لیلا بیات مختاری

The aim of this study was to investigate the effect of visual spatial perception skills on improving the theory of mind in 8-10 year-old students with learning disabilities in Mashhad. This research adopted a quantitative approach and utilized a semi-experimental design (pretest/posttest with a control group). The statistical population included all male students aged 8 to 10 years who had referred to learning disorder centers in Mashhad with learning disabilities symptoms. The statistical sample also includes 30 people selected from this statistical population of the research using a non-probability sampling method, who then replaced randomly in two groups of 15 people, experimental and control. The experimental group received training in visual spatial perception skills for 60 minutes in 10 sessions, while the control group was not subjected to any intervention. All participants assessed with Stirenman's theory of mind test before and after the implementation of the independent variable. The data from this research analyzed using a one-way analysis of covariance (ANCOVA) and spss.24 software.The results of covariance analysis showed that training in visual spatial perception skills had a significant effect on improving theory of mind performance of students with learning disabilities. The results of this research showed that training of 10 sessions of 60 minutes in visual spatial perception significantly improves the theory of mind in students with learning disabilities compared to the group that did not receive this training. Also, implementing educational interventions aimed at improve visual spatial perception skills in students with learning disabilities also helps to improve their theory of mind, ultimately leading to the improvement of learning disabilities

This survey was done in order to consider the impact of transcranial direct current stimulation on the auditory/ verbal working memory in the area of dorsolateral prefrontal cortex. This survey plan was experimental in the kind of pretest/after test together control group and arbitrary selection. The study sample contains 20 boy students with dyslexia with 8 to 10 years old that have inclusion criteria in this study. Two kinds of anode and sham stimulation, with 1.5 mA circuitry for 20 minutes and 15 minutes phonological awareness training on 20 participants in 10 sessions were presented.
The participants before and after stimulation with N- Beck task were tested.
The covariance results showed that anode stimulation has a significant impact on improving performance in the auditory / verbal aspect of the working memory compared to the sham stimulation.
Overall, this study showed that the anode stimulation increased and improved individual performance on tasks involving auditory working memory.

This survey was done in order to consider the impact of transcranial direct current stimulation on the visual/spatial working memory in the area of dorsolateral prefrontal cortex.
This survey plan was experimental in the kind of pretest/after test together placebo group and arbitrary selection. The study sample contains 20 boy students with dyslexia with 8 to 10 years old that have inclusion criteria in this study. Two kinds of anode and sham stimulation, with 1.5 mA circuitry for 20 minutes and 15 minutes phonological awareness training on 20 participants in 10 sessions were presented. The participants before and after stimulation with N- Beck task, Shirazi and Nilipour reading test were tested.
Findings: The covariance results showed that anode stimulation has a significant impact on improving performance in the visual/spatial aspect of the working memory compared to the sham stimulation.
Overall, this study showed that the anode stimulation increased and improved individual performance on tasks involving visual working memory and has led to improved dyslexia in children.