Golandam Zamani; Mohammad Reza Doostan
Volume 3, Issue 10 , January 2018, , Pages 51-62
Abstract
Aim: Introduction: Techniques that directly examine and regulate the activity of the cortex can helps to improving working memory and response time. The aim of this study was to investigate the effect of cerebral magnetic stimulation on working memory and reaction time in athlete girls. Method: This ...
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Aim: Introduction: Techniques that directly examine and regulate the activity of the cortex can helps to improving working memory and response time. The aim of this study was to investigate the effect of cerebral magnetic stimulation on working memory and reaction time in athlete girls. Method: This study was semi-experimental method which was carried out using two groups with pre-test- and post-test design. A sample of 30 female athletes from the city of Shadegan were selected by sampling method and participated in the research process. First, a pre-test was taken. All respondents tested the reaction time and also a working memory test was taken. Subjects were randomly divided into two groups: transcranial Direct Current Stimulation and sham group. Acquisition stage was held in 2 days and a one rest day in between. Results: The results showed that brain of transcranial Direct Current Stimulation improved the progressive working memory, postoperative, mental control, logical memory, and retrieval. It also reduces the simple reaction time and selective. Conclusion: In a general conclusion, direct brain stimulation in the prefrontal cortex in female students is one of the ways that can improve working memory and reduce the reaction time in athlete girls.
Somayeh Rezayimanesh; Nahid Shetab boushehri; Parvaneh Shafee nia; Mohammadreza Doostan
Volume 2, Issue 6 , December 2016, , Pages 107-122
Abstract
Introduction: Nowadays, the research results suggest that brainwaves change in different Psychological conditions. Therefore, this study aims to investigate the cognitive challenges on quantitative electroencephalography (QEEG) pattern. Method: EEG was recorded from Cz in 26 right-handed individuals ...
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Introduction: Nowadays, the research results suggest that brainwaves change in different Psychological conditions. Therefore, this study aims to investigate the cognitive challenges on quantitative electroencephalography (QEEG) pattern. Method: EEG was recorded from Cz in 26 right-handed individuals including 13 male and 13 female students. During two conditions: At rest condition Subjects looked at the white screen computer for one minute from a distance of 90 cm. Then, ‘React Traking soccer’ was run for one minute (cognitive challenges condition). Findings: The data analysis showed that the main effect of mental condition (from rest to cognitive challenge) was not significant (F=2/73, p < 0/05) but the main effect of frequency band (F=159/412, p < 0/05) and interaction effect of frequency bands and mental condition were significant (F=21/10, p < 0/05). These results suggest that cognitive challenge interact with different frequency bands and frequency bands, indicating that the amplitude of different frequency bands modulated in different mental states (from rest to cognitive challenge). Conclusion:Findings of the present study approved the role of cognitive challenge on changing brain waves associated with cognition compared to baseline.
amenah oraki; Nahid Shetab Boushehri; Rasoul Abedan Zadeh
Volume 2, Issue 5 , September 2016, , Pages 97-110
Abstract
Introduction: Normative feedback includes information that can affect learning and the performance of skills. The purpose of the present study was to examine the effect of nnormative feedback on the reaction time and self-efficacy of female students with intellectual disability. Method: In this semi-experimental ...
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Introduction: Normative feedback includes information that can affect learning and the performance of skills. The purpose of the present study was to examine the effect of nnormative feedback on the reaction time and self-efficacy of female students with intellectual disability. Method: In this semi-experimental study, 42 female students of the same IQ were selected through convenience sampling. Having administered the pretest, the participants were divided into three groups of 14: normative feedback, reality feedback and control. The study consisted on three tests: pre-test, post-test and retention test. The retention test was performed 48 hours after the post -test. Findings: The research data were analyzed through SPSS and results of ANOVA-repeated measure test indicated that, the Positive feedback group in comparison with reality feedback and control, has shown a shorter reaction time, Also reality feedback group in comparison with control group has shown a shorter simple reaction time. But normative feedback on the selection reaction time had no effect. The positive feedback and the reality feedback could actually increase the self-efficacy of the students. Conclusion: Overall, it can be concluded that the normative feedback causes learning promotion and increases self-efficacy.
