Niloofar Mikaeili; Masoomeh Esmaeili
Abstract
This study is aim compared the theory of mind and executive function in students with learning disabilities and normal. The statistical population of this research included all of the students with learning disabilities and normal students in Ardabil were year 91-92 school in Ardabil city school are. ...
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This study is aim compared the theory of mind and executive function in students with learning disabilities and normal. The statistical population of this research included all of the students with learning disabilities and normal students in Ardabil were year 91-92 school in Ardabil city school are. The sample consisted of 60 students (30 normal students and 30 students with learning disabilities) who were selected by random sampling. Students with learning disabilities selected and matched with students normal on the basis of age, gender and grade. false belief test, Trail making test, digit span are used for data collection. For the analysis of test data multivariate analysis of variance (MANOVA) was used. The results showed that among students with and without learning disabilities in primary and secondary levels, there were significant differences in theory of mind. (p<0/0001). The results showed that the students with learning disabilities and normal students, there were significant difference in executive functions. (P<0/05). In children with learning disabilities can be said to have a theory of mind skills are impaired. Compared with normal children, children with learning disabilities who have a weak executive functions standardized assessment tools and interventions should be designed according to their.