جستجوی مقالات مرتبط با کلیدواژه "visual-spatial perception" در نشریات گروه "پزشکی"

Specific learning disorders have been introduced in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders as a general category and a single diagnostic criterion, and it focuses on four general educational functions and the provision of appropriate educational services, instead of the traditional component of the diagnostic criterion of inconsistency between intelligence and progress, it is based on Personal growth, education, family and educational records such as academic grades, response to educational interventions and observation of teachers are emphasized. These skills and cognitive abilities are necessary for purposeful behavior and adaptation to environmental changes and are often responsible for cognitive skills such as attention, language, and perception, and creating higher levels of creative or abstract thinking. All these activities are performed in three main parts of executive functions including attention, cognitive flexibility, and working memory, and there is a mutual relationship between these three parts of executive functions. Special failure in learning has a high prevalence. Based on the research, learning disability is associated with a prevalence of 13-17% in boys and 10-12% in girls. One of the problems of this category of children is the problem with their active and working memory. It can be said that working memory is used in all conscious actions. Without this memory or its disorder, a person's normal life becomes vulnerable. Some researchers have emphasized the importance of working memory in increasing intelligence and cognitive abilities and have provided evidence that they have been able to increase fluid and crystallized intelligence by training and strengthening working memory. Another problem of children with special learning disorder is visual-spatial perception. Visual perception is essential to perform the smallest daily actions, and the better the visual perception works in a situation, the better a person can cope with various tasks that deal with vision. Research shows that visual perception is not a fixed process, it expands and expands over time, and it is necessary to know how visual perception evolves at different ages. Visual perception is the process by which visual information is analyzed. In this process, vision integrates other sensory data and past experiences. Visual perception allows a person to accurately judge the size, shape, color, and spatial relationships of objects. Between visual perception and reading and writing, which are the main academic skills; there is a connection and in order for a person to be able to read, he must process visual stimuli well and also not have phonological problems. Researchers believe that by training functional skills, visual-spatial perception can be improved and interest in lessons, learning, and memorization can be increased. Research has shown that cognitive training of executive functions, of which active memory and visual-spatial perception are important parts, improves the problems of adulthood in childhood. Researchers investigated auditory and visual working memory performance in students with attention-deficit/hyperactivity disorder, learning disabilities, and clinical controls. Individuals with learning disabilities showed poorer auditory working memory than individuals in the attention-deficit/hyperactivity groups or clinical controls.The present study was conducted to determine the effectiveness of computer games on strengthening the working memory and visual-spatial perception of children with specific learning disabilities (reading, writing, math).

The method of this research was a semi-experimental type and a pre-test-post-test design with a control group. The statistical population of this research was all students from the third to sixth grades of Maad and Imam Sajjad girls' schools in the fourth district of Tehran, which were about 300 people. Thirty of them were selected as a sample (ten control groups and twenty experimental groups) and were evaluated through purposeful sampling and random assignment. Exercises were performed in twelve 20-minute sessions as a computer game, and Susan Pickering's working memory test and Frostig's visual-spatial perception test were used to test the data.

The data were mixed using variance statistics and analyzed with SPSS software. The significance level of the test (p<0.05) was considered. The findings showed that after removing the pre-test effect, there was a significant difference in working memory and visual-spatial perception between the control and experimental groups in the post-test.

The results of the effect of cognitive-oriented computer games on the executive actions of preschool children with neuropsychological learning disorders showed that cognitive-oriented computer games improve executive actions in the component Problem solving, planning, behavioral and emotional organization of preschool children with neuropsychological learning disorders are effective.

Visual-spatial ability is a complex process involving several interconnected parts that develop with the development of working memory. These processes are performed by students with learning disabilities differently from normal students. The purpose of this study was to compare the visual-spatial perception of working memory between normal students and students with special learning disabilities.

The purpose of this study was to compare visual-spatial perception of working memory between normal students and students with special learning disabilities.

The research method was causal-comparative. The statistical population of the present study was all female and male elementary school students aged 10-12 years with math learning difficulties and dyslexia, and normal students in Khoy. The sample of this study consisted of 90 elementary school students, of whom 30 cases had math disabilities, 30 cases were dyslexic, and 30 cases were normal students. Students with learning disabilities were selected through available sampling in the Learning Disorders Center. Normal students were selected by random cluster sampling from Khoy schools. To diagnose and evaluate mathematical learning disability, the K-Mat test was used and the syndrome checklist was used to diagnose dyslexia. Corsi Blocks Task software was also used to measure the visual-spatial perception of working memory. The One-way ANOVA was used for data analysis. 

The results showed that the difference between normal students, dyslexic students, and those with visual-spatial abilities was significant (F=10.11, p<0.001). However, there was no significant difference between students with math disorder and dyslexia in the visual-spatial ability of working memory (P> 0.34).

Students with math learning difficulties and dyslexia had poor performance in the visual-spatial perception of working memory compared to normal students.