Hadi Taghizadeh; Amanollah Soltani; Hamdollah Manzar Tavakoli; Zahra ZaynDin Meymand
Volume 6, Issue 2 , February 2018, , Pages 125-142
Abstract
Introduction: The purpose of the present study was to study the association between the response inhibition executive functions of response inhibition and working memory and the development of the mind theory in primary school children. Methods: This research method was correlational. The population ...
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Introduction: The purpose of the present study was to study the association between the response inhibition executive functions of response inhibition and working memory and the development of the mind theory in primary school children. Methods: This research method was correlational. The population in this study consisted of all elementary school students in Mashhad in the academic year 1396-95. The sample consisted of 180 students randomly selected and matched by age, gender, and grade. Data collection tools in this study consisted of 38 questions form the Theory of Mind, Morris et al. ( ), Stroop Test and the Wechsler Memory Scale Active. The data collected were analyzed using correlation and linear regression analysis to test the research questions. Results: The results showed a positive and significant relationship between the executive functions of response inhibition, working memory and the development of theory of mind. Also a correlation was found between response inhibition and working memory's ability to predict the level of theory of mind. Furthermore, the results showed a positive relationship between theory of mind and response inhibition and working memory span. Conclusion: In general, executive functions, particularly working memory and response inhibition play decisive roles in anticipating and development of human mental abilities, including the ability of the conceptual mind. In addition, improving these actions led to greater recognition of social human understanding. Therefore, paying attention to learners’ working memory capacity and the effectiveness of learning and teaching materials designed to create the ultimate objective of all of them, or facilitate the development of cognitive functions, display significant effects.
