Maryam Aghamolaie, Zahra Jafari, Ali Akbar Tahaie, Reyhaneh Toufan , Mohammad Reza Keyhani,
Volume 12, Issue 1 (Spring 2010)
Abstract
Objective: The dichotic auditory-verbal memory test (DAVMT) is one of the tests available to assess the function of auditory-verbal memory. The purpose of the present study was to assess the effect of gender on the results of the Farsi version of this test.
Method: In this cross-sectional, descriptive and analytical study, the Farsi version of DAVMT was administered to 110 (55 female and 55 male) right-handed young individuals with the mean age of 21.3±1.7 years (ranging from eighteen to twenty-five), and the scores of the two groups were compared in independent samples using t-test. In addition, the ability to recall words as a function of their position in the list was compared between males and females using multivariate ANOVA.
Results: The mean score of "DAVMT" was 6.73±1.0 in females and 6.30±0.98 in males. Statistical analysis showed a significant difference between the scores of the two groups in DAVMT (P=0.025). Analysis of serial effect showed no significant difference between males and females in the recall of words from the primacy and recency regions of the list (primacy, p=0.188; recency, P=0.551). However, the ability to recall words from the middle portion of the list was significantly different between the two groups (P=0.005).
Conclusion: Based on the obtained results, the Persian version of "DAVMT" indicates difference in memory function between the two genders, which is in line with the findings of most studies on this type of memory.
Zohreh Ziatabar Ahmadi, Zohreh Arani Kashani, Behrooz Mahmoodi Bakhtiari , Mohammad Reza Keyhani ,
Volume 12, Issue 4 (Winter 2011)
Abstract
Objective: In this study, the ability of identify of first phoneme words and nonwords and other variables were analyzed in 5 to 6 year-old Persian- speaking children in Tehran.
Methods: This study was descriptive-analytic. 100 normal and 5-6 year-old Persian-speaking children (50 girls and 50 boys) were compared. The tasks were included 24 words and nonwords in first situation. The validity and reliability of tasks were computed by CVI, ICC, SEM and the comparisons of words and nonwords and other variables were computed by paired sample t-test and the comparisons between girls and boys were studied by independent sample t-test.
Results: The results showed that these sections had appropriate validity and reliability. Scores mean of fricative and voiceless consonants and target phoneme in first syllable of words were significantly more than stop and voiced consonants and target phoneme in second syllable words (p<0.05). Scores mean of first phonemes of words and nonwords was significantly different (p<0.05). Also, the mean scores of girls and boys were not statistically different (p=0.78).
Conclusions: There are many variables that influence on the ability of first phoneme identifies of words. The identify of first phoneme of words was easier than those of nonwords. Although, scores mean of girls was more than those of boys, but this different was not significant. These tasks are good measures for assessment of identify of first phonemes of words and nonwords in children.
