مقیاس چهارگانه حافظه کاری: طراحی نسخه فارسی و بررسی ویژگی‌های روان‌سنجی آن در کودکان مقاطع 4 تا 6 ابتدایی

هدف: حافظه کاری نقش مرکزی در شناخت و یادگیری دارد و ظرفیت آن تعیین ‌کننده عملکرد دیگر کارکردهای شناختی و وضعیت تحصیلی کودک است. هدف مطالعه حاضر، طراحی یک مقیاس 4 مولفه ‌ ای بر اساس مدل حافظه کاری baddeley، در کودکان مقاطع 4 تا 6 ابتدایی بود.روش کار: این مطالعه از نوع آزمایشی و تحولی بود. ابتدا بر اساس نظریه پشتوانه، ابزارهای توسعه‌ یافته حافظه کاری گردآوری و سپس بر مبنای نظر متخصصین (بر اساس شاخص ‌های cvi وcvr ) برای انتخاب تکالیف و روایی صوری قرار گرفت. تکالیف منتخب با توجه به سن نمونه ‌ها و زبان فارسی ترجمه و منطبق گردیدند. نمونه ‌ها شامل 80 کودک عادی (50 دختر و 30 پسر) و 10 کودک همراه با اختلال حافظه کاری از مقاطع 4، 5 و 6 ابتدایی (8 تا 12 سال) بودند. تحلیل داده ها با استفاده از آزمون تحلیل واریانس یک راهه بین ‌گروهی و آزمون همبستگی گشتاوری پیرسون در نرم ‌افزار spss26انجام شد.یافته‌ ها: نتایج نشان داد که میانگین نمرات در هر 3 مقطع تحصیلی و در مقایسه کودکان عادی و همراه با اختلال، اختلاف معنادار داشتند. نمرات در دو جنس تفاوت معناداری نداشتند. آلفای کرونباخ برای تمام تکالیف قابل قبول بود. همبستگی بالایی در ارزیابی روایی بازآزمایی و همگرا و تشخیصی بدست آمد. همچنین همبستگی متوسطی در بررسی روایی ملاکی همزمان به دست آمد. نتیجه ‌گیری: نتایج مطالعه حاضر نشان داد که مقیاس 4 گانه حافظه کاری از روایی صوری و محتوا، تحولی، بازآزمایی، همگرا و تشخیصی و پایایی رضایت ‌بخشی برخوردار است و می تواند مورد استفاده محققان و درمان گران قرار گیرد.

A 4 component scale of working memory: Developing the Persian version and evaluating the validity of it in 4 6 grades children (WM 4CSC)

Introduction: Working memory (WM) plays a central role in cognitive functions, and learning and its capacity predicts and determines other cognitive and academic functions. One of the most famed working memory theories is the Allan Baddeley rsquo;s multicomponent model with four components. In this model, there are two slave systems that save information without manipulating them and two clever systems that can process and save information simultaneously. The positive point in Baddeley rsquo;s model is accessible parts for working memory that can study more easily in experimental investigations. However, there is no specific scale that includes all four components of the multicomponent theory of Baddeley in children. Therefore, this study aims to create a 4components scale of working memory in children (WM4CSC).Method: This study was experimental and developmental research. First of all, based on the theoretical background, all assessment tools of working memory were gathered (all computerized and paperbasedtools). Then, they were established on experts rsquo; opinions and their agreements (CVR and CVI scale), two tasks for each component were selected and translated and coincided with the Persian language and matched to the age of the samples. For the present study, 80 typical children (50 female, 30 male) and ten children with WM deficits in 46 grades (812 years) with normal IQ participated. All the students were selected from nonprofit schools in 13 regions in Tehran, Iran. The subjects were divided into three groups: 4th grade, 5th grade, and 6th grade. For all participants, the examiner explained each task, and when they got the instruction, the test was conducted. Data were analyzed using the OneWay ANOVA and Pearson Correlation Test in SPSS26.Results: Results showed significant differences in all scale tasks between three school grades and between typical and atypical children. Nevertheless, there were no differences between the two genders. There was a high correlation between testretest scores and convergent and diagnostic validities. Cronbach rsquo;s alpha was acceptable in all tasks. Moreover, a medium correlation was found in concurrent criterion validity.Conclusion: with respect to results, it was indicated that a 4components Scale of working memory has reasonable developmental, retest, diagnostic, and convergent validities and good reliability. Therefore, based on the appropriate validity and reliability of this scale, it can be used by other researchers and more studies. For the future, ​​​​ it is suggested to use this scale in more studies with a more excellent sample to normalize it. Also, it can use in more different ages in children. Moreover, it is suggested to use this scale in different types of developmental disorders and detemine the strengths and weaknesses of each disorder in children.