Effectiveness of Working Memory Training on Problem-solving, Cognitive Inhibition, Mathematics Attitude, and Mathematics Anxiety of Students with Mathematical Learning Disorder

Document Type : Original Article

Authors

1 Ph.D. Student of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz,Tabriz,Iran.

2 Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

10.48308/apsy.2024.233914.1578

Abstract

Aim: The purpose of the present research was to investigate the effectiveness of working memory training on improving, problem-solving, cognitive inhibition, attitude to mathematics, and mathematic anxiety in students, with mathematical learning disorders.
 
Method: The research method was semi-experimental with a pre-test, post-test, and follow-up design. The statistical population included all the male and female students with mathematical disabilities who had been referred to elementary school-level learning disabilities centers in Isfahan City in the academic year 2021-2022.  In this regard, 30 students were selected in a purposive from Learning Disability Centers and grouped into experimental and control groups randomly. The experimental group received the interventions, based on working memory, during 14 sessions for 60 minutes. Before and after training, the participants replied to the researcher-made problem-solving questionnaires, John Ridley Stroop Test (1935), Ikon’s Attitude Towards Mathematics (1971), and Chiu and Henry’s Mathematic Anxiety (1990).
 
Results: The results of the mixed design analysis of variance showed that working memory training was effective and significant in increasing problem-solving skills, reducing cognitive inhibition, increasing mathematics attitude, and reducing mathematics anxiety (p<0/01).
 
Conclusion: Thus, the effectiveness of training based on working memory can improve the cognitive-affective abilities of students with mathematical learning disorders.

Keywords

Main Subjects

References

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Applied Psychology

Articles in Press, Accepted Manuscript
Available Online from 10 February 2024

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