Comparison of Cognitive Inhibition in three Groups of Students With high, Normal and Low Mathematical Achievement

Document Type : Research Article

Authors

Abstract

Objective: The purpose of the present study was to compare cognitive inhibition in three groups of students with high, normal and low achievement in mathematical.
Method: This study was a causal-comparative study. The population of this study included all fifth grade students in 1393-94 in Arak. 33 students with high mathematical achievement, 39 students with normal mathematical achievement and 36 students with low mathematical achievement were selected by convenience sampling method. To collect the data, Raven’s IQ test, Conners Teacher Rate Scale, researcher constructed mathematical test and numerical stroop test were used. For analyzing the data, multivariate analysis of variance and follow-up Scheffe tests were used.
Results: The results of multivariate analysis showed that there was a significant difference between performance of three groups of students in numerical stroop. Results of follow-up Scheffe test showed the interference score of numerical stroop effect and physical stroop effect in students with normal mathematical achievement was higher than students with high mathematical achievement and the interference score in students with low mathematical achievement was higher than other groups.
Conclusion: It can be concluded that students with low mathematical achievement have the lowest performance in cognitive inhibition.

Keywords


امین­زاده، انوشه و حسن‌آبادی، حمیدرضا. (1392). «توانایی شاخص‌های آزمون نام بردن احتمالی در پیش‌بینی عملکرد ریاضی». فصلنامه‌ی روان‌شناسی معاصر، 8(1)، 60-47.
بیرامی، منصور؛ پیمان­نیا، بهرام و موسوی، الهام. (1392). «مقایسه­ی کارکردهای اجرایی در دانش‌آموزان دارای اختلال ناتوانی در ریاضی با همتایان عادی». دو فصلنامه‌ی راهبردهای شناختی در یادگیری، 1(1)، 29-15.
حسن‌آبادی، سمانه؛ محمدی، محمدرضا و احقر، قدسی. (1391). «مقایسه‌ی اثربخشی رفتاردرمانی و دارودرمانی بر کاهش علائم همراه اختلال نارسایی توجه و بیش فعالی». فصلنامه‌ی مطالعات ناتوانی، 1(2)، 30-19.
خسروراد، راضیه و سلطانی کوهبنانی، سکینه. (1393). «رابطه­ی کارکردهای اجرایی مغز و نظریه­ی ذهن در دانش‌آموزان با اختلال یادگیری ریاضی». مجله­ی دانشگاه علوم پزشکی سبزوار، 21(6)، 1162-1154.
قلمزن، شیما؛ مرادی، محمدرضا و عابدی، احمد. (1393). «مقایسه­ی نیم­رخ کارکردهای اجرایی و توجه کودکان عادی و کودکان دچار ناتوانی­های یادگیری». فصلنامه­ی ناتوانی­های یادگیری، 3(4)، 111-99.
نجاتی، وحید؛ بهرامی، هاجر؛ آبروان، مصطفی؛ روبن زاده، شرمین و مطیعی، حورا. (1392). «عملکردهای اجرایی و حافظه‌ی کاری در کودکان مبتلا به اختلال کم توجهی-بیش فعالی و سالم». مجله‌ی دانشگاه علوم پزشکی گرگان، 47، 76-69.
نریمانی، محمد؛ خشنودنیای چماچائی، بهنام؛ زاهد، عادل و ابوالقاسمی، عباس. (1395). «مقایسه­ی باورهای انگیزشی و راهبردهای خودتنظیمی در دانش‌آموزان پسر نارسا خوان، نارسا نویس، نارسا حساب و عادی». فصلنامه‌ی ناتوانی‌های یادگیری، 5(4)، 107-87.
Brooks, A.D.; Berninger, V.W. and Abbott, R.D. (2011). “Letter naming and letter writing reversals in children with dyslexia: Momentary inefficiency in the phonological and orthographic loops of working memory”. Journal of Developmental Neuropsychology, 36(7): 847-868.
Dowker, A. (2005). “Early identification and intervention for student with mathematics difficulties”. Journal of Learning Disabilities, 38(4): 324-332.
Fuchs, L.S. and Fuchs, D. (2005). “Enhancing mathematical problem solving for students with disabilities”. Journal of Special Education, 39(1):45-57.
Geary, D.C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1):4-15.
Geary, D.C.; Hoard, M.K.; Byrd-Craven, J. and Desoto, C.M. (2004). “Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability”. Journal of Learning Experimental Child Psychology, 88: 121-151.
Geary, D.C. (2010). “Mathematical disabilities: Reflections on cognitive, neuropsychological and genetic components”. Journal of Learning and Individual Differences, 20 (2): 130-133.
Gilmore, C.; Keeble, S.; Richardson, S. and Cragg, L. (2015). “The role of cognitive inhibition in different components of arithmetic”. Journal of ZDM Mathematics Education, 47(5): 771-782.
Kadosh, R.C.; Gevers, W. and Notebaert, W. (2011). “Sequential analysis of the numerical stroop effect reveals response & suppression”. Journal of Experimental Psychology, 37(5):1243-1249.
Lemaire, P. and Lecacheur, M. (2011). “Age related changes in children’s executive function and strategy selection: A study in computational estimation”. Journal of Cognitive Development, 26: 282-294.
Maehler, C. and Schuchardt, K. (2011). “Working Memory in children with Learning disabilities: Rethinking the criteria of discrepancy”. Journal of Disability, Development and Education, 58 (1): 5-17.
Monette, S.; Bigras, M. and Guay, M. C. (2011). “The role of executive functions in school achievement at the end of grade1”. Journal of Experimental Child Psychology, 109: 158-173.
Robinson, K.M. and Dube, A.K. (2013). “Children’s additive conceps: Promoting understanding and the role of Inhibition”. Journal of Learning and Individual Differences, 23: 101-107.
Szucs, D.; Devine, A.; Soltez, F.; Nobes, A. and Gabriel, F. (2013). “Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment”. Journal of Cortex, 49: 2674-2688.
Wang, L. C.; Tasi, H.J. and Yang, H.M. (2012). “Cognitive inhibition with and without dyslexia and dyscalculia”. Journal of Research in Developmental Disabilities, 33: 1453-1461.