Volume 24, Issue 3 (Autumn 2022)
Advances in Cognitive Sciences 2022, 24(3): 116-130 |
Back to browse issues page
1- MA in Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
2- Associate Professor of Department of Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
3- Professor of Department of Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
2- Associate Professor of Department of Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
3- Professor of Department of Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
Abstract: (1671 Views)
Introduction
Cognitive rehabilitation is a treatment that emphasizes the role of executive functions as one of the valuable treatments for reducing cognitive and executive problems. Cognitive rehabilitation can be considered a kind of learning experience aimed at restoring brain functions that have problems. Computer-assisted rehabilitation focuses on the neuropsychological processes using computer-based exercises to train cognitive functions instead of paper-and-pencil methods. With the ever-increasing progress of computer technologies and the accuracy and ease of their use, various computer programs have been designed in cognitive fields, especially working memory, which is one of the components of executive actions. (22). Neurological skills are developed through experience, training and learning. These skills are automatically strengthened in most children and students, but children with special needs face problems with such skills, and they must be taught (24). Constantly, low-achieving gifted students are overlooked as a significant part of this group (23). At the same time, the research results of Pumaccahua et al. (2017) showed the effectiveness of computer-based cognitive rehabilitation strategies in improving children's cognitive abilities (13). As a result, in the last three or four decades, due to the pervasiveness of the consequences of cognitive disorders, many cognitive defects that computer-assisted cognitive rehabilitation strategies can compensate for the defects and increase the quality of life of these children. This issue needs special attention paid.
Methods
The method of the present research was a descriptive quasi-experimental type. The statistical population included all students between the ages of ten and 12 in special gifted/talented boys' schools in Sanandaj city, Iran, in the academic year of 2018-2019. The number of 112 participants, of which 18 participants were available (nine participants in the experimental group and nine in in the control group), were selected as the sample size. The cognitive rehabilitation software was Captain Log (2014 version) and Kanzer's neuropsychological profile standard questionnaire (2004). Besides, experts confirmed the validity of these questionnaires. The reliability was calculated through Cronbach's alpha coefficient (0.81). Ultimately, for data analysis, descriptive (calculation of mean and standard deviation), inferential (Kolmogorov-Smirnov test and analysis of covariance (ANCOVA)), and Carbs assumptions (Regression and Levene’s tests) using SPSS-26 software were used.
Results
Based on the F value, the results showed a significant difference between the groups (control and experiment) (P<0.05 and F=10.257). This means a significant difference (by controlling the pre-test factor) between the neurological scores of the experimental and control groups. Accordingly, the proposed research hypothesis was confirmed. Therefore, it can be concluded that computer-assisted cognitive rehabilitation affected the neurocognitive profile of gifted/talented students in special schools in Sanandaj city, Iran. Similarly, the value of eta square showed that approximately 85% of the variance of the neurological profile was explained through computer-assisted cognitive rehabilitation.
Conclusion
The findings of the present study concluded that computer-assisted cognitive rehabilitation affects the neurocognitive profile of gifted students in special gifted schools in Sanandaj city, Iran. According to the research results, it can be mentioned that the brain, a flexible organ that can find its lost function by restoring itself. In the recovery process, other brain areas take over the damaged parts, and new neural pathways are formed. Therefore, computer-assisted cognitive rehabilitation programs for the brain to recognize and shape these alternative ways minimize the adverse effects of brain injuries.
Ethical Considerations
Following the principles of ethics in research
In this research, the principles and rules of scientific ethics, such as trustworthiness, confidentiality, informed consent, and honesty, have been taken into consideration by the researchers. The authors tried to comply with ethical issues such as obtaining consent for research, checking the results during the research, and the executive responsibility of the research.
Authors’ contributions
Mohammad Fatehi: Was involved in the design of the study, data collection, data analysis, and article writing. Saeed Rezaei: Participated in the study's design, revision, and revision of the article. Parviz Sharifidaramadi: Participated in revising the article. All three authors read and approved the final version of the article.
Funding
This research was not under the financial support of any institution and was carried out at the personal expense of the researchers.
Acknowledgments
The authors thank and appreciate the cooperation of all participants in the present research.
Conflict of interest
The authors declare no conflicts of interest.
Cognitive rehabilitation is a treatment that emphasizes the role of executive functions as one of the valuable treatments for reducing cognitive and executive problems. Cognitive rehabilitation can be considered a kind of learning experience aimed at restoring brain functions that have problems. Computer-assisted rehabilitation focuses on the neuropsychological processes using computer-based exercises to train cognitive functions instead of paper-and-pencil methods. With the ever-increasing progress of computer technologies and the accuracy and ease of their use, various computer programs have been designed in cognitive fields, especially working memory, which is one of the components of executive actions. (22). Neurological skills are developed through experience, training and learning. These skills are automatically strengthened in most children and students, but children with special needs face problems with such skills, and they must be taught (24). Constantly, low-achieving gifted students are overlooked as a significant part of this group (23). At the same time, the research results of Pumaccahua et al. (2017) showed the effectiveness of computer-based cognitive rehabilitation strategies in improving children's cognitive abilities (13). As a result, in the last three or four decades, due to the pervasiveness of the consequences of cognitive disorders, many cognitive defects that computer-assisted cognitive rehabilitation strategies can compensate for the defects and increase the quality of life of these children. This issue needs special attention paid.
Methods
The method of the present research was a descriptive quasi-experimental type. The statistical population included all students between the ages of ten and 12 in special gifted/talented boys' schools in Sanandaj city, Iran, in the academic year of 2018-2019. The number of 112 participants, of which 18 participants were available (nine participants in the experimental group and nine in in the control group), were selected as the sample size. The cognitive rehabilitation software was Captain Log (2014 version) and Kanzer's neuropsychological profile standard questionnaire (2004). Besides, experts confirmed the validity of these questionnaires. The reliability was calculated through Cronbach's alpha coefficient (0.81). Ultimately, for data analysis, descriptive (calculation of mean and standard deviation), inferential (Kolmogorov-Smirnov test and analysis of covariance (ANCOVA)), and Carbs assumptions (Regression and Levene’s tests) using SPSS-26 software were used.
Results
Based on the F value, the results showed a significant difference between the groups (control and experiment) (P<0.05 and F=10.257). This means a significant difference (by controlling the pre-test factor) between the neurological scores of the experimental and control groups. Accordingly, the proposed research hypothesis was confirmed. Therefore, it can be concluded that computer-assisted cognitive rehabilitation affected the neurocognitive profile of gifted/talented students in special schools in Sanandaj city, Iran. Similarly, the value of eta square showed that approximately 85% of the variance of the neurological profile was explained through computer-assisted cognitive rehabilitation.
Conclusion
The findings of the present study concluded that computer-assisted cognitive rehabilitation affects the neurocognitive profile of gifted students in special gifted schools in Sanandaj city, Iran. According to the research results, it can be mentioned that the brain, a flexible organ that can find its lost function by restoring itself. In the recovery process, other brain areas take over the damaged parts, and new neural pathways are formed. Therefore, computer-assisted cognitive rehabilitation programs for the brain to recognize and shape these alternative ways minimize the adverse effects of brain injuries.
Ethical Considerations
Following the principles of ethics in research
In this research, the principles and rules of scientific ethics, such as trustworthiness, confidentiality, informed consent, and honesty, have been taken into consideration by the researchers. The authors tried to comply with ethical issues such as obtaining consent for research, checking the results during the research, and the executive responsibility of the research.
Authors’ contributions
Mohammad Fatehi: Was involved in the design of the study, data collection, data analysis, and article writing. Saeed Rezaei: Participated in the study's design, revision, and revision of the article. Parviz Sharifidaramadi: Participated in revising the article. All three authors read and approved the final version of the article.
Funding
This research was not under the financial support of any institution and was carried out at the personal expense of the researchers.
Acknowledgments
The authors thank and appreciate the cooperation of all participants in the present research.
Conflict of interest
The authors declare no conflicts of interest.
Keywords: Computer-assisted cognitive rehabilitation, Neuropsychological silhouation, Talented students.
Type of Study: Research |
Received: 2021/02/9 | Accepted: 2021/08/26 | Published: 2021/11/15
Received: 2021/02/9 | Accepted: 2021/08/26 | Published: 2021/11/15
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |