1- ferdowsi university
Abstract: (4450 Views)
Introduction: Considering the fact that motion is the basis of cognition and the processes of the mind such as executive functions, the present study aims to determine the effectiveness of perceptual-motor skills on the executive functions (cognitive flexibility, problem solving, working memory and response inhibition) of students with Mental math was performed.
Materials and Methods: This is a quasi-experimental research with pretest posttest design. The statistical population consisted of all third and fourth grade students in elementary school in Mashhad, Iran during the academic year of 2018-2019. In order to conduct this research, 20 girls with math disorders were selected by available sampling method and randomly assigned to experimental and control groups (10 children in the experimental group and 10 children in the control group). The test used was the Delis-Kaplan Executive Function System (quoted by Qavami, 2001). Interventions based on perceptual-motor skills were performed for 12 sessions on the experimental group. Data were analyzed using covariance analysis.
Results: The results of this study showed that interventions in cognitive-motor skills are effective on executive functions (cognitive flexibility and problem solving) of students with math disorders (p> 0.05).
Conclusion: The results showed that cognitive-motor skills increase the performance of cognitive flexibility and problem solving which leads to learning and academic achievement of students, especially students with math disorders. It is recommended that the diagnosis and intervention in perceptual-motor skills be done Immediately.
Materials and Methods: This is a quasi-experimental research with pretest posttest design. The statistical population consisted of all third and fourth grade students in elementary school in Mashhad, Iran during the academic year of 2018-2019. In order to conduct this research, 20 girls with math disorders were selected by available sampling method and randomly assigned to experimental and control groups (10 children in the experimental group and 10 children in the control group). The test used was the Delis-Kaplan Executive Function System (quoted by Qavami, 2001). Interventions based on perceptual-motor skills were performed for 12 sessions on the experimental group. Data were analyzed using covariance analysis.
Results: The results of this study showed that interventions in cognitive-motor skills are effective on executive functions (cognitive flexibility and problem solving) of students with math disorders (p> 0.05).
Conclusion: The results showed that cognitive-motor skills increase the performance of cognitive flexibility and problem solving which leads to learning and academic achievement of students, especially students with math disorders. It is recommended that the diagnosis and intervention in perceptual-motor skills be done Immediately.
Type of Study: Original Research Article |
Subject:
Psychology
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