attention

Dyslexia is a Specific learning difficulty that could lead to academic and learning problems in students and has a very high prevalence in schools. the Aim of this study was to investigate the Effectiveness of educational intervention based on multiple learning systems on improving working memory and attention in Students with Reading difficulties.

This research has been quasi-experimental with pretest-posttest outline with a control group. Statical community of this study includes all dyslexic students of elementary school in Maragheh that 30 of them were selected by using available sampling through random sampling were located in two test and control groups. For each group, first, the pretest WISC-R test (5th version) and also the Reading and Dyslexia Test (Nema) (Karami & et al, 2009) attention test (Stroop) was performed. then, the intervention program based on learning systems was implemented on test group for 14 sessions (each session, 45 minutes. the data were analyzed using covariance analysis method.

According to the findings of the research, there was a significant statistical difference between the two groups of subjects in terms of working memory and the number of errors and reaction time in attention, and the number of errors in the experimental group was less than that of the control group, and the reaction time of the experimental group was less than that of the control group.

According to the statistical difference between the performance of the two groups of subjects, it can be concluded that the educational intervention based on learning systems is effective on working memory and attention and improves the performance of working memory and attention of students with reading difficulties. Therefore, it is suggested that teachers of special learning problems use these types of programs to improve the reading difficulty of their students.

The purpose of this research is to investigate the effectiveness of self-monitoring training on the attention and academic progress of students with special learning disorders. The research method was a single-subject type (multiple baselines) with intervention and follow-up. The statistical population of the current study includes all the fourth grade male students with math problems in the 20th district normal school, who were selected by purposive sampling of 4 boys according to the entry criteria. The tools of this research were Jordan's Attention Deficit Disorder Index (JADDI), the Stanford-Binet Intelligence Scale, 5th edition (SB-5) and teacher-made test for evaluating the subjects' math lessons. This study was conducted in three stages: basic, intervention and follow-up. In order to analyze the data, visual analysis and calculation of PND and SMD effectiveness indices were used for the average standard differences. Comparison of the results of three stages showed that self-monitoring training increased the attention and academic progress of all four subjects. Considering the effectiveness of attention self-monitoring training on the attention and academic progress of students with specific learning disorders (math disorder), it can be concluded that primary school teachers should use attention self-monitoring training to improve the attention and academic progress of elementary students with specific learning disorders.

Attention deficit is one of the most challenging cognitive problems for students with math disorder. Attention problems in various areas have irreparable effects on the reading efficiency of dyslexic students and hinder their academic progress; therefore, understanding and knowing how to reduce attention problems is significantly crucial. The present study was conducted to investigate the effectiveness of a direct attention training (DAT) program on the attention dimensions of students with math disorder.

This is a quasi-experimental pre-test, post-test, and follow-up study with a control group. The statistical population included all third-grade elementary school boys in Kermanshah in the academic year 2023-2024. Thirty students with math disorder were selected by availability and randomly assigned to two experimental and control groups. The experimental group received a DAT program in 12 sessions of 45 minutes each. The research tools were the Stroop test, the Wisconsin Card Sorting Test, and the Continuous Performance Test. Data were analyzed using mixed ANOVA and SPSS-22 software.

The results showed that the DAT program was effective in improving the sustained, selective, and shifting attention of students with math disorder (p<0.001). Moreover, the effect of this intervention was stable after two months of follow-up.

In terms of practicality, given the effectiveness of DAT exercises in reducing attention problems in students with math disorder, this program is recommended as one of the basic strategies for cognitive interventions to teachers and learning disorder specialists.

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common childhood disorders, requiring consistent adherence to treatment for successful outcomes. The present study aimed to determine the effectiveness of the " web-based Narrative therapy " package on the executive functions and social interactions of children with ADHD.

Using a quasi-experimental design, 30 children (18 boys, 12 girls) aged 9 to 11 with ADHD were selected from educational counselling centers in Shiraz during the academic year 1400-1401. They were assigned to experimental and control groups after matching. While both groups received pharmacological treatment, the experimental group underwent a 12-session " web-based Narrative therapy " training over a period of one month and two weeks, while the control group did not receive this training. Data were collected using the use of Connors (2004), Brief Children's Symptoms (2000), and Mattson's Social Skills (1983) questionnaires to assess the variables of attention, organization/planning, and social interactions, respectively. Descriptive statistics including means, standard deviations, minimum and maximum values were calculated, followed by the use of covariance analysis (ANCOVA) to test the research hypotheses. The paired comparison between groups was conducted using the Levene and Bonferroni follow-up tests. The data were analyzed using SPSS version 22.

The results indicated that the "web-based Narrative therapy" training was effective in improving organization/planning and social interactions. However, there was no significant difference in attention score between the experimental and control groups.

The utilization of new technologies such as "web-based Narrative therapy" demonstrates a promising strategy for rehabilitating children with ADHD. The outcomes of e-health interventions suggest that it is a potentially cost-effective and accessible intervention for children with ADHD.

This study aimed to investigate the effectiveness of music-based education on social skills, attention and concentration of children with special learning disabilities.

This is a quasi-experimental study with post-test and pre-test in experimental and control groups. The study population included children aged 6 to 10 years from the training center of capable learning disability in Ghaemshahr city in 2019-2021. We used convenient sampling method to select 30 children and divided them into two groups of experimental (15 children) and control (15 children). The experimental group received Bells music training in 16 sessions of 30 minutes for two months. We completed Matheson and Conners questionnaires before and after intervention in both groups. We applied generalized estimating equation (GEE) to compare changes in questionnaires between two groups over the study.

We sound significant change between two groups after intervention in scores of appropriate social behavior, antisocial behavior, aggression and impulsive behavior, high self-esteem, behavior problems, inattention, dreaming (P value<0.05).

Our results showed that music education is effective in improvement of social skills, attention and concentration of children with special learning disabilities.

This study was conducted to investigate the effect of sports activities with music on the attention of educable students with intellectual disabilities in Yazd.

For this purpose, 40 mentally retarded girls with IQ of 50-70 were selected by selective sampling from Kosar exceptional school in Yazd and based on pre-test scores were homogeneously divided into four experimental and control groups. They included music, exercise, exercise with music, and control. The selected program was for 45 weeks and 1 session per week for 45 minutes with music for the subjects. At the end of the course, post-test was performed again in all four groups. Data were analyzed using SPSS software and intra-group changes of dependent t-test and extra-group changes as post-test and pre-test of one-way analysis of variance.

The results of one-way analysis of variance showed that the attention score among the groups before the test was insignificant (P = 0.634) and after the test was significant (P = 0.0001). The mean changes in the attention score in the post-test stage The test was significantly increased compared to the pre-test in the groups of sports, music, sports + music.

According to the results of the present study, it seems that sports and music activities have a positive effect on improving attention in children with mental disabilities.

The present study was conducted with the aim of investigating the effectiveness of a direct attention training program on the attention dimensions of dyslexic students. The layout of the current research design semi-experimental pre-test-post-test-follow-up type with a control group. The statistical population included all male students of the third grade of Kermanshah city in the academic year of 1402-1401. In this regard, 30 dyslexic students were selected as available and randomly replaced in two experimental and control groups. The experimental group received the direct attention training program in 12 sessions of 45 minutes. Research tools were Stroop test, Wisconsin card sorting test and continuous performance test. Data were analyzed using mixed variance analysis and the SPSS-24 software. The findings showed that there was a significant difference between the aspects of Sustained, selective and shifting attention of dyslexic students in the three stages of pre-test, post-test and follow-up by considering different experimental and control groups (P>0.05) According to the results, the direct attention training program can be effective in strengthening the dimensions of stable, selective and shifting attention of dyslexic students. From a practical point of view, considering the effectiveness of direct attention training program exercises in reducing the attention problems of dyslexic students, this program is recommended as one of the basic strategies of cognitive interventions to teachers and learning disorder specialists.

Students with intellectual disability have less adaptation in the school and home environment than normal students, and the behavioral problems of these students are more compared to normal students. Also, these students have defects in executive functions such as attention, inhibition, and active memory, which has a negative effect on their cognitive, behavioral, and academic performance. Therefore, the aim of the current research was the effect of parenting training for mothers with children with intellectual disabilities was on increasing executive functions (attention, inhibition and working memory) and reducing the behavioral problems of these children.

The current research was conducted using a semi-experimental method with a pre-test and posttest with a control group. The statistical population of the study included mothers of children with intellectual disability in exceptional schools in Shiraz in 2021-2022. 20 qualified mothers were determined by the purposeful sampling method. Rutter's behavioral problems scale (1967) and Gioia et al.'s (2000) behavioral rating scale of executive functions were used as pre-test and post-test in this research, and using random assignment, they were divided into two experimental and control groups (15 people for each group). they got. The experimental group received 11 sessions of parenting training (attention, inhibition and active memory) as a group, and the control group did not receive any intervention. SPSS 21 software was used for data analysis and multivariate covariance analysis test was used for data analysis. Probability values less than 0.05 were considered statistically significant.

The results of this research showed that parenting training increased the attention, inhibition and active memory of these students (p<0.001). Also, parenting training reduced behavioral problems and dimensions of aggression, depression and anxiety, social incompatibility, antisocial behaviors and lack of attention of children with intellectual disabilities (p<0.001).

The results of the research showed that the behavioral problems of children with intellectual disabilities in a group of mothers who received parenting training, compared to the group that did not receive any training, were reduced and the executive functions of these children were also improved.

Socio-Economic Status (SES) is one of the irreversible factors that may effect on attention, IQ and social development. Therefore, the purpose of this study is to compare the attention, IQ and social development of girls aged 8 to 9 in marand city in two high and low socio-economic statuses.

In this semi experimental study, 123 girls 8 and 9 years old based on the data from the socio-economic status questionnaire in two groups with high (n=60) and low (n =63) socio-economic status. To measure attention, IQ and social development, Boonderle Attention Test, Goddance Designer Test and Weinland Social Questionnaire was used. Data were analyzed using two-way ANOVA(p<0.05).

The results of the research showed that the main effect of socioeconomic status on the amount of attention and IQ is significant. Though, the interactive effect of the amount of attention and IQ between experimental groups was not significant. However, in relation to the social development variable, the results showed that the main effect was significant only in the socioeconomic status group. In addition, the interactive effect between experimental groups on social development variables was significant.

Based on these findings, the high socio-economic status may increase the attention, IQ and social development of girls aged 8 to 9.

Dysgraphia is one of the psychoneurological problems that leads to academic failure, learning disabilities and also psychological problems in students In this purpose we evaluate the effect of transcranial direct current stimulation (tDCS) on the visual-auditory working memory and attention in elementary students with Dysgraphia.

In this study, the experimental method of pretest-posttest with the control group was used. The statistical population includes all male students of primary school in learning disorders in Saqqez city in 2020. A sample of 24 students (7 to 12 year old) was selected through a targeted sampling method that confirmed by a psychologist and psychiatrist and then with a clinical interview based on diagnostic criteria DSM-V were diagnosed with dysgraphia based on diagnostic criteria. The subjects were randomly divided into experimental and control groups, then the tests were performed before and after treatment by the n-back test and the researcher-made dictation test was evaluated, the intervention group consisted of 15 sessions of one-day, 1.5mA for 20 minutes in the DLPFC area under the treatment of transcranial direct current stimulation. Data were analyzed using SPSS 20 software, using covariance analysis.

Analysis of research data using central indicators, mean and standard deviation and variance, as well as covariance analysis, showed that there was a significant difference in visual auditory working memory and attention between the characteristics of children undergoing transcranial direct current stimulation (tDCS) and control group children.

The anodal stimulation DLPFC increased and improved individual performance on tasks involving visual –auditory working memory and has led to improved dysgraphia in children.

The present article was done with the aim to investigate the effectiveness of cognitive-behavioral play therapy on attention and concentration and social adjustment of students with intellectual disability. The research method was quasi-experimental with a pretest and posttest design plus control group. The statistical society consisted of male students with intellectual disability in second grade of elementary exceptional schools during 2021-2022; among them 30 students were selected and categorized in experimental group (15) and control group (15). Wechsler (4th edition) scale used to evaluate students` attention and concentration of active memory and Sinha and Singe (2002) for social adjustment. Prior to the study, Pre-test of attention and concentration and social adjustment was implemented in both groups. The experimental group received cognitive-behavioral play through the training package in 12 sessions, but the control group did not receive any intervention. After the Intervention in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage. The research data was analyzed with one way and Multivariate Covariance Analysis. The cognitive-behavioral play had a positive effect on the increase of students’ attention and concentration and social adjustment and their subscales (P<0.05). According to the effectiveness of the cognitive-behavioral play, it was suggested to apply periodically the methods of cognitive-behavioral play training with the aim to increase intellectually disabled students` attention and concentration and social adjustment.

Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools such as eye tracking devices. The purpose of this research is to investigate the effect of visual elements on the attention of students with a visual learning style in virtual classes using an eye tracking device. To achieve the goal, the quasi-experimental method, single subject with A-B-A design was used. The data collection tool in this research was Felder and Solomon's learning style questionnaire and eye tracking device. First, the participant with the dominant visual style was identified., then, in accordance with the ethical principles, the participant was trained at each stage during 8 sessions in the virtual classroom, and the level of attention of the participant to different visual and textual points was evaluated with an eye tracking device. To analyze the data, repeated measurement analysis, visual diagram analysis and heatmap analysis were used. The findings of the research showed that with the addition of visual elements such as the instructor's camera to the content , the learner's attention to the entire page increases F(2,14)=5.087,p= 0.022.

The first version of the multifaceted fluid intelligence test for children (MMFIT) was conducted with the aim of building and standardizing different dimensions of fluid intelligence in 7–9-year-old students. The theoretical basis of this test is Kattle-Horn-Carroll (CHC) theory and Sternberg's theory of successful intelligence (2021).

The current research method was descriptive and exploratory in terms of mixed method and fundamental in terms of purpose. For this purpose, 621 students from non-profit schools of 5 educational districts of Tehran, 5 districts of Tehran (1, 3, 6, 5, 18) including northern, central, southern, eastern and western regions using cluster random sampling method. They were selected step by step.

Structural equation modeling, exploratory and confirmatory factor analysis were used to analyze the data. The results of exploratory factor analysis using spss 23 and lisrel software on 130 final questions, a 6-factor model including knowledge (general, personality, emotional, social, cultural, managerial, economic, spiritual, sports and technical), perception (form of context, shape recognition, visual completion and perceptual sequence), reasoning (visual, maze, matrix and mental calculations), attention (one-dimensional, multi-dimensional and geometric), memory (visual, auditory and numerical) and processing speed (visual processing, It showed the symbols, letter sequence. Structural equation modeling and confirmatory factor analysis using lisrel software also confirmed the fit of the 6-factor measurement model. Cronbach's alpha coefficients showed that these factors had good reliability.

By using this test, students' different abilities can be identified, with appropriate training to the identified abilities, they provide the necessary ground for the flourishing of students' talents and academic progress, and provide the path to a happy life.

This study aimed to investigate the effectiveness of sand -play therapy on the selective attention of told 8-11 years’ students with special learning disabilities.

The research method was a pre-test, post-test, and follow-up semi-experiment with a control group. The statistical population included all students with learning disabilities living in Pardis City. Twenty of them were selected using convenient sampling method and randomly divided into two groups (control and experimental). The Continuous Performance Test was performed in both groups (pre-test). Then the experimental group received the treatment program in eight sessions of 45 minutes for two months, while the control group did not receive any training. The post-test was performed on both experimental and control groups. The follow-up was carried out, two months later. The collected data were analyzed using the SPSS 22 by mixed variance analysis.

The findings showed that sand -play therapy had a positive impact on the selective attention of children with special learning disabilities, compared to the control group, and its effectiveness sustained during the follow-up period.

Sand -play therapy can be used to increase selective attention in students with special learning disabilities in exceptional schools and child counseling centers.

Attention-deficit/hyperactivity disorder (ADHD) is a persistent condition associated with impairment in educational functioning, professional position, and social relationships (Fabio and Caprì, 2015). The disorder is determined by three basic symptoms: inattention, hyperactivity, impulsivity (APA, 2013). The disorder is closely linked to a series of neuropsychological deficits such as executive functions, working memory, and cognitive processes.  Problem-solving is one of the areas in which ADHD students experience problems as a result of deficits in attention and working memory. Although normal developing children may easily learn problem-solving skills; Children with ADHD need help to learn these skills, and instruction must be provided in a controlled manner for this purpose. However, flexible learning environments in terms of content and presentation time can be helpfull to reduce the problems of these children. For example, the Attention of ADHD students can be improved when doing teacher-led homework, instead of independent tasks. However, due to the short range of attention, assignments should be presented in small pieces with just-in-time feedback on how to do it (Brock, Grove & Searls, 2010). Although the presence of a teacher and the provision of guidance can be a positive aspect of face-to-face education, the need to spend special guidance, and personalized instruction according to the needs of these children, requires another solution. The purpose of the present study was to investigate the role of the intelligent pedagogical agent on complex problem-solving ability and duration of task engagement in students with attention deficit disorder in the e-learning environments.

The main purpose of this research is to introduce, study and analyze the philosophical and educational ideas of Bernard Stigler, the contemporary philosopher of technology. Citing the findings of French anthropologist Leroi Gourhan, Stiegler claims that human evolution took place through tools and technology, and in fact, through the use of tools, the human brain evolved and the human being became what it is today. According to Stiegler, technologies are passed on to the next generations in the form of epiphylogenetic retention and provide the basis for human evolution and progress. According to Stiegler, digital technologies today create a kind of proletariat for weakening life skills. Stiegler also believes that digital technologies are destroying the "attention" of young people and adolescents, and these technologies are even changing the brains of young people and their way of thinking. He has also studied deep and Hyper-attention. The results of this study show that according to Stiegler's philosophy, attention to technology on the anthropological foundations of education can be important. Hyper attenton can occur in the virtual education we are dealing with today. According to Stiegler, the proletarianization can be seen in today's education, especially in any form of commercial education. Given the deterioration of attention in today's world, it is necessary to consider the necessary skills on how to manage and control "attention" in education.