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سوری, زهرا, حیرانی, علی, رفیعی, فروزان, فلاحی, زهرا. (1396). اثر هشت هفته تمرینات ادراکی - حرکتی بر حافظۀ کاری کودکان ناشنوا. , 9(2), 319-333. doi: 10.22059/jmlm.2017.207927.1090
زهرا سوری; علی حیرانی; فروزان رفیعی; زهرا فلاحی. "اثر هشت هفته تمرینات ادراکی - حرکتی بر حافظۀ کاری کودکان ناشنوا". , 9, 2, 1396, 319-333. doi: 10.22059/jmlm.2017.207927.1090
سوری, زهرا, حیرانی, علی, رفیعی, فروزان, فلاحی, زهرا. (1396). 'اثر هشت هفته تمرینات ادراکی - حرکتی بر حافظۀ کاری کودکان ناشنوا', , 9(2), pp. 319-333. doi: 10.22059/jmlm.2017.207927.1090
سوری, زهرا, حیرانی, علی, رفیعی, فروزان, فلاحی, زهرا. اثر هشت هفته تمرینات ادراکی - حرکتی بر حافظۀ کاری کودکان ناشنوا. , 1396; 9(2): 319-333. doi: 10.22059/jmlm.2017.207927.1090

اثر هشت هفته تمرینات ادراکی - حرکتی بر حافظۀ کاری کودکان ناشنوا

رشد و یادگیری حرکتی ورزشی
مقاله 10، دوره 9، شماره 2، شهریور 1396، صفحه 319-333    اصل مقاله (257.9 K)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jmlm.2017.207927.1090
نویسندگان
زهرا سوری* 1؛ علی حیرانی2؛ فروزان رفیعی3؛ زهرا فلاحی4
1دانشجوی دکتری یادگیری حرکتی، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران
2استادیار، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران
3دکتری رشد و تکامل و یادگیری حرکتی، پردیس البرز، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه تهران، تهران، ایران
4کارشناس‌ارشد رفتار حرکتی، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران
چکیده
 
هدف از پژوهش حاضر بررسی تأثیر تمرینات ادراکی- حرکتی بر حافظۀ کاری در کودکان با اختلالات شنوایی بود. بدین منظور 24 دانش‌‌آموز ناشنوای 9 تا 12 سالۀ کرمانشاه انتخاب شده و به‌طور تصادفی به دو گروه تجربی و کنترل تقسیم شدند. ابزار مورد استفاده شامل آزمون حافظۀ کاری با استفاده از نرم‌افزار حافظۀ وکسلر بود. گروه تجربی، یک برنامۀ آموزشی ادراکی- حرکتی (مانند تمرینات تعادل ایستا و پویا، پرتاب و دریافت توپ و ...) را به مدت هشت هفته، هر هفته 3 جلسه و هر جلسه 60 دقیقه انجام دادند و در نهایت پس‌آزمون از هر دو گروه به‌عمل آمد. با در نظر گرفتن سطح معناداری 01/0 و توزیع طبیعی داده­ها، از آزمون واریانس مختلط استفاده شد. نتایج نشان داد که حافظۀ کاری تحت تأثیر تمرینات ادراکی حرکتی قرار می­گیرد (05/0P<). کودکان ناشنوا در گروه تجربی نسبت به گروه کنترل از نظر شمارش رو به جلو ارقام و فراخنای حافظۀ دیداری عملکرد معنادار بهتری نشان دادند (05/0P<)، اما در تکرار معکوس ارقام تفاوت معناداری بین دو گروه دیده نشد (05/0P>). براساس یافته‌های حاضر تمرینات ادراکی – حرکتی می­تواند سبب بهبود حافظۀ کاری در کودکان ناشنوا شود.
کلیدواژه‌ها
تمرینات ادراکی- حرکتی؛ حافظۀ کاری؛ کودکان ناشنوا
عنوان مقاله [English]
The Effect of 8 Weeks of Perceptual-Motor Training on Working Memory in Children with Hearing Loss
نویسندگان [English]
Zahra Soori1؛ Ali Heirani2؛ Frozan Rafie3؛ Zahra Falahi4
1PhD Student in Motor Learning, Faculty of Physical Education and Sport Sciences, Razi University, Kermanshah, Iran
2Assistant Professor, Faculty of Physical Education and Sport Sciences, Razi University, Kermanshah, Iran
3PhD in Movement Growth and Development and Learning, Alborz Campus, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
4M.Sc. in Motor Behavior, Faculty of Physical Education and Sport Sciences, Razi University, Kermanshah, Iran
چکیده [English]
 
The aim of this study was to evaluate the effect of perceptual-motor training on working memory in children with hearing disorders. For this purpose, 24 student with hearing loss (9-12 years old) in Kermanshah were selected and randomly divided to experimental and control groups. A working memory test by Wechsler memory software was used in this study. The experimental group performed a perceptual-motor training program (static and dynamic balance exercises, throw and receive the ball …) for 8 weeks, 3 sessions per week, 60 minutes each session. Finally, both groups conducted the posttest. Based on α=0.01 and normal distribution of data, mixed ANOVA test was used. The results showed that working memory was influenced by perceptual-motor training (P<0.05). Children in the experimental group showed a better significant performance in terms of counting on forward and visual memory span than control group (P<0.05), but there was no significant difference in the countdown between the two groups (P˃0.05). The present findings suggest that perceptual-motor training can improve working memory in children with hearing loss.
کلیدواژه‌ها [English]
children with hearing loss, perceptual-motor training, working memory
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