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:: Volume 17, Issue 4 (3-2018) ::
JOEC 2018, 17(4): 37-48 Back to browse issues page
The considering of the impact of transcranial direct current stimulation (TDCS) and phonological awareness training on improvement of the auditory aspect function of the working memory in children with dyslexia.
Leila Bayat Mokhtari * , Ali Reza Agha Yousefi , Hossein Zare , Vahid Nejati
Payam Noor University
Abstract:   (332 Views)

Abstract

This survey was done in order to consider the impact of transcranial direct current stimulation on the auditory/ verbal working memory in the area of dorsolateral prefrontal cortex. This survey plan was experimental in the kind of pretest/after test together control group and arbitrary selection. The study sample contains 20 boy students with dyslexia with 8 to 10 years old that have inclusion criteria in this study. Two kinds of anode and sham stimulation, with 1.5 mA circuitry for 20 minutes and 15 minutes phonological awareness training on 20 participants in 10 sessions were presented.

The participants before and after stimulation with N- Beck task were tested.

  The covariance results showed that anode stimulation has  a significant impact on improving performance in the auditory / verbal aspect of the working memory compared to the sham stimulation.

  Overall, this study showed that the anode stimulation increased and improved individual performance on tasks involving auditory working memory.

Keywords: transcranial direct current stimulation (TDCS), dorsolateral prefrontal cortex (DLPFC), working memory, n-back task.
Full-Text [PDF 267 kb]   (117 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/01/11 | Accepted: 2018/01/3 | Published: 2018/03/6
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Bayat Mokhtari L, Agha Yousefi A R, Zare H, Nejati V. The considering of the impact of transcranial direct current stimulation (TDCS) and phonological awareness training on improvement of the auditory aspect function of the working memory in children with dyslexia.. JOEC. 2018; 17 (4) :37-48
URL: http://joec.ir/article-1-523-en.html


Volume 17, Issue 4 (3-2018) Back to browse issues page
فصلنامه کودکان استثنایی Journal of Exceptional Children
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