The Effectiveness of Skilled Crystallized Intelligence Training on Processing Speed and Attention in Students with Learning Disabilities
Keywords:
Skilled crystallized intelligence training, processing speed, attention, students with learning disabilitiesAbstract
Objective: This study aimed to determine the effectiveness of skilled crystallized intelligence training on improving processing speed and attention in female students with learning disabilities.
Methods and Materials: This research employed a quasi-experimental pretest–posttest design with a control group. The population consisted of 7–9-year-old female students with learning disabilities in District 6 of Tehran in 2026. Thirty participants were selected using purposive sampling and randomly assigned to experimental and control groups (n=15 each). The experimental group received a 12–14 session crystallized intelligence training program. Instruments included the Conners Parent Rating Scale, attention test, and processing speed test. Data were analyzed using ANCOVA and MANCOVA.
Findings: Results indicated a significant difference between groups in processing speed and attention after the intervention (p<0.05). Multivariate analyses confirmed significant effects on visual processing, encoding, sequencing, and multiple attention components. Large effect sizes and high statistical power supported the robustness of the intervention effects.
Conclusion: Skilled crystallized intelligence training enhances cognitive organization, prior knowledge utilization, and automatic processing, leading to significant improvements in processing speed and attention among students with learning disabilities. This approach can be considered an effective educational and cognitive rehabilitation intervention.
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Copyright (c) 2025 Parsa Jaberi, Mohammad Timajchi, Yasaman bahrambeigi, Ali Saberikia, Mina Eshrati (Author)
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