پديد آورندگان :
احمدي، احمد دانشگاه تهران - گروه روانشناسي و آموزش كودكان استثنايي , به پژوه، احمد دانشگاه تهران - گروه روانشناسي و آموزش كودكان استثنايي , شكوهي‌يكتا، محسن دانشگاه تهران - گروه روانشناسي و آموزش كودكان استثنايي , ارجمندنيا، علي اكبر دانشگاه تهران - گروه روانشناسي و آموزش كودكان استثنايي , پارسا عزيزي، محمد دانشگاه آزاد اسلامي واحد علوم تحقيقات تهران - دانشكدهٔ علوم انساني - گروه روانشناسي كودكان استثنايي
چكيده فارسي :
زمينه و هدف: كاركردهاي اجرايي شامل حافظهٔ فعال، بازداري پاسخ و انعطاف‌پذيري شناختي نقش تعيين‌كننده در عملكرد روزمره و آمادگي ورود به مدرسه براي كودكان پيش‌دبستاني دارد. هدف پژوهش حاضر تعيين اثربخشي آموزش‌هاي كاركرد اجرايي بر مهارت‌هاي حافظهٔ فعال، انعطاف‌پذيري شناختي، بازداري پاسخ، توجه، برنامه‌ريزي و مهارت‌هاي پايهٔ رياضي كودكان پيش‌دبستاني در معرض خطر براي بروز مشكلات رياضي بود.
روش‌بررسي: اين پژوهشي نيمه‌تجربي با پيش‌آزمون-پس‌آزمون و گروه كنترل بود. تعداد 40 كودك در معرض خطر براي مشكلات رياضي از بين شش مركز پيش‌دبستاني و مهدكودك منطقهٔ دو در شهر تهران انتخاب شدند. اين انتخاب بهصورت غربالگري چند‌مرحله‌اي بوده و پس از آن افراد بهصورت تصادفي در گروه آزمايش و كنترل كاربندي شدند. گروه آزمايش 24 جلسه آموزش كاركردهاي اجرايي را دريافت كرد. در‌حالي‌كه گروه كنترل برنامه‌هاي آموزشي معمول مهدكودك و مراكز پيش‌دبستاني را تجربه مي‌كرد. آزمودني‌ها پيش و پس از مداخله در حيطه‌هاي شناختي و تحصيلي ارزيابي شدند.
يافته‌ها: نتايج تحليل كوواريانس حاكي از تفاوت معنا‌دار گروه آزمايش و كنترل (0٫001>p) در مؤلفه‌هاي حافظهٔ فعال و انعطاف‌پذيري شناختي با ميزان تأثير 0٫42 در حيطهٔ حافظهٔ فعال و 0٫22 در مؤلفهٔ انعطاف‌پذيري شناختي است. در‌حالي‌كه تغيير معناداري در نمرات بازداري پاسخ، توجه، برنامه‌ريزي و مهارت‌هاي پايه رياضي مشاهده نشد. (0٫05>p).
نتيجه‌گيري: با عنايت به يافته‌هاي اين پژوهش، ارائهٔ آموزش كاركردهاي اجرايي مي‌تواند به‌عنوان بخشي از برنامهٔ آموزشي كودكان پيش‌دبستاني در مهدهاي كودك و مراكز پيش‌دبستاني استفاده شود.
چكيده لاتين :
Background & Objective: The good executive function skills during early childhood found to be a st rong predictor of academic achievement.
In recent years, some studies have indicated that children who have problem in execut ive function skills are at an increased risk for learning
difficult ies particularly in math. Executive function skills composed of working memory, response control and cognitive flexibility. These skills
have a crit ical impact on everyday performance and children's school readiness. As growing number of research support the relation between
mathematics and execut ive function skills, researchers and educators began to focus on the quest ion of t ransfer effect of executive function
t raining on academic performance or daily activities, which there is a dearth of empirical research on this issue. Therefore, the aim of the current
study was to evaluate the effectiveness of cognitive games on working memory, cognitive flexibility, response control, at tent ion, planning and
basic math skills of preschool children at risk for mathematical difficulties.
Methods: in a Quasi experimental study, the pre-test post-test design with the control group was used. Forty preschool children at risk for
mathematical difficulties were selected based on a mult i-level screening of low performance in mathematics from six kindergartens and preschool
centers in dist rict two of Tehran. The participants were chosen in two stages. First, potential participants were nominated by the teacher as low
performance children then if they scored one or more standard deviation below the mean in basic mathematical skills were considered at risk for
mathematic difficulties. Participants randomly were assigned to either the experimental or the control group. Participants of the experimental
group received 24 sessions of execut ive function training while the control group followed their routine educational plans. The intervention
combined both computerized and non- computerized games. Activities were accommodated based on the children’s performance and st ructured
from easy to difficult level. The Kohansedgh Basic Mathematical Skills for Children (KBMSC), Tehran - Stanford-Binet Intelligence Scales,
Fifth Edit ion (TSB-5), St roop and T ower of London were used t o assess part icipant’s performance in terms of cognitive and academic skills at
the beginning and the after intervention.
Results: Participants average age was 73.5 months (SD=5.21). There were no significant differences between the experimental and the control
group in terms IQ, basic math skills or age. Findings of covariance analysis controlling for pretest scores, indicated significant differences among
the experimental and the control group in terms of working memory (F=20.24, p=0.001, η2
=0/42) and cognitive flexibility (F=7.54, p=0.010, η2
=0/22). Although, after the intervention, the children in the intervention group scored higher in the areas of math ability, r esponse control,
at tention and planning skills than the comparison group, but the differences were not significant (p>0/05).
Conclusion: : Implications of research findings suggest including execut ive function t raining to the preschool curriculum especially for at risk
children, which might improve their school readiness and prevent or reduced the chance of learning disabilit ies. To the best of our knowledge,
this research is one of the first study evaluating the effect of execut ive function training with the Maghzineh software in at risk preschool children.
