The Effectiveness of Computerized Cognitive Training on the Performance of Response Inhibition and Sustain Attention of Students with Mathematical Problems

Document Type : Research Paper

Authors

1 Department of Psychology and Education of people with Special Needs, University of Isfahan, Isfahan, Iran

2 Post-Doctoral Researcher in Neuroscience at Department of Psychology and Cognitive Science, University of Trento, Trento,Italy

3 3. Ph.D. in psychology and education of exceptional children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

4 Department of Psychology, psychology and Educational Science Faculty, University of Shahid Beheshti, Tehran, Iran

Abstract

The purpose of this study was to investigate the effectiveness of computerized cognitive training on the performance of response inhibition and sustained attention of students with mathematical problems. The research method in terms of goal was practical and semi-experimental with a pretest-posttest design with a control group. The statistical population of the study was all students with mathematical disorders in Tehran who were studying in the academic year 2018-2019. The sample of this study included 24 elementary school students with mathematics problems who were randomly selected and divided into a control group (12 subjects) and an experimental group (12 subjects). Their intelligence and mathematical abilities were assessed using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Iran Key Math Diagnostic Test. The experimental group participated in 25 sessions of 50 to 60 minutes duration in the intervention program. For the development of response inhibition and maintenance of attention, the Continuous Performance Test (CPT) and the Stroop test, a subscale of the CNS Vital Sign (CNSVS) battery, were used. Data were analyzed with SPSS22 software and using analysis of covariance tests. The results of ANCOVA indicated that there was a statistically significant difference between the experimental group and the control group in terms of the concussion error of the Stroop test (p<0.05). Continuing with the power test, the difference between the experimental group and the control group was significant (p< 0.05) after omitting the pretest effect in the omission and concussion error. Overall, the results show that computer-based cognitive training had a significant effect on response inhibition and attention maintenance of students with math problems

Keywords

References

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Journal of Applied Psychological Research
Volume 13, Issue 2
2022
Pages 33-54

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History

  • Receive Date: 23 February 2021
  • Revise Date: 12 June 2021
  • Accept Date: 26 June 2021
  • First Publish Date: 14 August 2022
  • Publish Date: 23 August 2022

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