 girls aged 10 to 12 years in Bam city, with mean and standard deviation of body mass index of 18.5 1 1.5 and average intelligence of 10.5 9 9.9. Based on the pre-test score, they were randomly divided into four groups (high cognitive-high motor, low cognitive-high motor, high cognitive-low motor and low cognitive-low motor). The results of covariance analysis showed that high cognitive-motor lifting exercises have a positive effect on attention and memory function of executive functions of 10 to 12-year-old girls and low cognitive-high-motor and low-cognitive-high-motor cognitive exercises have a positive effect on attentional and inhibitory components. There was a significant difference between high-motor, high-motor, low-motor, low-cognitive, high-motor, and low-cognitive-motor cognitive exercises in the attention component, but no significant difference was found in the component of working memory and inhibition. Therefore, based on the results of this research, by designing high-mobility cognitive exercises in the educational environment, it is possible to provide improvement of executive functions. Therefore, it is hoped that researchers will use the results of this research to improve the executive functions of children .
Hojat Amini; Ali Akbar Jaberi Mogadam
Abstract
The aim of this study was to investigate the possible effects of gymnastics training on some neuropsychological functioning in male children with developmental coordination disorder aged between 8 and 10 in Tehran city. 34 children with developmental coordination disorder who aged between 8 and 10 and ...
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The aim of this study was to investigate the possible effects of gymnastics training on some neuropsychological functioning in male children with developmental coordination disorder aged between 8 and 10 in Tehran city. 34 children with developmental coordination disorder who aged between 8 and 10 and had referred to the clinics of occupational therapy and rehabilitation in Tehran in 2013 were selected using convenience and purposive sampling method and were randomly divided into experimental (n=19) and control (n=15) groups. For screening, Developmental Coordination Disorder Questionnaire and Raven's progressive matrices test were used. The dependent variables were assessed by Neuropsychological Conner Questionnaire. The experimental group received an 8-week (3 sessions per week, each session 45 min.) locomotor intervention of gymnastics protocol. Statistical analysis was performed using multivariate covariance analysis at P≥0.05 with SPSS16 software. The findings showed significant differences between control and experimental groups in all variables of executive functions (P≤0.001, F= 492.454a) and sensory – motor function (P≤0.001, F=285.693a). Accordingly, it can be concluded that gymnastics training can improve neuropsychological functioning in children with developmental coordination disorder.
