visual-spatial

The purpose of this study was to investigate the effectiveness of cognitive empowerment training on working memory and visual -spatial processing of students with dyslexia in the elementary second grade. The research method was semi-experimental from the type of pretest-posttest design with control group and purposive sampling method. The study's statistical population consisted all students with dyslexia who were studying at normal schools of Ardakan city, during 2021-2022. The statistical sample of this study was 24 students that, by using purposive sampling, were placed randomly in the experimental group (12 people) and the control group (12 people). The experimental group received cognitive empowerment training for 9 (60-minute) sessions and the control group remained in the waiting list. Data collection was performed based on Daneman and Carpenter working memory tests and Corsi-Block tasks. Data analysis with multivariate analysis of covariance suggested that cognitive empowerment training had a significant effect on increasing the capacity of working memory (P<0.000, F=29.98, η2= 0/612) and visual- spatial attention (P<0.000, F=22.65, η2= 0.544). According to the study's results, it can be concluded that cognitive empowerment training is effective in increasing the capacity of working memory and visual-spatial attention of students with dyslexia. Therefore, cognitive empowerment training can be used along with other interventions to reduce the problems of students with dyslexia.

Aim:This study aims to predict the rate of internet addiction according to Gardner's multiple intelligences among female students of high school in Tehran in the school year 2015-2016.
It was a correlational study. According to Cochran's formula, the sample size included 200 subjects who were selected by multi-stage sampling method. To collect data, two measurement tools included Young's Internet Addiction Questionnaire(1988) and Gardner's Multiple Intelligences Questionnaire(1983) were used. Descriptive statistics and inferential statistics (multivariate regression) were used to analyze data.
The results showed that visual-spatial intelligence, intrapersonal intelligence, and musical intelligence have positive significant effect on internet addiction by students. Logical-mathematical intelligence and interpersonal intelligence have negative significant effect on internet addiction. Bodily kinesthetic intelligence and verbal-linguistic intelligence have also positive effect on internet addiction. However, naturalist intelligence reduces internet addiction by students but this effect is not significant.
Logical-mathematical intelligence and interpersonal intelligence as deterrents lead to decreased internet addiction.