مقایسۀ مهارت‌های زبانی کودکان 7 تا 11 سالۀ مبتلا به اختلال نارساخوانی با کودکان عادی براساس الکتروآنسفالوگرافی کمی

طبیعی, مریم; اژدرلو, محمد; اژدرلو, احمد

doi:10.22059/japr.2023.333460.644067

مقایسۀ مهارت‌های زبانی کودکان 7 تا 11 سالۀ مبتلا به اختلال نارساخوانی با کودکان عادی براساس الکتروآنسفالوگرافی کمی

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ بخش زبانهای خارجی و زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه شیراز، شیراز، ایران

² کارشناسی ارشد روانشناسی عمومی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد مرودشت، فارس، ایران

³ دانشجوی دکتری روانشناسی عمومی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد ارسنجان، فارس، ایران

10.22059/japr.2023.333460.644067

چکیده

پژوهش توصیفی-تحلیلی حاضر با هدف مقایسۀ چگونگی مهارت‌های زبان‌شناختی در کودکان نارساخوان و کودکان عادی با ثبت الکتروآنسفالوگرافی در حالت استراحت با چشمان باز انجام گرفت. جامعۀ آماری شامل 20 کودک 7 تا 11 سالۀ نارساخوان مراجعه‌کننده به کلینیک مهراز اندیشه و 19 کودک عادی شهر شیراز در سال تحصیلی 1400-1399 بود که به روش نمونه‌گیری هدفمند انتخاب شدند. تشخیص نارساخوانی در کودکان، با استفاده از مقیاس هوشی وکسلر (نسخۀ چهارم) (WISC-IV) انجام گرفت. داده‌ها با نرم‌افزار نوروگاید کمی و در نرم‌افزار SPSS نسخۀ 23 با آزمون ویلکاکسون تحلیل شدند. نتایج کمی پژوهش، حاکی از بالاتربودن دامنۀ ریتم‌های دلتا و تتا در نواحی پیشانی، پسین، نیمکرۀ راست و چپ در گروه نارساخوان و بالاتربودن دامنۀ ریتم‌های آلفا و بتا در این نواحی در گروه کنترل بود. این یافته‌ها با دیگر مطالعات در این حوزه همخوان است و وجود نقص در مهارت‌های زبانی گروه نارساخوان را تأیید می‌کند؛ بنابراین بررسی ریتم‌های مغزی در حالت استراحت می‌تواند به‌عنوان شاخصی مناسب در تشخیص مهارت‌های زبانی کودکان نارساخوان عمل کند و با تکیه بر آن می‌توان در الگوی امواج مغزی مرتبط با مهارت‌های زبانی تغییر ایجاد کرد و به پیشرفت مداخلات بالینی برای کودکان نارساخوان کمک کرد.

کلیدواژه‌ها

20.1001.1.22518126.1402.14.3.17.6

عنوان مقاله [English]

Comparing the Language Abilities of Typically Developing and Dyslexic Children Aged 7 to 11 Using Quantitative Electroencephalography

نویسندگان [English]

Maryam Tabiee ¹
Mohammad Azhdarloo ²
Ahmad Azhdarloo ³

¹ Department of Foreign languages and linguistics, school of literature and humanities, Shiraz University, Shiraz, Iran

² Department of Psychology, psychology and Educational Science Faculty, Islamic Azad University of Marvdasht Branch, Fars, Iran

³ Department of Psychology, psychology and Educational Science Faculty, Islamic Azad University of Arsanjan Branch, Fars, Iran

چکیده [English]

During an EEG eyes-opened state, the current investigation aimed to compare the language abilities of typically developing and dyslexic children. This research employed a descriptive-analytical design. The statistical sample for the study comprised 19 typical children residing in Shiraz city during the academic year 2020-2021 and 20 dyslexic children aged 7 to 11 who were referred to psychologists at the Mehraz Andisheh Clinic. The remaining 19 children were selected using the purposeful sampling method. The Wechsler Intelligence Scale for Children (WISC-IV) was utilized in the diagnostic process for children diagnosed with dyslexia. EEG data were quantified using Neuroguide software and analyzed using the Wilcoxon test in SPSS-23. The QEEG findings revealed that dyslexic children exhibited greater absolute power in the delta and theta regions of the frontal, parietal, left, and right hemispheres compared to the control group. However, the control group demonstrated greater absolute power in these areas in comparison to the dyslexics. The results corroborate the conclusions drawn in other studies and validate the presence of an atypical linguistic network among individuals with dyslexia. Thus, the investigation of brain waves may have a beneficial effect on the clinical treatment of individuals with dyslexia and can be utilized to better identify the language abilities of dyslexics.

کلیدواژه‌ها [English]

Dyslexia
Language Skills
Normal Children
Quantitative
Electroencephalograph

مراجع

عابدی، م. ر.، صادقی، ا.، و ربیعی، م. (1394). هنجاریابی آزمون هوشی وکسلر کودکان چهار در استان چهارمحال و بختیاری. دست‌آوردهای روان‌شناختی (علوم تربیتی و روان‌شناسی). 22(2)، 116-99.

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