Comparison theory of mind and Code-Switching Pattern In  Speech students with specific learning disorder and normal

Shabani Minaabad, Melahat

Volume 3, Issue 3 (12-2022) 2022, 3(3): 28-37 | Back to browse issues page

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Shabani Minaabad M. (2022). Comparison theory of mind and Code-Switching Pattern In Speech students with specific learning disorder and normal. Journal of Childhood Health and Education. 3(3), 28-37.
URL: http://jeche.ir/article-1-92-en.html

Comparison theory of mind and Code-Switching Pattern In Speech students with specific learning disorder and normal

Melahat Shabani Minaabad ^*

Abstract: (1542 Views)

The aim of this study was to compare the theory of mind and verbal coding styles in students with special and normal learning disorders. The method of the present study is causal-comparative. The statistical population in this study includes all students with special learning disabilities and normal primary school students in the city of Anmin (97-98 academic year). The research sample includes 80 students (40 normal students and 40 students with special learning disabilities). ) Are. The research sample was selected using cluster sampling method by matching method based on age, gender and educational background. To collect the research data, the first and second category misconception tests and verbal coding style test were used. Multivariate analysis of variance (MANOVA) test was used to analyze the data. The results showed that there was a significant difference between students with and without learning disabilities in the first and second levels of mind theory (P <0.001). The results also showed that there is a significant difference between students with learning disabilities and normal students in verbal coding styles. (001 / 0P <). In general, it can be said that children with learning disabilities have deficits in mind theory skills and cryptographic styles.

Keywords: theory of mind, Code-Switching Pattern, specific learning disorder

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Type of Study: Research | Subject: Special
Received: 2022/11/3 | Accepted: 2022/12/19 | Published: 2022/12/21