فاعلية تدريب الذاكرة العاملة و الضبط الانتباهي و أثره علي الذكاء السائل لدي المعلمين بعد الخدمة و طلاب كلية التربية

الملخص EN

The aim of the current research is to identify the effectiveness of training working memory and attention controland its impact on the fluid intelligence of teachers after service and students of the College of Education, and the study sample consisted of (180) individuals (90 teachers after service, and 90 students from students of the College of Education) each group was divided To three equal groups, a first experimental group and their number (30) individuals were trained by working memory tasks, a second experimental group and their number (30) individuals were trained through attention-control tasks and a control group, and their number (30) individuals without interference, and the training lasted 28 sessions for 4 weeks, A pre- and post-measurement of fluid intelligence was performed, indicating the net It was found that training of working memory and training for attention control led to the improvement of basic cognitive processes, and this leads to improving fluid intelligence, as well as training on basic cognitive processes depends on the type of task, age, and interaction between them, and working memory training is appropriate for all ages, and training I have to focus my attention more usefully on teachers after service, The study concluded that there are statistically significant differences at the level of significance (0.01) between the mean of the first experimental groups and control in the post application of the working memory tasks in favor of the first experimental group, and that there are statistically significant differences at the level of significance (0.01) between the mean of the two experimental groups The second and the control in the post application of the attention control tasks in favor of the second experimental group, and there are statistically significant differences between the averages of the first and the experimental group and the second in the fluid intelligence in favor of the first and second experimental groups, and we can conclude the effectiveness of training cognitive jobs and its importance in transferring experiences under conditions related to the type of assignments