visual spatial memory

Reading disorder is one of the specific learning disabilities that can be associated with deficits in executive functions, particularly visual-spatial memory. This study aimed to evaluate the effectiveness of Captain's Log software-based cognitive rehabilitation in improving the visualspatial memory of students with reading disorders.

The study employed a quasi-experimental design with a pretest-posttest and a control group. The statistical population included all second- to fifth-grade students with reading disorders in Tehran. A sample of 30 students was identified through convenience sampling and randomly assigned to experimental and control groups. Data were collected using a visual-spatial memory assessment software. The experimental group participated in 15 sessions of Captain's Log cognitive rehabilitation, each lasting 40 minutes and conducted twice weekly, while the control group continued their regular school activities.

Data analysis revealed that the Captain's Log cognitive rehabilitation program significantly improved the visual-spatial memory of the experimental group (P<0.05).

In conclusion, Captain's Log software-based cognitive rehabilitation can be considered an effective intervention method for improving the visual-spatial memory of these students.

Metacognition refers to the awareness and control of learners on their intellectual and learning activities, and based on this, the present research was conducted with the aim of the effectiveness of metacognitive empowerment on visual-spatial memory, attention control and planning in students. The present research method was semi-experimental with a pre-test, post-test and follow-up design. The statistical population of the current study was all students of the first level of middle school in Tehran in the academic year of 2022-2023. The selection of samples was available in the form of sampling method and the sample size in this section was also based on the type of research in two groups of 17 people. The research tools included Enbeck visual memory tasks (Franzen, 2002) and Stroop tasks (Franzen, 2002). The results showed that the metacognitive empowerment method has an effect on the scores of visual-spatial memory, attention control and planning (p<0.05) and this effect was significant in the follow-up phase compared to the pre-test (p<0.05). Based on the findings of the research, the compiled metacognitive empowerment package has the ability to improve visual-spatial memory, attention control and planning and can be used in educational centers.

The present study aimed to investigate the effect of cognitive training on learning through dart-throwing skills.

Forty third- and fourth-grade students of the primary school were voluntarily selected. This study was conducted in two-phase. In the first phase, in other to cognitive enhancement, cognitive training was performed, and in the second phase, dart-throwing training was performed using the common methods of observational learning. In the first phase, the pre-test was performed, and groups were matched based on age and pre-test scores, and they were divided into two groups of cognitive exercise and no cognitive exercise (n=20). The cognitive group was given eight sessions of cognitive training with an emphasis on tasks related to executive functions. Then, both groups received the cognitive test. Pre and post cognitive tests were performed using Corsiblack software. In the second phase, groups were divided into two groups of 10 observational + physical and physical groups. Dart-throwing skill pre-test was then taken from groups. Four groups performed 3-session dart-throwing training (20 throws), with exception of observation + physical group in which they observe the skilled model of dart throwing. Then again, the post-test was taken at the end of the second phase from all four group.

 Cognitive + observational + physical group performed significantly better on the Dart post-test.

Considering the result of the study, it could suggest that if cognitive training enhances cognitive skills underlying observational learning, it will improve the speed of the learning through observation on dart throwing skills.

The purpose of this study is to compare the cognitive profile (Visual-spatial working memory, short-term memory and cognitive planning) in children with writing disability and normal children. The research was a causal-comparative study. Its statistical population consisted of students aged 7-11 years old with specific learning disorder at Learning Disorders Center in Ardabil city. Thirty students were selected by convenient sampling. Also the normal group consisted of 30 students randomly selected according to age, ability, socio-economic status, grade and the absence of psychological disorders among the schools to be compared with the groups. Data were collected using Benton's visual-spatial memory scales, Proteus's mazes, short-term memory and Wexler's forward and reverse short-term memory span and were analyzed through MANOVA. The findings showed that students with dysgraphia in visual-spatial memory, cognitive planning and short-term memory and normal students were significantly different and these components were significantly lower than their normal counterparts. So students with dysgraphia had lower performance compared to normal students in visual-spatial working memory components, short-term memory and cognitive planning.

Given the recent controversies about the specific functions of the hemisphere, The aim of this study was to investigate of relationship between student visual-spatial memory with critical thinking disposition and attitude toward creativity Given the preference hemisphere. The method of this study was Causal-comparative. The subjects, included all of the shahid Rajaee University students who were enrolled in 94-95. The study sample consisted of 100 students of the shahed rajaee university were selected For available and were screened By using a Zenhausern preference Hemisphere Scale. to collect data used Corsi Blocks Tapping, Ricketts questionnaire of critical thinking disposition and creativity attitude system. To analyze the data was used z-test to determine the significance of differences between two independent samples and Pearson correlation coefficient. The results showed that the relationship between visual-spatial memory and critical thinking disposition in students with preference right Hemisphere most of the students thay have a preference the left hemisphere. It also became clear that the relationship between visual-spatial memory and creativity attitude system was not different in students has the right and left hemisphere preference. These findings could confirm recent theories of integration of the hemispheres of the brain In some mental abilities, such as creativity.