Comparing Cup Stacking and Transcranial Direct Current Stimulation on Working Memory and Processing Speed
محل انتشار: فصلنامه یادگیری و حافظه، دوره: 3، شماره: 11
سال انتشار: 1399
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 211
فایل این مقاله در 8 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_IJLM-3-11_005
تاریخ نمایه سازی: 26 اردیبهشت 1400
چکیده مقاله:
Students with attention disorders face many challenges in the educational process, which also affects their academic future. The goal of this study was to compare the effect of the Cup Stacking Method and Transcranial Direct Current Stimulation on the working memory and information processing rate on students with attention deficits. The research population included all fifth and sixth grade students in public schools in Tehran in ۲۰۱۹-۲۰۲۰. Forty-five students with attention deficit were purposefully selected and then randomly divided into three groups of ۱۵: Transcranial Direct Current Stimulation; Cup Stacking; and Control groups. The Transcranial Direct Current Stimulation group was given a ۱۰-session therapeutic trial; a ۳۰-minute cup stacking game was played for ۱۰ sessions by the second group. The Symbol Digit Modalities Test and the Digit Span subtest were used to assess the study variables. The results of mixed variance analysis showed that although both cup stacking and Transcranial Direct Current Stimulation improved the information processing rate and working memory of students with attention deficit, the two methods did not have a significant difference in their impact on these functions of the research subjects. It is recommended that school teachers use cup stacking in their daily interaction with the students, and that clinical professionals use Transcranial Direct Current Stimulation to address executive function issues.
کلیدواژه ها:
Attention deficit ، cup stacking ، information processing rate ، Transcranial direct current stimulation ، working memory
نویسندگان
parvaneh feiz
Ph.D. Candidate, Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
sazan emamipour
Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
Peyman Hassani-Abharian
Department of Cognitive Rehabilitation, Institute for Cognitive Science Studies, Brain and Cognition Clinic, Tehran, Iran
Shirin Kooshki
Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran