Mohammad Narimani; Sanaz Eyni; Jhila Neiazi
Abstract
One of the most important issues in blind people is their memory and auditory processing. The purpose of this research was to systematically review the researches conducted in the field of auditory processing and types of memory of blind people compared to sighted people. The method of this research ...
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One of the most important issues in blind people is their memory and auditory processing. The purpose of this research was to systematically review the researches conducted in the field of auditory processing and types of memory of blind people compared to sighted people. The method of this research was a systematic review of 26 articles in the years 1388-1395 and 2004-2022 in the field of research related to memory and auditory processing of blind people compared to sighted people using Google Scholar, Eric, EBSCO, Science Direct, Scopus, PubMed, as well as Magiran, SID, Comprehensive Humanities Portal, Iran Doc, Noormags with the keywords of blindness, visual impairment, auditory processing, sighted and congenitally blind were used and selected for systematic reviews. The findings showed that out of 1381 sample groups, 48 percent were blind and 715 sighted participated. 30% of the studies in the field of short-term memory, 33% in the field of auditory-verbal memory, 15% in working memory, 11% in spatial memory, 7% in olfactory memory and 4% in numerical memory compared blind and sighted people. The findings indicated that, in general, in short-term memory, auditory-verbal memory, and working memory, the performance of blind people was better than that of sighted people. In the field of spatial memory, the results were inconsistent, and there was no significant difference between the olfactory memory of blind and sighted people. In terms of numerical memory, the performance of sighted people was better. In general, it is better to conduct more research focusing on one type of memory so that all aspects of it can be clarified.
Marjan Al-e Behbahani; moloud keykhosrovani; Naser Amini; Mohammad Narimani; Behnam Aldin Jamei
Abstract
The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children ...
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The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children aged 6-12 years with autism spectrum disorder who referred to two autism rehabilitation centers in Tehran (Shamim and Fariha centers) in the first half of 1398. Among them, 30 people (21 boys and 9 girls) were selected as a research sample by purposive sampling method and 10 people were randomly replaced in three groups of experiments (1, 2) and control. The first experimental group received vibroacoustic therapy for 12 sessions (20 minutes) and the second experimental group received logodotherapy for 12 sessions (45 minutes); The control group was placed on a waiting list. The Shahim Children's Aggression Questionnaire (2006) was used to collect information. In order to analyze the data, repeated measures analysis of variance and Bonferroni post hoc tests were used. Findings from the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of aggression components (relational, verbal and physical aggression) in the experimental group and the control group in the post-test and follow-up. . Also, the findings showed that vibroacoustic therapy was more effective than legodotherapy in reducing aggression in children with autism.
Mohamad Javad Ranjbar; sajjad basharpoor; naser sobhi gharamaleki; Mohammad Narimani
Abstract
The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and ...
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The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and posttest with control group. Statistical population of this study included elementary students with dyslexia in Amol and Mahmoudabad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 students were selected by convenience sampling method and assisted by diagnostic tests of Raven and reading and dyslexic test (NAMA). They were randomly assigned to experimental and control groups. The experimental groups were received 14 interventions sessions. The computer version of the n-back test and computer version of the continuous performance task were used for gathering data in two pre and posttest stages. Data were analyzed by multivariate analysis of covariance. The results showed that computer-based rehabilitation was more effective (P<0.05) on the amount of correct responses in sustained attention, and correct response and reaction time in working memory in comparing to practical neuropsychological exercises. These results reveal that computerized cognitive rehabilitation with providing the visual and audio attractions and the creation of opportunities appropriate to the level of child's development can provide a more appropriate field for improving the defects of the high-quality functions of the minds of people with dyslexia.
Mohammad Narimani; Masoud Talebi Jooybari; Abbas Abolqassemi
Volume 3, Issue 10 , March 2013, , Pages 41-64
Abstract
Thepresent paper aims atcomparing the attributionalstyle and resilience in students with visual or motor disabilities and normalstudents. In this applied and field research, the statistical populationincludes all normal and disabled students aged between 15 and 19 years old inSari and Qaemshahr Cities. ...
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Thepresent paper aims atcomparing the attributionalstyle and resilience in students with visual or motor disabilities and normalstudents. In this applied and field research, the statistical populationincludes all normal and disabled students aged between 15 and 19 years old inSari and Qaemshahr Cities. 120 students (60students with visual and motor disability and 60 normal students) from the school of Sari and Qaemshahr cities participated in thestudy. All participants were asked to complete the attributional style questionnaire (ASQ) and (CD-RTS9) resilience questionnaire. Analysis of the data involved both descriptiveand inferential statistics including means, standard deviation, multivariateanalysis of variance, correlation coefficient and multivariate regression. The result of analysis of variance show that there isa significant difference between students with (visual and motor) disabilitiesand normal students in components of unpleasantinternal-external attribution, unpleasant temporary-stable attribution,geneal-specific attribution and resilience. This indicatesa more pessimistic attributionalstyle in the first group. There is a positive correlation betweenattributional style and resiliency. The regressionanalysis shows that the components of attributional style can predict theresiliency (p<0.01). The results of this study suggest that educationprofessionals should embark on planning and implementing combined therapeuticprograms for students with visual and motor disabilities who suffer fromemotional disorders
Hassan Reza’i Jamalooyi; Abbas Abolqassemi; Mohammad Narimani; Adel Zahed
Volume 2, Issue 8 , February 2012, , Pages 77-98
Abstract
The purpose of the present research is to compare peer acceptance in students with learning disability and students with low, moderate and high academic achievement.Statistical population of this applied and causal-comparativeresearchincludes the second-grade middle school students in Ardabil City. The ...
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The purpose of the present research is to compare peer acceptance in students with learning disability and students with low, moderate and high academic achievement.Statistical population of this applied and causal-comparativeresearchincludes the second-grade middle school students in Ardabil City. The research sample consists of 160 students (40 with learning disability, 40 with low, 40 with moderate, and 40 others with high academic achievement) selected through multistage cluster random sampling. In order to collect data, reading, writing and math tests, peer acceptance scale and Moreno’S sociomotric test were used. The MANOVA results show that there is a significant difference between students with learning disability and students with low, moderate and high academic achievement in peer acceptance. The results indicate that students with learning disability and the ones with low academic achievement have bigger problems in peer acceptance.The findings of this study have important implications about education and counseling servicesfor exceptional students. Therefore, it is suggested that by teaching social communicative skills to students with learning disabilities, they should be helped to increase their popularity among their classmates to overcome their academic problems.