اثربخشی راهبردهای شناختی - فراشناختی بر سرعت پردازش اطلاعات براساس آزمون استروپ در دانش‌آموزان مبتلا به اختلال یادگیری

Background: The main objective of this study was to investigate the effect of cognitive-metacognitive strategies on information processing speed based on the result of Stroop test on students with specific learning difficulties. Method: The research method was pre and post-test experimental plan with control group. The target population of the research included all fourth, fifth and sixth grade students with specific learning disabilities in specific learning school of Omid in the academic year of 2016-17.(N=76). Sample for the research was 36 students (both genders) with math learning disability, which were selected using systematic random sampling. Tools used for gathering data included: Researcher-made questionnaire, Raven's IQ test, Iranian Keymath test and Stroop test. Experimental group received 10 sessions of cognitive-metacognitive strategies and control group did not. Results :The results of multivariate analysis of variance (MACNOVA) showed that automatic and controlled information processing (response time index, number of correct responses and error response) is different in experimental group after cognitive- metacognitive intervention(P≥0/001). Conclusion: According to the findings of this study, it can be concluded that cognitive-metacognitive strategies based intervention was effective in improving information processing. These interventions are recommended to be exploited.