masumeh taie

Attention plays a vital role in education. Children who have attention deficit hyperactivity disorder (ADHD) suffer from impairing levels of inattention. ADHD is a relatively common childhood disorder (Scahill & Schwab-Stone, 2000), which, if left untreated, results in adverse consequences (American Psychiatric Association, 2013). This necessitates employing attention-training methods, such as neurofeedback training (NFT). But although conventional, NFT is expensive and time-consuming; therefore, the need for finding other methods is felt. The total physical response (TPR) method can provide a suitable venue for teaching young learners with ADHD (Nunan, 2011). Hence, this study was conducted to investigate the comparative effects of NFT and TPR on ADHD young learners’ attention. To do so, 16 students with ADHD were selected from a school in Shahryar. They were randomly assigned to NFT and TPR groups, receiving these treatments for twenty sessions, respectively. The Integrated Visual and Auditory Continuous Performance Test (IVA+Plus) was used as the pre- and post-test to measure full, auditory, and visual attention. To answer the research questions investigating the comparative effects of NFT and TPR on ADHD young learners’ attention, non-parametric one-way Analysis of Covariance (ANCOVA) was conducted. Moreover, the Wilcoxon Signed Rank test was used to explore within-group differences. The results indicated significant improvements for both groups. Nevertheless, NFT was found to be more effective regarding full and auditory attention. Concerning visual attention, both treatments were similarly effective. The findings suggest both treatments can improve participants’ attention. The study has implications for education by shedding light on attention-training methods.

What is learning after all? Being the cornerstone of educational psychology, this question has not lost its appeal since there still is no consensus over it. What makes providing a careful definition of learning important is that such definitions carry important pedagogical implications which might not be equally beneficial. This theoretical paper, therefore, has tried to define learning by a novel interdisciplinary approach through connecting educational psychology to philosophy. It has started with the dilemma of a lack of consensus over the definition of definition itself and the necessity for holding a theory of definition. Consequently, Aristotle’s definition theory has been chosen. To be impartial, it has been contrasted with that adopted by Karl Popper- Aristotle’s major critic. Then, mainstream leaning definitions have been investigated. Their inadequacy has been attributed to their non-adherence to a tenable definition theory. The paper recommends a framework for learning definition studies established by adopting Aristotle’s definition theory and other points discussed. Such a framework constitutes guidelines for future studies. These guidelines give future definition studies direction and coherence and allow us to move away from idiosyncrasies reflecting personal bias and, as such, they can direct us towards developing a consensual definition.