اثربخشی آموزش های شناختی فعال، غیرفعال و چندحسی بر یادآوری و نگهداری راهبردها درکودکان با نیازهای ویژه ذهنی

نویسنده

عضو هیأت علمی، گروه روان شناسی، دانشگاه آزاد اسلامی واحد اندیمشک، اندیمشک، ایران

چکیده

هدف پژوهش حاضر تعیین اثربخشی آموزش های شناختی (فعال وغیر فعال ) و چندحسی بر یادآوری و نگهداری راهبردها درکودکان با نیازهای ویژه ذهنی بود. دانش آموزان پسر با ناتوانی ذهنی خفیف پایه چهارم مدارس استثنایی شهر اهواز به عنوان جامعه ی مورد مطالعه انتخاب شدند. تعداد نمونه60 نفر بوده که به روش نمونه گیری، تصادفی خوشه ای و تصادفی ساده انتخاب شدند و آزمودنی ها در سه گروه آزمایش و یک گروه کنترل قرار گرفتند. برای بررسی متغیر یادآوری در مراحل پیش آزمون و پس آزمون از آزمون یادآوری کارت های تصویری استفاده گردید. مداخله آموزشی شامل راهبردهای شناختی فعال، شناختی غیرفعال و همین طور شناختی فعال روش چندحسی فرنالد درگروه های آزمایش به مدت یک هفته و طی دوازده جلسه صورت گرفت و برای گروه کنترل به همان میزان برنامه ای غیرمرتبط درنظرگرفته شد. نتایج نشان داد راهبردهای شناختی فعال، غیرفعال و شناختی فعال روش چند حسی درمقایسه باگروه کنترل باعث بهبود یادآوری درکودکان با نیازهای ویژه ذهنی شد و این اثر بعد از یک هفته پایدار مانده است. یافته ها مشخص ساختند راهبردهای شناختی زمانی که به صورت فعال ویا به صورت غیرفعال و همین طور به صورت فعال همراه با روش چندحسی ارائه شوند می توانند روش های ارزشمندی برای افزایش میزان یادآوری کودکان بانیازهای ویژه ذهنی باشند، تا کاستی های شناختی و انگیزشی را بهبود بخشند.

کلیدواژه‌ها


عنوان مقاله [English]

The Impact of Cognitive (Active and Inactive) and Multi-Sensory Training on the Remembering and Kept in mind of children With Mental Exceptional Needs

نویسنده [English]

  • Alireza Balouti
Facullty Member, Department of Psychology, Islamic Azad University, Andimeshk, Andimeshk, Iran.
چکیده [English]

This study considers the impact of cognitive (active and inactive) and Multi-sensory teaching on there remembering and Kept in mind of children with mental exceptional needs. The study population were consist of students with mild mental retardation, grade four , from exceptional schools of Ahvaz township, Khoozastan province , Iran. 60 students were selected in terms of cluster random sampling and simple random sampling method. In order to record and determine the pre test and post test remembering function, picture cards were used. Data were analyzed by means of descriptive and inferential (variance analysis (F) ) statistics. all active and inactive cognitive strategies and active cognitive- Multi-sensory education follow up test method in all groups lead to improve in remembering process of mental retarded children in comparison with control group

کلیدواژه‌ها [English]

  • Active Ccognitive
  • Inactive Cognitive
  • multi
  • Sensory
  • Remind
  • Remembering

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