شناسایی زیرگونه‌های ناتوانی یادگیری ریاضی در دانش‌آموزان ایرانی: رویکرد خوشه‌بندی مدل- مبنا

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‬ Quarterly Journal of Research in School and Virtual Learning Year 6, No 4 (Serial Number 24), Spring 2019 (P 9-30) ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ (30 - 9 ‫ )ص‬1398 ‫ ﺑﻬﺎر‬،(24 ‫ ﺷﻤﺎره ﭼﻬﺎرم )ﭘﯿﺎﭘﯽ‬،‫ﺳﺎل ﺷﺸﻢ‬ :‫ﺷﻨﺎﺳﺎﯾﯽ زﯾﺮﮔﻮﻧﻪﻫﺎي ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮي رﯾﺎﺿﯽ در داﻧﺶآﻣﻮزان اﯾﺮاﻧﯽ‬ 4 3 ‫ ﻣﺒﻨﺎ‬-‫روﯾﮑﺮد ﺧﻮﺷﻪﺑﻨﺪي ﻣﺪل‬ ‫ ﻣﺤﻤﺪﺣﺴﯿﻦ ﻋﺒﺪاﻟﻬﯽ‬، ‫ ﭘﺮوﯾﻦ ﮐﺪﯾﻮر‬،2*‫ ﺣﻤﯿﺪرﺿﺎ ﺣﺴﻦآﺑﺎدي‬،1‫ﻣﺤﻤﺪﺟﻮاد ﯾﺰداﻧﯽ ورزﻧﻪ‬ ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﺧﻮارزﻣﯽ‬،‫ دﮐﺘﺮي روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬.1 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﺧﻮارزﻣﯽ‬،‫ ﮔﺮوه روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎدﯾﺎر‬.2 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﺧﻮارزﻣﯽ‬،‫ ﮔﺮوه روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎد‬.3 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﺧﻮارزﻣﯽ‬،‫ ﮔﺮوه روانﺷﻨﺎﺳﯽ‬،‫ داﻧﺸﯿﺎر‬.4 1398/03/29 :‫ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬ 1397/11/09 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ Identifying the Subtypes of Mathematical Learning Disability in Iranian Students: The Model-based Clustering Approach M.J. Yazdani Varzaneh1, H.R. Hassanabadi*2, P.Kadivar3, M.H. Abdollahi4 1. PhD in Educational Psychology, Kharazmi University, Tehran, Iran 2. Assistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran 3. Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran 4. Associate Professor, Department of Psychology, Kharazmi University, Tehran, Iran Received: 2019/01/29 Abstract The aim of the present study was identifying the cognitive subgroups of mathematical disability by using the model- based clustering in a clinical sample. The Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with average age of 9.93 years and age standard deviation of 1.11 years (13.33 months) that received special education as learning disables in the centers of learning disabilities treatment of education organization. Utilizing a battery of paper and pencil and computerized tests and tasks, the researchers assessed participants individually during two sessions. Model- based data clustering revealed four distinct clusters of students that their statistical and empirical validity was confirmed: symbolic processing deficit (31.1 percent), visual-spatial deficit (26.8 percent), executive functions and processing speed deficit (26.8 percent), nonsymbolic processing deficit (12.2 percent). These results have implications for presenting positive definitions of mathematical learning disability and are able to motivate future researches for preparing interventions appropriate to each subgroups. Keywords Number Processing, Cognitive Subgroups, DomainGeneral Cognition, Executive Functions, Mathematical Learning Disability. Accepted: 2019/06/19 ‫ﭼﮑﯿﺪه‬ ‫ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺷﻨﺎﺳﺎﯾﯽ زﯾﺮﮔﻮﻧﻪﻫﺎي ﺷﻨﺎﺧﺘﯽ ﻧﺎﺗﻮاﻧﯽ رﯾﺎﺿﯽ ﺑﺎ‬ .‫ ﻣﺒﻨﺎ در ﯾﮏ ﻧﻤﻮﻧﻪ ﺑﺎﻟﯿﻨﯽ ﺑﻮد‬-‫اﺳﺘﻔﺎده از ﺧﻮﺷﻪﺑﻨﺪي ﻣﺪل‬ ‫ داﻧﺶآﻣﻮز داراي ﻧﺎﺗﻮاﻧﯽ رﯾﺎﺿﯽ‬41 ،‫ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن در اﯾﻦ ﭘﮋوﻫﺶ‬ ‫ ﭼﻬﺎرم و ﭘﻨﺠﻢ ﺑﺎ ﻣﯿﺎﻧﮕﯿﻦ ﺳﻨﯽ‬،‫ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ در ﭘﺎﯾﻪﻫﺎي ﺳﻮم‬ ‫ ﻣﺎه( ﺑﻮدﻧﺪ ﮐﻪ در‬13/33) 1/11 ‫ ﺳﺎل و اﻧﺤﺮاف اﺳﺘﺎﻧﺪارد ﺳﻨﯽ‬9/93 ‫ﻣﺮاﮐﺰ درﻣﺎن ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮي آﻣﻮزش و ﭘﺮورش ﺑﻪ ﻋﻨﻮان ﻧﺎﺗﻮان در‬ ‫ ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎن در‬.‫ آﻣﻮزش وﯾﮋه درﯾﺎﻓﺖ ﻣﯽﮐﺮدﻧﺪ‬،‫ﯾﺎدﮔﯿﺮي رﯾﺎﺿﯽ‬ ‫دو ﺟﻠﺴﻪ ﺑﻪ ﺻﻮرت اﻧﻔﺮادي ﺑﺎ اﺳﺘﻔﺎده از ﻣﺠﻤﻮﻋﻪاي از آزﻣﻮنﻫﺎ و‬ ‫ﮐﺎﻏﺬي و راﯾﺎﻧﻪاي‬-‫وﯾﮋهي ﻣﺪاد‬-‫ ﻋﺎم و ﺣﻮزه‬-‫ﺗﮑﺎﻟﯿﻒ ﺷﻨﺎﺧﺘﯽ ﺣﻮزه‬ ‫ ﻣﺒﻨﺎ ﺣﺎﮐﯽ از وﺟﻮد‬-‫ ﺧﻮﺷﻪﺑﻨﺪي دادهﻫﺎ ﺑﻪ روش ﻣﺪل‬.‫ارزﯾﺎﺑﯽ ﺷﺪﻧﺪ‬ ‫ﭼﻬﺎر ﺧﻮﺷﻪ ﻣﺠﺰا از داﻧﺶآﻣﻮزان ﺑﻮد ﮐﻪ رواﯾﯽ آﻣﺎري و ﺗﺠﺮﺑﯽ آﻧﻬﺎ‬ -‫ ﻧﻘﺺ دﯾﺪاري‬،(‫ درﺻﺪ‬31/1) ‫ﺗﺎﯾﯿﺪ ﺷﺪ و ﺷﺎﻣﻞ ﻧﻘﺺ دﺳﺘﺮﺳﯽ‬ ‫ ﻧﻘﺺ ﺳﺮﻋﺖ ﭘﺮدازش و ﮐﻨﺶﻫﺎي اﺟﺮاﯾﯽ‬،(‫ درﺻﺪ‬26/8) ‫ﻓﻀﺎﯾﯽ‬ (‫ درﺻﺪ‬12/2) (ANS) ‫ ﻧﻘﺺ ﺳﯿﺴﺘﻢ ﻋﺪدي ﺗﻘﺮﯾﺒﯽ‬،(‫ درﺻﺪ‬26/8) ‫ دﻻﻟﺖﻫﺎﯾﯽ ﺑﺮاي اراﺋﻪ ﺗﻌﺎرﯾﻒ اﯾﺠﺎﺑﯽ از ﻧﺎﺗﻮاﻧﯽ‬،‫ اﯾﻦ ﯾﺎﻓﺘﻪﻫﺎ‬.‫ﮔﺮدﯾﺪ‬ ‫رﯾﺎﺿﯽ دارد و ﻣﯽﺗﻮاﻧﺪ ﺑﺮاي ﺗﺪارك ﻣﺪاﺧﻠﻪﻫﺎي ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻫﺮ زﯾﺮﮔﻮﻧﻪ‬ .‫ﭘﮋوﻫﺶﻫﺎي ﺑﻌﺪي را ﺑﺮاﻧﮕﯿﺰد‬ ‫واژﮔﺎن ﮐﻠﯿﺪي‬ ‫ ﮐﻨﺶﻫﺎي‬،‫ ﻋﺎم‬-‫ ﺷﻨﺎﺧﺖ ﺣﻮزه‬،‫ زﯾﺮﮔﻮﻧﻪﻫﺎي ﺷﻨﺎﺧﺘﯽ‬،‫ﭘﺮدازش ﻋﺪدي‬ .‫ ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮي رﯾﺎﺿﯽ‬،‫اﺟﺮاﯾﯽ‬ .‫اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﺣﻤﺎﯾﺖ ﻣﺎﻟﯽ ﺳﺘﺎد ﺗﻮﺳﻌﻪ ﻋﻠﻮم و ﻓﻨﺎوريﻫﺎي ﺷﻨﺎﺧﺘﯽ اﻧﺠﺎم ﺷﺪ‬ *Corresponding Author: ‫ ﺣﻤﯿﺪرﺿﺎ ﺣﺴﻦآﺑﺎدي‬:‫*ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪ 10‬ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﺷﺸﻢ‪ ،‬ﺷﻤﺎره ﭼﻬﺎرم )ﭘﯿﺎﭘﯽ ‪ ،(24‬ﺑﻬﺎر ‪1398‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﺣﺪود ‪ 7‬درﺻﺪ از داﻧﺶآﻣﻮزان ﺑﺎ وﺟﻮد ﻫﻮش ﻧﺮﻣﺎل دﭼﺎر‬ ‫دﺷﻮاريﻫﺎي ﺷﺪﯾﺪ در رﯾﺎﺿﯿﺎت ﻫﺴﺘﻨﺪ ﮐﻪ ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮي‬ ‫رﯾﺎﺿﯽ ﺧﻮاﻧﺪه ﻣﯽﺷﻮد )ﮔﯿﺮي‪2011 ،1‬؛ ‪ .(2014‬درﺑﺎره ﺑﺮﺧﯽ‬ ‫ﻋﻠﻞ ﻧﺎﺗﻮاﻧﯽ رﯾﺎﺿﯽ در ﺳﻄﺢ ﺷﻨﺎﺧﺘﯽ‪ ،‬ﺑﻪ ﻧﺎﺗﻮاﻧﯽ ﺧﺎﺻﯽ‬ ‫ﻣﺮﺑﻮط ﻧﯿﺴﺖ )ﻣﺘﻐﯿﺮﻫﺎي ﺣﻮزه ﻋﺎم( و ﺑﺮﺧﯽ ﮐﻪ ﺑﻪ ﻃﻮر وﯾﮋه‬ ‫ﺑﻪ رﯾﺎﺿﯿﺎت ﻣﺮﺑﻮط اﺳﺖ )ﻣﺘﻐﯿﺮﻫﺎي ﺣﻮزه وﯾﮋه(‪ ،‬ﻣﻄﺮح ﺷﺪه‬ ‫اﺳﺖ )ﮐﻮوان‪ 2‬و ﭘﺎول‪2014 ،3‬؛ ﭘﺎﺳﻮﻟﻮﻧﮕﯽ‪ 4‬و ﻻﻧﻔﺮاﻧﭽﯽ‪،5‬‬ ‫‪ .(2012‬ﻣﻬﻢﺗﺮﯾﻦ ﻧﻘﺺﻫﺎي ﺣﻮزه ﻋﺎم اﻓﺮاد ﺑﺎ ﻧﺎﺗﻮاﻧﯽ‬ ‫رﯾﺎﺿﯽ‪ ،‬ﻣﺸﮑﻼت در ﺳﺮﻋﺖ ﭘﺮدازش و ﺣﺎﻓﻈﻪ ﮐﺎري‬ ‫)ﭘﺮاﯾﺲ‪ 6‬و اﻧﺼﺎري‪2013 ،7‬؛ ﮔﯿﺮي‪ (2011 ،‬و ﮐﻨﺶﻫﺎي‬ ‫اﺟﺮاﯾﯽ )دﯾﺎﻣﻮﻧﺪ‪ (2013 ،8‬اﺳﺖ‪.‬‬ ‫در راﺳﺘﺎي ﻓﺮﺿﯿﻪ ﺣﻮزه ﻋﺎم‪ ،‬ﻧﺘﺎﯾﺞ ﺑﺮﺧﯽ ﻣﻄﺎﻟﻌﺎت‬ ‫ﻧﺸﺎندﻫﻨﺪه ﻧﻘﺺ اﻓﺮاد ﺑﺎ ﻧﺎﺗﻮاﻧﯽ رﯾﺎﺿﯽ در دﺳﺘﯿﺎﺑﯽ ﺳﺮﯾﻊ و‬ ‫ﺧﻮدﮐﺎر ﺑﻪ اﻃﻼﻋﺎت ﺣﺎﻓﻈﻪ ﺑﻠﻨﺪ ﻣﺪت و ﺳﺮﻋﺖ ﭘﺮدازش اﯾﻦ‬ ‫اﻃﻼﻋﺎت اﺳﺖ )دآﻣﯿﮑﻮ‪ 9‬و ﭘﺎﺳﻮﻟﻮﻧﮕﯽ‪2009 ،‬؛ ﮔﯿﺮي‪،‬‬ ‫ﻫﻮوارد‪ ، 10‬ﻧﺎﺟﻨﺖ‪ 11‬و ﺑﺎﯾﻠﯽ‪ .(2012 ، 12‬اﯾﻦ ﻣﺘﻐﯿﺮ در‬ ‫ﭘﮋوﻫﺶﻫﺎي ﻓﺮاﺗﺤﻠﯿﻠﯽ ﮔﺬﺷﺘﻪ )ﺟﺎﻧﺴﻮن‪ ، 13‬ﻫﺎﻣﻔﺮي‪، 14‬‬ ‫ﻣﻼرد‪ ،15‬وود‪ 16‬و ﺳﻮاﻧﺴﻮن‪ ،(2010 ،17‬ﺑﻪ وﯾﮋه درﺑﺎره ﻣﻘﺎﯾﺴﻪ‬ ‫دو ﮔﺮوه ﺑﺎ ﻧﺎﺗﻮاﻧﯽ رﯾﺎﺿﯽ و ﺑﺎ ﻧﺎﺗﻮاﻧﯽ ﺗﻮأم رﯾﺎﺿﯽ و ﺧﻮاﻧﺪن‬ ‫)ﺷﺎﯾﻦ‪ 18‬و ﺑﺮاﯾﺎﻧﺖ‪ (2013 ،19‬داراي اﻧﺪازه اﺛﺮﻣﺘﻮﺳﻂ ﺑﻮده‬ ‫اﺳﺖ‪ .‬ﻫﻤﭽﻨﯿﻦ‪ ،‬ﭘﮋوﻫﺶﻫﺎي ﻓﺮاﺗﺤﻠﯿﻠﯽ ﻣﺘﻌﺪدي ﻧﻘﺶ‬ ‫ﺣﺎﻓﻈﻪ ﮐﺎري را در ﻧﺎﺗﻮاﻧﯽ رﯾﺎﺿﯽ و ﻧﺎﺗﻮاﻧﯽ ﺗﻮأم )ﺷﺎﯾﻦ و‬ ‫ﺑﺮاﯾﺎﻧﺖ‪2013 ،‬؛ ﺟﺎﻧﺴﻮن و ﻫﻤﮑﺎران‪ (2010 ،‬ﻧﺸﺎن دادهاﻧﺪ‪.‬‬ ‫در ﺑﺮﺧﯽ ﭘﮋوﻫﺶﻫﺎ )اﻧﺪرﺳﻦ‪ 20‬و ﻟﯿﮑﺴﻞ‪ (2007 ،21‬ﻫﺮ دو‬ ‫ﺑﻌﺪ ﮐﻼﻣﯽ و دﯾﺪاري‪ -‬ﻓﻀﺎﯾﯽ ﺣﺎﻓﻈﻪ ﮐﺎري و در ﺑﺮﺧﯽ از‬ ‫آﻧﻬﺎ )اﻧﺪرﺳﻦ‪ (2010 ،‬ﻓﻘﻂ ﺑﻌﺪ دﯾﺪاري‪ -‬ﻓﻀﺎﯾﯽ آن ﺑﺎ ﻧﺎﺗﻮاﻧﯽ‬ ‫‪23‬‬ ‫رﯾﺎﺿﯽ ﻣﺮﺗﺒﻂ ﺑﻮده اﺳﺖ‪ .‬ﻓﺮاﺗﺤﻠﯿﻞ ﭘﻨﮓ‪ 22‬و ﻓﺎﭼﺲ‬ ‫)‪ (2016‬ﻧﺸﺎن داد ﮐﻪ ﻫﺮ دو ﺑﻌﺪ ﮐﻼﻣﯽ و ﻋﺪدي ﺣﺎﻓﻈﻪ‬ ‫ﮐﺎري در ﻧﺎﺗﻮاﻧﯽ ﺧﻮاﻧﺪن‪ ،‬ﻧﺎﺗﻮاﻧﯽ رﯾﺎﺿﯽ‪ ،‬و ﻧﺎﺗﻮاﻧﯽ ﺗﻮأم‬ ‫دﺧﯿﻞ اﺳﺖ؛ اﻣﺎ ﺷﺪت ﻣﺸﮑﻼت ﻫﺮ دو ﺑﻌﺪ در ﻧﺎﺗﻮاﻧﯽ ﺗﻮأم‬ ‫ﺑﯿﺸﺘﺮ از دو ﮔﺮوه دﯾﮕﺮ و ﺷﺪت ﻣﺸﮑﻼت ﻋﺪدي در ﻧﺎﺗﻮاﻧﯽ‬ ‫رﯾﺎﺿﯽ ﺑﯿﺸﺘﺮ از ﻧﺎﺗﻮاﻧﯽ ﺧﻮاﻧﺪن اﺳﺖ‪ .‬در ﻧﻬﺎﯾﺖ‪ ،‬در‬ ‫ﭘﮋوﻫﺶﻫﺎ ﻧﻘﺶ ﮐﻨﺶﻫﺎي اﺟﺮاﯾﯽ ﺷﺎﻣﻞ ﺑﺎزداري )اﻣﯿﻦزاده‬ ‫و ﺣﺴﻦآﺑﺎدي‪1392 ،‬؛ ﺳﺰاﮐﺲ‪ ،24‬دوﯾﻦ‪ ،25‬ﺳﻮﻟﺘﺰ‪ ،26‬ﻧﻮﺑﺰ‪ 27‬و‬ ‫ﮔﺎﺑﺮﯾﻞ‪2013 ، 28‬؛ ﺗُﻞ‪ ، 29‬وندرون‪ ، 30‬ﮐﺮاﺳﺒﺮﮔﻦ‪ ، 31‬و‬ ‫ونﻟﻮﺋﯿﺖ‪ ،(2011 ،32‬ﮐﻨﺘﺮل ﺗﻮﺟﻪ )اﺷﮑﻨﺎزي‪ 33‬و ﻫﻨﯿﮏ‪،34‬‬ ‫‪2012‬؛ ﮔﯿﺮي و ﻫﻤﮑﺎران‪2012 ،‬؛ ﻣﺤﻤﻮﻋﻠﯿﻠﻮ‪ ،‬ﻫﺎﺷﻤﯽ‬ ‫ﻧﺼﺮتآﺑﺎد و ﻓﻼﺣﯽ‪ (1394 ،‬و ﺟﺎﺑﺠﺎﯾﯽ ﯾﺎ اﻧﻌﻄﺎفﭘﺬﯾﺮي‬ ‫ﺷﻨﺎﺧﺘﯽ )وندراﺳﻠﻮﯾﺲ‪ ،35‬دﺟﺎﻧﮓ‪ ،36‬واندرﻟﯿﺞ‪2004 ،37‬؛‬ ‫اﻣﯿﻦزاده و ﺣﺴﻦ آﺑﺎدي‪ (1389 ،‬در ﯾﺎدﮔﯿﺮي و ﻧﺎﺗﻮاﻧﯽ‬ ‫ﯾﺎدﮔﯿﺮي رﯾﺎﺿﯽ ﯾﺎ ﻧﺎﺗﻮاﻧﯽ ﺧﻮاﻧﺪن ﺑﻪ ﺧﻮﺑﯽ ﻣﺴﺘﻨﺪ ﺷﺪهاﻧﺪ؛‬ ‫اﮔﺮ ﭼﻪ‪ ،‬ﺑﺮﺧﯽ از ﭘﮋوﻫﺶﻫﺎ ﺗﺎﺛﯿﺮ ﻧﺪاﺷﺘﻦ ﺑﺮﺧﯽ از اﯾﻦ‬ ‫ﮐﻨﺶﻫﺎ در ﻧﺎﺗﻮاﻧﯽ رﯾﺎﺿﯽ را ﻧﺸﺎن دادهاﻧﺪ )ﺑﺮاي ﻣﺜﺎل‪،‬‬ ‫روزﺑﻬﺎﻧﯽ و ﺣﺴﻦآﺑﺎدي‪.(1394 ،‬‬ ‫ﻓﺮﺿﯿﻪﻫﺎي ﺣﻮزه وﯾﮋه ﻣﻬﻢ ﻋﺒﺎرت اﺳﺖ از ﻓﺮﺿﯿﻪ ﻧﻘﺺ‬ ‫در ﺳﯿﺴﺘﻢ ﻋﺪدي ﺗﻘﺮﯾﺒﯽ‪ (ANS) 38‬و ﻓﺮﺿﯿﻪ ﻧﻘﺺ‬ ‫دﺳﺘﺮﺳﯽ‪ .39‬ﻓﺮﺿﯿﻪ اول ﺑﻪ ﺳﯿﺴﺘﻢ ﭘﯿﺶ ﻋﺪدي و ﻏﯿﺮﻧﻤﺎدي‬ ‫‪1. Geary‬‬ ‫‪2. Cowan‬‬ ‫‪3. Powell‬‬ ‫‪4. Passolunghi‬‬ ‫‪5. Lanfranchi‬‬ ‫‪6. Price‬‬ ‫‪7. Ansari‬‬ ‫‪8. Diamond‬‬ ‫‪9. D'Amico‬‬ ‫‪10. Hoard‬‬ ‫‪11. Nugent‬‬ ‫‪12. Bailey‬‬ ‫‪13. Johnson‬‬ ‫‪14. Humphrey‬‬ ‫‪15. Mellard‬‬ ‫‪16. Woods‬‬ ‫‪17. Swanson‬‬ ‫‪18. Shin‬‬ ‫‪19. Bryant‬‬ ‫‪20. Andersson‬‬ ‫‪21. Lyxell‬‬ ‫‪22. Peng‬‬ ‫‪23. Fuchs‬‬ ‫‪24. Szucs‬‬ ‫‪25. Devine‬‬ ‫‪26. Soltesz‬‬ ‫‪27. Nobes‬‬ ‫‪28. Gabr (...truncated)