TY - JOUR ID - 79957 TI - Comparison of Working Memory Function between Bilingual and Monolingual Students with Special Learning Disabilities JO - Journal of Applied Psychological Research JA - JAPR LA - en SN - 2251-8126 AU - Mohammadi, Hamzeh AU - Hatami, Javad AU - Kormi-Nouri, Reza AU - Mansouri, Jamil AU - Mafakhery, Davod AU - khademi, Hanieh AD - Department of Psychology, Psychology and Educational Science Faculty, University of Tehran, Tehran, Iran AD - Department of Psychology, Faculty of Psychology and Educational Sciences. University of Tehran, Tehran, Iran AD - Professor of Psychology, Faculty of Psychology, University of Umea, Umea, Sweden AD - Department of Psychology and education of Exceptional Children, psychology and Educational Science Faculty, University of Allameh-Tabatabaei, Tehran, Iran AD - Department of Psychology, Psychology and Educational Science Faculty, Azad University of Kermanshah, Kermanshah, Iran Y1 - 2021 PY - 2021 VL - 11 IS - 4 SP - 165 EP - 179 KW - bilingualism KW - Spatial memory KW - Special Learning Disability KW - working memory DO - 10.22059/japr.2021.294000.643394 N2 - The present study is done to compare working memory in monolingual and bilingual children with special learning disability. Design of research was causal-comparative. Statistical society of the research was elementary students in Tehran and Javanroud in the 1392-1393 years. A number of 60 children including 30 (15 gilrs and 15 boys) monolingual (Persian) and 30 (15 gilrs and 15 boys) bilinguals (Kurdish-Persian) were recruited from special learning disability rehabilitation centers by accessible sampling. Data were collected with Wechsler intellectual scale for children-revised (shahim,1390) and Wechsler’s subscale of working memory test (WWM). To analysis of data, descriptive and inferential statistic methods including average, standard deviation, independent t-test and Friedman test were done and analyzed by Spss 16. Results show that there is significant differences in spatial working memory (p < 0.05, t=-2.17) and working memory (p < 0.05, t=-2.14) between monolinguals and bilinguals. There was no significant difference in the letter-number sequence (p>0.05, t=-1.09). Based on the findings of the present study, it can conclude that bilingualism is associated with better working memory functions in bilingual children with SLD. UR - https://japr.ut.ac.ir/article_79957.html L1 - https://japr.ut.ac.ir/article_79957_78422a308f345534df6e8fa0e8bcf9ce.pdf ER -