Background and aim: The present study evaluates spatial working memory and strategy use, that are from the most important executive functions in performing the learning tasks and intellectual actions in children with cerebral palsy ( spastic diplegia ).

Materials and methods: For this cross sectional/analytical study, 40 children between 7 and 12 were recruited by random sampling into 2 groups: twenty children with cerebral palsy ( spastic diplegia ), with mean age of 8.94 years and 20 normal children with mean age of 8.86 years. Data were collected using Strengths and Difficulties Questionnaire ( SDQ ), CANTAB and Raven test of intelligence. Data were analyzed using t-test.

Results: Children with cerebral palsy differ from the normal children in spatial working memory. Comparing of the means of errors, were illustrated in 3 distinct features, demonstrated meaninngful difference between 2 groups ( p<0.05 ),except in double error ( p>0.05 ) however there was no significant difference in function of strategy use between 2 groups ( p>0.05 ).

Conclusion: In regard with these findings, cognitive rehabilitation with focus on executive skills can be useful in clinical treatment, parallel to the traditional methods, for spatial working memory in children with cerebral palsy.

Background and Aim: Memory and learning specially auditory-verbal learning affected on developed and forming the cognitive skills in children. The auditory- verbal learning assessed with several methods. The Rey auditory verbal learning test is a useful tool for the assessment of auditory verbal learning. The Persian version of Rey test is not used for assessment auditory-verbal learning in Persian language children. The aim of the present study was to assess the auditory verbal memory and learning performance of 9 to 11 year old healthy children using the Persian version of rey auditory-verbal learning test and comparing these data with children from other countries.

Materials and Methods: This cross-sectional study was done on 86 healthy children with age ranging from 9 to 11. Different aspects of memory like immediate recall, delayed recall, recognition, forgetting rate, interference and learning were assessed using the Persian version of Rey auditory-verbal learning test.

Results: It was observed a significant correlation between the scores on the first trial to fifth trial. The mean scores of the participation increased from 7.34 on the first trial to 13.93 on the fifth trial. The correct answer was more in girls than the boys. There was not significant correlation between immediate and delayed recall. There was significant correlation between delayed recall and recognition. The proactive and retroactive interference and forgetting rate scores were 0.97, 0.87 and 0.37 respectively.

Conclusion: The Persian version of Rey test in the clinical setting is a useful tool for assessment of memory and auditory-verbal learning. The scores increased from first trial to fifth trial show learning effect in Persian language children. The auditory verbal memory and learning performance of Persian language children in Persian version of Rey test was compared to the performance of the same population in other countries.

Key Words: Memory, Children, Rey auditory verbal learning.

Background and Aim: There are many studies about differences between children who stutter and normal pairs in language and cognition domains. On the other hand, a variety of treatment approaches is suggested for stuttering therapy in children. One of them is prolongation (a fluency shaping approach). The aim of the present study is to investigate the effect of prolongation approach on phonological working memory in children with mild and moderate stuttering.

Materials and Methods: Twenty five children who stutter 4 to 6 years old were selected according to inclusion and exclusion criteria, and then non-word repetition test, pre and post treatment were conducted. Intervention process was based on Hedge’s treatment protocol (prolongation). Their score in non word repetition test and stuttering severity was calculated by SSI, pre and post intervention and compared by SPSS soft ware (version 18) And Wilcoxon singed – rank test .

Results: Severity of stuttering was diminished significantly after and before treatment (p<0.05). In non word repetition test, the number of correct non word including single syllable, two syllable and three syllable, pre and post treatment showed significant differences (p<0.05).  There was no relationship between children’s age and their improvement (p>0.05).

Conclusion: Results revealed that prolongation approach had significant effect on improving non word repetition ability and diminishing severity of stuttering. This approach as a form of fluency shaping which usually is based on motor theories had significant effect on increasing phonological working memory capacity.

Key words: Stuttering, Phonological working memory, Fluency shaping, Prolongation approach