The Effectiveness of Computer-based Cognitive Training on WorkingMemory on Attention, Response Control, and Central Executive of Working Memory of Children with Specific Learning Disabilities

The purpose of  present research was the investigation of the effectiveness of computer-based cognitive training on working memory on attention, response control, and central executive working memory of children with specific learning disabilities. The research method was semi- experimental with pre-test post-test fallow-up. A total of 27 students aged 8 to 12 years with a specific learning disorder diagnosis were randomly selected from the centers of special learning disorders in Tehran (Robatkarim). The 27 subjects were peer and clustered into 3 groups based on component, phonological loop and visuospatial sketchpad of the HAFBAK test and the assessment of specific learning disorder (LDES). Then, using the IVA test and the central executive component of the HAFBAK  test, a pretest was performed. After 18 session of 50 minute computer- based cognitive intervention, on 27 subjects post-test was performed. After 3 months, the fallow-up test was performed. For analyzing the data descriptive statistics and repeated measure variance analysis method were used. The finding of this research showed that there was a significant difference between the 3 groups in per-test post-test and fallow-up test in the areas of attention, response control and central executive component. Therefore, computer-based cognitive training intervention increased the attention, response control and  the central executive component of working memory in children with specific learning disabilities.