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Aim and Background: It has been shown in several studies that, students with mathematics learning disabilities have memory problems. This research compares memory profile of students with and without mathematics learning disabilities. Methods and Materials: The design of research was cross-sectional with causal-comparative method. The statistical population were 3 rd grade student boys in Isfahan. Samples consisted of 20 student boys with mathematics learning disabilities who were selected through random selection sampling and 20 student boys without mathematics learning disabilities in 3 rd grade of elementary school who were selected through randomized multi-level sampling .The instruments included NEPSY test, Wechsler Intelligence Scale for Children and Dyscalculia Diagnostic Test. Data was analyzed by multivariate analysis of variance (MANOVA) method. Findings: Results showed a significant difference between the memory profile (Memory For Faces, Memory For Names, Narrative Memory, and Sentence Repetition) of students in the two groups (P ≤ 0.001). Conclusions: Students with mathematics learning disabilities have memory deficits which should be diagnosed by valid instruments and proper educational interferes should be performed to improve them.

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Aim and Background: The present study tried to evaluate the relations between emotional intelligence, motivational beliefs and self-regulatory learning strategies among the students of Isfahan University of Medical Sciences (Isfahan, Iran). Methods and Materials: In a descriptive, correlational study during the academic year of 2010-11, 1300 undergraduate students of Isfahan University of Medical Sciences were selected by stratified random sampling. The measurement tools were Bar-On Emotional Quotient Inventory and Motivational Strategies for Learning Questionnaire. Data was analyzed by fitness indexes of structural equation modeling, correlation analysis, and chi-square test. Findings: Path coefficients of empathy and interpersonal relationship were not significant. Similarly, path coefficients of realism, responsibility, and exhilaration with motivational beliefs were not significant. All paths in the effects of motivational beliefs and self-regulatory learning strategies on academic performance were significant. The components of emotional intelligence, motivational beliefs and self-regulatory learning strategies were all significantly effective on academic performance. Conclusions: The findings of the present study can be beneficial to educational researchers and policy makers in designing interventions to promote emotional intelligence, academic performance, and motivational strategies.

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Aim and Background: One of the most important learning disabilities is spelling learning disability which is accompanied by memory problems and social skills. The main aim of present research was to review the effectiveness of cognitive-behavioral play therapy on memory and social skills of children with spelling learning disability. Methods and Materials: The research method of present study was experimental (pretest-posttest with control group). The statistical universe consisted of all third grade primary school students of Dehaghan city (Isfahan) in 2012-2013 academic years. The forty students with spelling learning disability selected randomly and then placed in play therapy and control groups randomly. Students in the experimental group received cognitive-behavioral play therapy for 8 sessions which each one took 90 minutes. Assessment tools consisted of Diagnostic Test of Spelling Learning Disability, Wechsler Intelligence Scale for Children- Revised (WISC-R) and Gresham&rsquo;s and Elliott&rsquo;s Social Skills Scale . Data was analyzed by analysis of Covariance and SPSS-18. Findings: Results of covariance analysis model showed that ,with control of pre-test effect٫ there is a significant difference between the experimental and control group in post-test (p< . 01) and the mean scores of memory and social skills in play therapy group in post-test stage has been increased in comparing with the pre-test and control group. Conclusions: According to results, cognitive- behavioral play therapy has been effective on improvement of memory and social skills of students who disabled in spelling learning.

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Abstract Aim and Background: The purpose of this study was to determine the effect of three different feedback methods to learning of temporal-special coordination hand movement task. Methods and Materials: 30 Children (8-10 ages) according to receiving feedback (100 percent, omitted, self-control) randomly divided to three groups. This study was done in three days. In the first and second days all subjects practice 100 trails movement task. Retention tests were done in second and third days and reacquisition test was done in the third day. Finding: For acquisition and retention phases analysis of variance (ANOVA) with repeated measures was used. All participants in the first day improved accuracy across practice trials but in the second day did not improve their accuracy across practice trials. There was no significant difference between retention tests that showed 100 practice trials that have been done in the second day did not improve participants learning. During the retention tests 100 percent feedback group was significantly better than omitted group. One way ANOVA was used to analysis reacquisition test that showed 100 percent feedback group was significantly better than omitted group. Conclusions: Results from this study showed receiving more feedback can improve motor learning in children (in contrast with guidance hypothesis) and motor skill acquisition in children not occur as fast as young people. &nbsp;

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&nbsp; Abstract Background: Sleep deprivation has many negative effects on body and specialy cognitive proceses of hippocampus. Oxidative stress due to this deprivation has a critical role in cell degeneration and behavioral changes in experimental animals and humans.On the other hand antioxidants such as superoxide dismutase, glutathione peroxidase, catalase are the first body defense against free radicals. Present research was designed in order to evaluate oxidative stress in hippocampus, spatial learning and memory following rapid eye movement sleep deprivation in adult male rats. Materials and methods: Forty Sprague-Dawelyadult male rats were used in this study. The animals randomly divided in five groups of trials and control. Flower pot technique was used for REM-SD of 72 hours. After REM-SD behavioral study was done by using Morris Water Maze. To study the oxidative stress the animals were dicapiteted 24 hours after behavioral experiments, hippocampus was seprated, then homogenized and santrifuged. After that changes in SOD activity was measured in supernatant accordance with proposed protocol of SOD kitt (by Eliza fluorescent in 340 nm). Data analyzed by SPSS19 and the results presented in the form of Mean &plusmn; SD, P < 0/05 considered significant. Result: Our finding showed that short term REM-SD dose not lead to significant decrease of oxidative stress in hippocampus of trial groups comparing trials( P < 0/05). It is also showed that REM-SD significantly affected the learning and memory indexes in REM-SD groups than control animals (P<0/004 , P<0/025).&nbsp; Conclusion: Based on our findingsit changes in learning and memory following short term REM-SD due to mechanisms exept oxidative stress in hippocampus. Also planning to improve sleep quality could have short-term or long-term benefits for hippocampal structures and human health in behavior, learning, memory, stress management & etc.

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Abstract Aim and Background:: Self-efficacy is an important research in students with learning disability. Because of multiple failures of children with nonverbal learning disability, they have low self-esteem and missed their abilities, so the aim of the present study was to explore the effect of study of miniature on self-efficacy of children with nonverbal learning disability (NLD). Methods and Materials: This is an experimental study (pre-test, post-test) with the control group which was conducted during 2 months. 20 children (10 boys and 10 girls) with NLD were selected from 60 children in Peyvand psychological clinic and Yousef Abad center and randomly was implementing in experimental and control groups. The average age of the girls in the experimental group was 10/33 and in the control group was 9/30 and the average of age of boys in the experimental group was 9 and in the control group was 10. The experimental group took part in ten sessions of miniature with 45-60 min, while the control group was put on a waiting list. Both groups received the Sherer self-efficacy test tow times (pre-test and post-test) during 4 weeks. Sherer test is a valid and relaibale questionnaire with 17 items likert scale (Coronbach alpha coefficient for farsi version =0.79). Findings of this study were analysed by ANCOVA based on repeated measure using SPSS version 20. Findings: The results revealed that Persian miniature had a significant effect on self-efficacy (P≤0.05). Conclusions The findings of this study showed that simplify and enhance of paintings were effective in raising of self-efficacy of children with learning disabilities, so it could be a good technique for NLD children and suggested for them. Further studies with control group and greater sample size are warranted to evaluate the efficacy of art therapy for NLD clients.  

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Aim and Background: This study examined the effectiveness of Toukaa software (a Persian application of learning difficulties) on audio detection and memory in children with learning difficulties (dyslexia). Methods and Materials: This was a quasi-experimental study with pre- and post-test design and control group. In this study, using Toukaa software, the experimental group were trained in 10 sessions. The population consisted of all the students in the first grade of school with age of 7 to 8 years in Isfahan city, Iran. These students were referred by some experts in psychology. The participants were equally divided into two groups of experimental (n = 10) and control (n = 10). Research tools included children Wechsler Intelligence Scale (WAIS) and reading achievement test. For data analysis purposes, the progress of two groups of control and experimental were examined via comparing the scores of the two groups using ANOVA test with repeated measures, Mauchly test and consistency of variances. Findings: Toukaa auditory memory training software improved the recognition and auditory memory among the children with learning difficulties (P < 0.001). Conclusions: Considering the effect of Toukaa software on improving audio detection and memory in children with learning difficulties (dyslexia), and as these children suffer memory disorders, we suggest to use this software 15-20 minutes per day to improve their memory capacities.

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Aim and Background: Cognitive malfunctions are of the basic characteristics of children with learning disabilities (LD ). The present study examined the effectiveness of a cognitive enabling program on the executive functions (working memory, comprehension, and attention) of 3 rd to 5 th grade primary school students with learning disabilities. Methods and Materials: Research design was quasi-experimental with pretest, posttest and a control group. Research population comprised all the 3 rd to 5 th grade students with learning disabilities in the public schools in Tehran city, Iran, in the academic year of 2015-2016. 20 students were selected using purposive sampling method and were randomly assigned to experimental and control groups. Experimental group had 10 cognitive enabling sessions, while control group continued with their academic routines. Continuous Performance Test (CPT), N-Back test, and Wechsler comprehension subscale were used as the pre- and posttests to assess attention, working memory, and comprehension for both the groups. Data was analyzed using descriptive and inferential (multivariate ANCOVA) statistics. Findings: Cognitive enabling program improved working memory and comprehension (P < 0.05), and attention level (P < 0.01) in experimental group; although it was more influential on students’ attention. Conclusions: It is concluded that design and use of such cognitive enabling interventions is beneficial for learning and academic enhancement of students with learning disabilities.

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Aim and Background: Learning mathematics is difficult for ordinary students, and thus, twice as difficult for students with mathematics learning disability (MLD). Therefore, the purpose of this study was to study the effectiveness of training based on Gardner’s multiple intelligences on the performance of female students in third grade primary schools with MLD. Methods and Materials: The research method was experimental with pretest-posttest and control group. The research population included all female third grade primary students with MLD in Isfahan, Iran. From among them, 42 subjects were selected through cluster sampling and were assigned to intervention and control groups. Then, the intervention group was divided into 8 groups. The intervention groups received 6 sessions of Gardner’s multiple intelligence training (60-minutes each) and the control group participants were on the waiting list. The data collection tool was a teacher-constructed mathematical test (Multiplication operation). The data were analyzed using ANCOVA. Findings: Results showed significant differences between the mean math score of the intervention and control groups in the posttest and the follow-up (P < 0.001). The mean score of the intervention groups was significantly higher than the control group. Conclusions: According to the results, it can be concluded that mathematics education based on Gardner's multiple intelligences can be effective on the academic performance of students.

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Aim and Background: The motor learning skill and self-efficacy require support and feedback support. The aim of the present research was to determine the effect of positive social-comparative feedback and autonomy support on the self-efficacy and learning of throwing targeting skill in 8- to 9-year-old students in Area 9 of Tehran City, Iran. Methods and Materials: To this aim, through convenience sampling, 60 right-handed students were selected as the sample and were assigned to four 15-member groups of positive social-comparative feedback, autonomous support, positive social-comparative feedback and autonomous support simultaneously, and control according to height, weight, level of developmental skill, and the pretest scores. The acquisition stage included 6 10-trial blocks. In groups including positive social-comparative feedbacks, the participants received real feedback after each block as well as a feedback in comparison to the performance of other children, and in groups including self-efficacy support, the participants could choose the color of bags before each block. To compare the means, combined 2-factor analysis of variance (ANOVA) repeating measurement of the last factor, and between-groups one-way ANOVA with Bonferroni correction was used. Findings: The social-comparative feedback and self-efficacy support, whether separately or simultaneously in one group, could improve children’s motor performance and learning through enhancing self-efficacy. Conclusions: Moreover, the positive effect of simultaneous social-comparative feedback and self-efficacy support on motor learning is considerably remarkable.

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Aim and Background: The deficits of executive functions, as higher cognitive functions, are of the main criteria of attention deficit hyperactivity disorder (ADHD). The disorder tends to disrupt in behavior learning and academic performance. This study aimed to investigate the effectiveness of the curriculum of executive functions based on the Anderson’s executive control model on learning behaviors and academic performance among the students with attention deficit hyperactivity disorder. Methods and Materials: This was a semi-experimental study with pre-posttest design with two experimental and control groups. The target population of this research was the total of students with attention deficit hyperactivity disorder among all sixth grade elementary schools in district 15 of Tehran City, Iran. 30 students were selected using random sampling, and divided into two groups of experimental and control. The experimental group received ten working sessions of curriculum of executive functions based on the Anderson’s model. The used tools were Conners Teacher Questionnaire, Dortaj Academic Performance Questionnaire, and McDermott Learning Behaviors Scale (LBS). Data were analyzed using multivariate analysis of covariance method. Findings: The curriculum of executive functions based on the Anderson’s model effectively increased self-efficacy, emotional effects, planning, and lack of control of the outcomes of educational performance (P < 0.001 for all). In addition, it significantly increased motivation of competency, attitude toward learning, persistence/attention, and the flexibility strategy of learning behaviors (P < 0.001 for all). Conclusions: The curriculum of executive functions based on the Anderson’s executive control model has an impact on improving the learning behaviors and academic performance among the students with attention deficit hyperactivity disorder.

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Aim and Background: Learning disability is one of the most important causes of students' poor academic and social performance. The aim of this research was to investigate the effectiveness of attributional retraining intervention and emotion regulation on reduction of academic burnout and improvement of social adjustment in students with early learning disabilities in Tehran, Iran. Methods and Materials: This was a quasi-experimental study with pre-test, post-test, and follow-up stages. 30 students with learning disability aged 8 to 12 years old were selected through simple random sampling from the learning disability center No. 3 in Tehran and randomly assigned to 2 experimental groups and a control group. Attributional retraining and emotion regulation training were presented to the 2 experimental groups in 8 sessions, each lasting 1 hour. But the control group did not receive any interventions. Educational Burnout Questionnaire (Brosu et al.) and Adjustment Inventory for College Students (AICS) by Sinha and Singh were used in the pretest, posttest, and follow-up stages. The data were analyzed using multivariate analysis of covariance (MANCOVA). Findings:  Attributional retraining and emotion regulation training caused a significant decrease in academic burnout and a significant increase in social adjustment. Attributional retraining program was more successful in decreasing academic burnout than emotion regulation training program. However, there was no significant difference between attributional retraining and emotional regulation training programs in promoting social adjustment. Conclusions: Educational programs that use the social-cognitive approach of Bandura in designing educational packages have more significant effects. Therefore, the use of the results of the present research can be effective in designing preventive educational programs and improving educational achievements.

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Aim and Background: Parenting stress is one of the various effects that specific learning disorder has on parents. The present study aimed to compare the effectiveness of parenting program based on the lived experiences of mothers of children with specific learning disorder and positive parenting program on mothers’ parenting stress.

Methods and Materials: The research employed a pretest-posttest quasi-experimental design with the control group. The sample consisted of 45 mothers of children with specific learning disorder who were selected via the convenience sampling method and randomly divided into two experimental groups and one control group. The research instrument was the Parenting Stress Index (PSI). Data were analyzed by MANCOVA and using SPSS version 23 software

Findings: The research findings showed that both interventions had a significant effect on parenting stress. The results of the posttest showed that there was a significant difference between the two interventions of lived experiences parenting and positive parenting in the parenting stress variable in the children’s realm, but there was no significant difference in the parenting stress variable in the parents’ domain.

Conclusions: Parenting program based on lived experiences can be used as an effective program to reduce mothers’ parenting stress.

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Aim and Background: Different models of family psychological education, including the Moos and Tsu model, can have a significant effect on families with Slow-learner children. In this study, the effectiveness of family rehabilitation program in promoting psychological well-being of mothers with Slow- learner children has been investigated.
Methods and Materials: This study was a quasi-educational study with pretest and posttest and control group. The sample of the present study included 30 mothers with Slow- learner children, 15 of whom were in the experimental group and the other 15 in the control group. The family rehabilitation program was performed according to the Moos and Tsu model in 8 sessions of one to one and a half hours for the experimental group. All participants completed a short form of the Reef Psychological Well-Being Questionnaire and the results were analyzed through multivariate analysis of covariance.
Findings: The analysis of the results showed that the rehabilitation program with the Moos and Tsu model has improved psychological well-being and its components in the mothers of the experimental group. This effect of family empowerment according to the Moos and Tsu model can be seen on the subscales of improving self-acceptance, positive relationships with others, autonomy, mastery of the environment, purposeful living and personal growth.
Conclusions: Findings showed that the rehabilitation program with the Moos and Tsu model with emphasis on cognitive-behavioral approach can be effective to improve the psychological well-being of mothers with Slow- learner children. Therefore, therapists can help these mothers in their well-being by using this model and its effectiveness.

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Aim and Background: Alzheimer 's disease is the most common form of dementia which has caused disorder in memory. Cerebral palsy and posttraumatic stress disorder (veterans of war, warriors, armed forces) play an important role in increasing the risk of Alzheimer's disease. The nature of the large dimensions of neural data, as well as the small number of available samples, make for an accurate computer diagnostic system. The aim of this study was to apply deep neural networks to develop an automatic disease diagnosis system.
Methods and Materials: In this research, studies on magnetic resonance imaging of war veterans are done by python Software. In the proposed model, in the proposed model, 10% of the images of the data base were selected for training. In the first stage, the training is from deep learning with Convolutional network to extract the features, then in the second stage, in order to classify the health status based on the learned features.
Findings: The results of the analysis are also compared with the results presented in previous Studies. The proposed method has higher detection accuracy than the existing Ones, which increases the accuracy of detection in many cases.
Conclusions: The results of this study showed that using intelligent methods based on deep learning can accurately diagnose the disease.

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Aim and Background: Processing speed plays an important role in specific learning disorder. Therefore, the aim of present study was to investigate the mediating role of processing speed in the relationship between working memory and phonological awareness with reading in students with reading disorder.
Methods and Materials: The present study is a descriptive correlational study. The statistical population of this study included all students with specific learning disorder-reading from the end of the first grade to the fifth grade of elementary school in the seven districts of Mashhad and referring to special centers for learning disabilities in Mashhad in the academic year 2019-2020. The sample consisted of 150 students with specific learning disorder- reading who were selected by convenience sampling. To collect the data, reading and dyslexia test (NEMA), phonological awareness test (PAT) and The Wechsler intelligence scale for children, fourth edition (WISC-IV) were used. Research data were analyzed using PLS and SPSS statistical software as well as structural equation modeling.
Findings: The findings showed that there is a relationship between working memory, phonological awareness, processing speed and reading of students with reading disorder. Processing speed mediated the relationship between working memory and reading of students with reading disorder. Also, processing speed mediated the relationship between phonological awareness and reading of students.
Conclusions: The results showed that processing speed is mediated the relationship between working memory and phonological awareness with reading of students with reading disorders. Paying attention to these processes and the interventions related with them can help improve students' reading disorder.

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Aim and Background: Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems. They consider learning as an active process during which somehow take responsibility for it and, if faced with problems, try to figure out what they need to do to solve it. The aim of this study was to develop a self-regulatory model of learning based on successful intelligence and emotional adjustment with the mediating role of psychological well-being.
Methods and Materials: The research method was correlational and the statistical population of the present study was male and female high school students in Tehran. Four hundred and fifty-six of them were selected in a multi cluster sampling and were asked to complete the self-regulatory learning scale (SRQ-A), the Successful Intelligence Questionnaire, the Psychological Well-Being scale, and the Emotional Adjustment Scale (EAM). The obtained results were analyzed using AMOS software and path analysis method.
Findings: The results showed that emotional adjustment and successful intelligence mediated by psychological well-being predict positively and significantly (p <0.01) self-regulation of learning.
Conclusions: According to the results of the present study, it can be suggested that the higher the successful intelligence and emotional adjustment, the direct and mediated psychological well-being have a positive and significant effect on promoting learning self-regulation. Therefore, parents and educational authorities to strengthen academic self-regulation should provide rich environments to strengthen these three components.
 

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Aim and Background: Considering that anxiety, especially test anxiety, has a decisive role in people's learning and performance, the investigation of factors affecting it has been discussed by researchers, therefore; The aim of the current research is to provide a model of exam anxiety based on thinking styles and learning styles with the mediation of academic self-efficacy.
Materials and Methods: The current research method is descriptive and correlational. For the research, a sample size of 400 people was selected in a multi-stage cluster. To collect information from Ahvaz Anxiety Scale Questionnaire, Learning Styles Questionnaire (ILS), Sternberg and Wagner's list of thinking styles and Scherer's general self-efficacy questionnaire were used. Path analysis method and Imus program were used to analyze the findings.
Findings: The results of the path analysis showed that learning styles and thinking styles play a predictive role on test anxiety with the mediation of self-efficacy.
Conclusion: It seems that the presented model has a good fit and both learning styles and thinking styles have a decisive role on exam anxiety with the mediation of test anxiety.

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Aim and Background: One of the most important concerns of education today is to increase the quality of learning in students and solve their learning problems. Among the factors that can be effective in this field is procrastination. Based on this, the aim of the current research was to compare the effectiveness of creativity training and learning strategies training on optimism and adaptive social performance of procrastinating female students.
Materials and Methods: The present study was a semi-experimental study with a pre-test-post-test design with a control group and a follow-up period. The statistical population included all second high school female students of Arak city in the academic year of 1998, numbering 13,700 people. Out of this number, 60 students whose academic procrastination score was low were selected by purposeful sampling and randomly assigned to three groups, two experimental groups and one experimental group (20 people in each group). The first experiment group received the research educational intervention including the creativity training program based on the Pirkhafi model (2013) and the second experiment group received learning strategies training based on the Kerami and Amirtimori model (2013). In this research, procrastination, optimism and adaptive performance questionnaires were used. Also, multivariate covariance analysis was used to analyze the data..
Findings: The results of the analysis showed that in the field of creativity training and learning strategies training, there is a significant difference between the experimental and control groups in the level of academic vitality and self-efficacy, and there is also a significant difference in the comparison of the effectiveness of the training in favor of creativity training (p≤0.001).
Conclusion: The results of the present study indicated that teaching creativity and learning strategies promotes optimism and adaptive performance in procrastinating female students

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Aim and Background: Today, in all human societies, special attention is given to exceptional children, especially mentally retarded children. Serious attention to Down syndrome children due to growth failure implies significant investments by governments, especially in the field of rehabilitation. Therefore, it is necessary to consider appropriate exercises, encouragement and feedback for the development of motor skills of these children. Therefore, the aim of this study was to investigate the influence of normative feedback on Learning in adolescent with Down syndrome.
Methods and Materials: Thirty boy adolescent syndrome are participated as volunteer and they are classified in three groups of control, positive and negative normative feedback randomly. The necessary information for this research was collected in 4 stages of pre-test, acquisition test, retention and transfer. The acquisition phase consisted of 7 blocks of 10 trials. In this phase, all groups received real feedback after each trial and positive and negative normative feedback groups received normative feedback about their performance after each block of 7 trials. One day after the practice phase retention and transfer test without feedback was performed to assess learning. One-Way ANOVA with Repeated Measures, ANOVA and Tukey tests were used to data analysis (P≤0.05).
Findings: Positive normative feedback improved their accuracy and consistency score across practice trials, retention and transfer test, but other groups didn't improve their accuracy and consistency score. There were significant difference between control and negative normative feedback groups with positive normative feedback but there were no significant difference between control and negative normative feedback groups.
Conclusions: The findings highlight the importance of motivational influences on motor learning in adolescent with Down syndrome and was concluded that motor learning of such children could be improved using cheer, in such a way that punishment is eliminated