Golestaneh Seyed Mousa

Background and purpose: Students' learning is one of the issues that are very important in education, and one of the important tasks of today's education system is to cultivate competent, competent, committed and developed people, so attention should be paid to the issues that play a role in reducing learning disorders; It is necessary. The aim of the present study was to determine the effectiveness of computer-based cognitive rehabilitation training on cognitive avoidance and cognitive bias of students with learning disabilities. Method: The method of the present research was experimental and using a pre-test and post-test design with a control group, in which a sample of 30 students was selected by available sampling and divided into two experimental groups. 15 people) and the control group (15 people) were placed. The data needed for the research were collected using the cognitive avoidance questionnaire (Sexton and Dagas, 2004) and cognitive bias (Woody, Chambless and Golds, 1997). Computerized cognitive rehabilitation training was provided to the experimental group, but not to the control group. The obtained data were analyzed using the analysis of variance test with repeated measurements. Findings: The results showed that the mean and standard deviation of the scores of the experimental group and the control group showed a significant difference in the dependent variables of suppression of worrying thoughts (F=48.98 and P=0.001); substitution of positive thoughts for worrying thoughts (F=147.03 and P=0.001); distraction (F=114.25 and P=0.001); worrying thoughts (F=101.88 and P=0.001); changing mental images to verbal thoughts (F=11.62 and P=0.001); cognitive avoidance (F=224.55 and P=0.001); external bias (F=119.88 and P=0.001); self-bias (F=31.96 and P=0.001) and cognitive bias (F=81.92 and P=0.001). Conclusion: Considering that learning disorder has many negative effects on education, it is necessary to solve this disorder especially by means of computer-bas