اثربخشی آموزش راهبردهای فراشناختی بر سرعت پردازش و برنامه‌ریزی سازماندهی در پسران دارای اختلال ریاضی مقطع ابتدایی

Abella, M., Vila-Badia, R., Serra-Arumí, C., Vallejo-Rius, G., Colomer-Salvans, A., Rolduà-Ros, J., Del Cacho-Ortega, N.,

Butjosa, A., Muñoz-Samons, D., Cuevas-Esteban, J., Profep, G., & Usall, J. (2023). The relevance of processing speed in

the functioning of people with first-episode psychosis. Journal of psychiatric research, 160, 171-176.

https://www.sciencedirect.com/science/article/pii/S0022395623000730

Albalhareth, A., & Alasmari, A. (2023). Metacognitive strategies implemented with d/Dhh students in upper elementary

schools in Saudi Arabia. Thinking Skills and Creativity, 47, 101222. https://doi.org/10.1016/j.tsc.2022.101222

De Boer, H., Donker, A. S., Kostons, D. D. N. M., & Van der Werf, G. P. C. (2018). Long-term effects of metacognitive

strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115.

https://www.sciencedirect.com/science/article/pii/S1747938X18301374

Degirmencioglu Gok, D., Tuygar Okutucu, F., Ozturk, N., & Ceyhun, H. A. (2024). Association of bisphenol A with cognitive

functions and functionality in adult attention deficit hyperactivity disorder. Journal of psychiatric research, 169, 64-72.

https://doi.org/10.1016/j.jpsychires.2023.11.027

Elbistan, B. D. B., & Stubbe, T. C. (2021). The Relationship Between Problem-Solving Skills and Planning Ability by Using

Tower of London Test. 3(1), 226-232. https://doi.org/10.1515/edu-2020-0157 (Open Education Studies)

Ghahremani, P., Monirpour, N., & Zarghamhajebi, M. (2022). Presenting a Model of Relationships between Classroom

Perception, Self-Regulation, Students and math Anxiety in High School Students. Sociology of Education, 7(2), 320-333.

https://www.iase-jrn.ir/article_252455_en.html

Haugen, I., Ueland, T., Stubberud, J., Brunborg, C., Wykes, T., Øie, M. G., & Haug, E. (2023). Moderators of metacognitive

strategy training for executive functioning in early schizophrenia and psychosis risk. Schizophrenia Research: Cognition,

31, 100275. https://www.sciencedirect.com/science/article/pii/S2215001322000403

Hoşgelen, E. I., Akgül, Ö., Akdede, B. B., & Alptekin, K. (2022). Relation between processing speed and social media use in

schizophrenia patients. Schizophrenia Research, 248, 290-291.

https://www.sciencedirect.com/science/article/pii/S0920996422003401

Klaassen, A.-L., Michel, C., Stüble, M., Kaess, M., Morishima, Y., & Kindler, J. (2024). Reduced anterior callosal white matter

in risk for psychosis associated with processing speed as a fundamental cognitive impairment. Schizophrenia Research,

264, 211-219. https://www.sciencedirect.com/science/article/pii/S0920996423004723

Köstering, L., Schmidt, C. S. M., Egger, K., Amtage, F., Peter, J., Klöppel, S., Beume, L.-A., Hoeren, M., Weiller, C., & Kaller,

C. P. (2015). Assessment of planning performance in clinical samples: Reliability and validity of the Tower of London

task (TOL-F). Neuropsychologia, 75, 646-655. https://www.sciencedirect.com/science/article/pii/S0028393215301020

Lambiase, F., Grossi, V., & Paoletti, A. (2020). Friction Stir Joining of CFRP laminates with amorphous polymers: Influence

of processing speeds. Journal of Manufacturing Processes, 55, 186-197. https://doi.org/10.1016/j.jmapro.2020.03.029

Lezak, M. D. (2004). Neuropsychological assessment. Oxford University Press, USA.

https://books.google.com/books?hl=en&lr=&id=FroDVkVKA2EC&oi=fnd&pg=PA3&dq=12.+Lezak+MD,+Howieson+DB,+Loring+DW.+(2004).+Neuropsychological+assessment.+(4th+ed.),+New+York:+Oxford+University+Press.&ots

=q8VjZLVk9U&sig=W60g-t_Ximo7tYVBtDwbuYOmNGU

Mohajervatan, M., Shahvarani Semnani, A., & Ebrahimi Bagha, D. (2021). Presenting a Model of Developing the Attitudinal

Skills of Secondary School Mathematics Teachers. Sociology of Education, 6(2), 278-287. https://www.iase-

jrn.ir/article_705699_en.html

Mostoli, N., Rostamy-Malkhalifeh, M., Shahverani, A., & Behzadi, M. H. (2021). Increasing the Mathematical Literacy Based

on the Problem Solving Teaching and Realistic Mathematics. iase-idje, 4(3), 19-33. https://doi.org/10.52547/ijes.4.3.19

Oswald, W. D., & Roth, E. (1978). “Der” Zahlen-Verbindungs-Test (ZVT): ein sprachfreier Intelligenz-Schnell-Test. Verlag

für Psychologie Dr. CJ Hogrefe. https://www.scirp.org/reference/referencespapers?referenceid=1325617

Panahandeh, E., & Asl, S. E. (2014). The Effect of Planning and Monitoring as Metacognitive Strategies on Iranian EFL

Learners’ Argumentative Writing Accuracy. Procedia - Social and Behavioral Sciences, 98, 1409-1416.

https://www.sciencedirect.com/science/article/pii/S1877042814026500

Psyridou, M., Koponen, T., Tolvanen, A., Aunola, K., Lerkkanen, M.-K., Poikkeus, A.-M., & Torppa, M. (2024). Early

prediction of math difficulties with the use of a neural networks model. Journal of Educational Psychology, 116(2), 212-

232. https://doi.org/10.1037/edu0000835

Sayedie, M. S., Tabatabaee, S. S., Tabatabaee, T. S., & Shahabizadeh, F. (2021). The Effectiveness of the Five Senses

Enhancement Training on Cognitive Ability and Social Skills of Students with Mathematical Learning Disabilities.

childmh, 8(2), 46-61. https://doi.org/10.52547/jcmh.8.2.46

Shallice, T., Broadbent, D. E., & Weiskrantz, L. (1997). Specific impairments of planning. Philosophical Transactions of the

Royal Society of London. B, Biological Sciences, 298(1089), 199-209. https://doi.org/10.1098/rstb.1982.0082

Snowling, M. J., Moll, K., & Hulme, C. (2021). Language difficulties are a shared risk factor for both reading disorder and

mathematics disorder. Journal of Experimental Child Psychology, 202, 105009.

https://doi.org/10.1016/j.jecp.2020.105009

Soleymani, E., Sepehrian, A. F., & Imandoust, H. (2020). The effectiveness of cognitive-metacognitive strategies on

information processing speed based on the Stroop test. Clinical Psychology and Personality, 16(1), 21-31.

https://doi.org/10.22070/cpap.2020.2833

Stebner, F., Schuster, C., Weber, X.-L., Greiff, S., Leutner, D., & Wirth, J. (2022). Transfer of metacognitive skills in self-

regulated learning: effects on strategy application and content knowledge acquisition. Metacognition and Learning, 17(3),

715-744. https://doi.org/10.1007/s11409-022-09322-x

Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and

metacognitive awareness. Asian EFL Journal, 13(1). https://www.researchgate.net/profile/Victoria-Murphy-

5/publication/236751491_How_English_L2_learners_in_China_perceive_and_interpret_novel_English_compounds/link

s/5507f8db0cf27e990e08a4b3/How-English-L2-learners-in-China-perceive-and-interpret-novel-English-

compounds.pdf#page=275

Van der Straten, A., Huyser, C., Wolters, L., Denys, D., & van Wingen, G. (2018). Long-Term Effects of Cognitive Behavioral

Therapy on Planning and Prefrontal Cortex Function in Pediatric Obsessive-Compulsive Disorder. Biological Psychiatry:

Cognitive Neuroscience and Neuroimaging, 3(4), 320-328. https://doi.org/10.1016/j.bpsc.2017.11.009

Van Iterson, L., De Jong, P. F., & Zijlstra, B. J. H. (2015). Pediatric epilepsy and comorbid reading disorders, math disorders,

or autism spectrum disorders: Impact of epilepsy on cognitive patterns. Epilepsy & Behavior, 44, 159-168.

https://doi.org/10.1016/j.yebeh.2015.02.007

Vernon, P. A. (1993). Der Zahlen-Verbindungs-Test and other trail-making correlates of general intelligence. Personality and

individual differences, 14(1), 35-40. https://www.sciencedirect.com/science/article/pii/019188699390172Y

Yang, C., & Bai, L. (2019). The use of metacognitive strategies by Chinese PhD students of social sciences in Australian

universities. International Journal of Educational Research, 97, 43-52.

https://www.sciencedirect.com/science/article/pii/S0883035518316756

Yarmohammadian, A., Ghamarani, A., Seifi, Z., & Arfa, M. (2015). Effectiveness of cognitive strategies training on memory,

reading performance and speed of information processing in students with dyslexia. Journal of Learning Disabilities, 4(4),

101-117. https://jld.uma.ac.ir/?_action=articleInfo&article=321&lang=en

Zhang, Y., Paquette, L., Bosch, N., Ocumpaugh, J., Biswas, G., Hutt, S., & Baker, R. S. (2022). The evolution of metacognitive

strategy use in an open-ended learning environment: Do prior domain knowledge and motivation play a role?

Contemporary Educational Psychology, 69, 102064. https://doi.org/10.1016/j.cedpsych.2022.102064

Ziyaei, M., Keshtiaray, N., & Kashefi, H. (2022). Identifying Effective Factors on Educational Reform at the Level of National

and Regional Supports for High School Mathematics [Research Article]. Iranian Journal of Educational Sociology, 5(1),

183-194. https://doi.org/10.61186/ijes.5.1.183