A Comparison of the Effectiveness of Working Memory Training and Cognitive Rehabilitation on Executive Functions and Selective Attention in Students with Specific Learning Disorder
Subject Areas : general Psychology
Arezoo Fasihi
1
,
Behnam Molaei
2
*
,
Mehriar Nadrmohammadi
3
,
Ozra ghaffari nouran
4
1 - PhD student in general psychology, Department of Psychology, Ardabil Branch Islamic Azad University, Ardabil, Iran.
2 -
3 - Assistant Professor, Department of Psychiatry, Fatemi Hospital, Ardabil University of Medical Sciences, Ardabil, Iran
4 - Associate Professor, Department of Psychology, Islamic Azad University Ardabil Branch, Ardabil, Iran
Keywords: working memory training, cognitive rehabilitation, executive functions, selective attention, specific learning disorder,
Abstract :
Abstract
Background and Aims: The prevalence of specific learning disorder and its associated challenges for affected students—particularly in areas such as executive functions and selective attention—highlights the importance of conducting research aimed at improving these variables. The present study aimed to compare the effectiveness of working memory training and cognitive rehabilitation on executive functions and selective attention in students with specific learning disorder.
Method: This applied research employed a semi-experimental design with pre-test, post-test, control group, and follow-up. The statistical population included all students with specific learning disorder in Ardabil during the second semester of the 2023–2024 academic year. Using convenience sampling, 45 students referred to special learning disability centers in Ardabil were selected and randomly assigned to two experimental groups (cognitive rehabilitation and working memory training) and one control group (15 participants in each group). Research tools included the Behavior Rating Inventory of Executive Function (BRIEF) and the D2 Attention Test. Data were analyzed using mixed analysis of variance (ANOVA) in SPSS-26 software.
Findings: The results showed that working memory training and cognitive rehabilitation had significant effects on improving executive functions and selective attention in students. The effect sizes were 0.37 for executive functions, 0.22 for behavioral regulation, and 0.23 for metacognition. For selective attention, concentration efficiency, omission errors, and commission errors, the effect sizes were 0.26, 0.23, 0.23, and 0.22, respectively. Moreover, the effects of these interventions remained stable in both post-test and follow-up stages, with cognitive rehabilitation proving more effective than working memory training.
Conclusion: Working memory training and cognitive rehabilitation are effective in enhancing executive functions and selective attention in students with specific learning disorder, with cognitive rehabilitation demonstrating greater efficacy compared to working memory training.
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