Parvin Kadivar; Gholamreza Sarami; Zahra Ashari
Abstract
\ Introduction: This study is a test of a model related to conscience development in early childhood. Researchers have studied that tow developmental bases, child's temperament and educational environment, how have relation together. This paper studies the model that links the early mother-child relationships, ...
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\ Introduction: This study is a test of a model related to conscience development in early childhood. Researchers have studied that tow developmental bases, child's temperament and educational environment, how have relation together. This paper studies the model that links the early mother-child relationships, children’s temperament trait of effortful control, and their empathy and rule-compatible conduct, two aspects of child conscience. Method: In play study, we used N=515 preschool students. In a developmental chain, effortful control was posited as a mediator of the links between mother-child relationship and children’s conscience. Effortful control is consisted of attention focusing, inhibitory control, low-intensity pleasure and perceptual sensitivity. Mother–child relationship is consisted of conflicts, closeness and dependence. We used path analyses method and 24 paths analyzed in this model. Based on the fitting coefficients, exceptone path, the model considered suitable. Conclusion: Structural modeling analyses, with effortful control as a mediator, supported relationship across mother-child interaction and empathy and rule-compatible conduct of pre-school's children. Effortful control has not mediation role in effect of dependence of mother-child on rule-compatible conduct. Result: Findings of this study shows the importance of agency and effortful control of pre-school's children for effective interaction with mother in the irmoral internalization.
Mohammad Ali khaksar boldaji; Mohammad Hossein Abdollahi; Parvin Kadivar; Hamid Reza Hasan Abadi; Aliakbar Arjomandnia
Abstract
Introduction:The purpose of present research was the investigation of the effectiveness of computer-based cognitive training on working memory on attention, response control, and central executive working memory of children with specific learning disabilities. Method: The research method was semi- ...
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Introduction:The purpose of present research was the investigation of the effectiveness of computer-based cognitive training on working memory on attention, response control, and central executive working memory of children with specific learning disabilities. Method: The research method was semi- experimental with pre-test post-test fallow-up. A total of 27 students aged 8 to 12 years with a specific learning disorder diagnosis were randomly selected from the centers of special learning disorders in Tehran (Robatkarim).The 27 subjects were peer and clustered into 3 groups based on component, phonological loop and visuospatial sketchpad of the HAFBAK test and the assessment of specific learning disorder (LDES).Then, using the IVA test and the central executive component of the HAFBAK test, a pretest was performed. After 18 session of 50 minute computer- based cognitive intervention, on 27 subjects post-test was performed. After 3 months, the fallow-up test was performed. For analyzing the data descriptive statistics and repeated measure variance analysis method were used. Results: The finding of this research showed that there was a significant difference between the 3 groups in per-test post-test and fallow-up test in the areas of attention, response control and central executive component. Conclusion:Therefore, computer-based cognitive training intervention increased the attention, response control and the central executive component of working memory in children with specific learning disabilities.
mehdi arabzadeh; parvin kadivar; ali delavar
Volume 3, special , March 2015, , Pages 71-82
Abstract
Aim: The purpose of this study was to examine the effects of teaching self-regulated learning strategies on students’ social problem solving. Method: The sample size consisted of 50 high school students, divided into 25 students in the experimental and 25 in the control group using a random cluster ...
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Aim: The purpose of this study was to examine the effects of teaching self-regulated learning strategies on students’ social problem solving. Method: The sample size consisted of 50 high school students, divided into 25 students in the experimental and 25 in the control group using a random cluster multiple-stage sampling type. The measurement tool consisted of Social problem solving inventory D’Zurilla, Nezu, and Maydeu-Olivares (2002) that was executed as a pre-test in both groups. Then, only the experimental group underwent a training program of self-regulated learning strategies for 15 sessions. After the training, a post-test using the aforementioned scale was taken from both groups. Data was analyzed by calculating the analysis of covariance (ANCOVA) and T-test. Results: The results indicated that teaching self-regulation learning strategies had a significant and stable effect on students’ social problem solving ability. Conclusions: Teaching self-regulated learning strategy enables students decide better on social and academic issues. It also helps them to be more accurate in learning process and thinking, and to believe that they have the ability to solve problems.
