Nasrin Ganjei; touraj hashemi
Abstract
Aim: The aim of this study was to determine the relationship between executive functions of the brain with attention deficit hyperactivity disorder. Method: For this purpose, in the form of a correlation design, the students of Tabriz University in the academic year of 98-99 were selected by cluster ...
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Aim: The aim of this study was to determine the relationship between executive functions of the brain with attention deficit hyperactivity disorder. Method: For this purpose, in the form of a correlation design, the students of Tabriz University in the academic year of 98-99 were selected by cluster random sampling. Data were collected using Conners Ill Symptom Checklist, Stroop Test, Wisconsin Cards, and Wechsler Working Memory. Results: Data analysis using structural equation modeling showed that the functions of organization, accuracy and concentration, working memory, problem solving and inhibition were able to significantly determine changes in attention deficit and hyperactivity symptoms. Conclusion: The executive functions of the brain have a negative role in attention deficit hyperactivity disorder and deficiency in these functions may predispose to attention deficit hyperactivity disorder. Therefore, in current etiology of attention deficit and hyperactivity, it is necessary to emphasize the evaluation of executive functions and to consider executive dysfunction as the neurological basis of attention deficit and hyperactivity disorder..
yousef dehghani; nozhatozaman moradi
Abstract
Introduction: This study was aimed to examine effectiveness of working memory training on inhibition and reading performance of students with dyslexia. Method: This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted ...
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Introduction: This study was aimed to examine effectiveness of working memory training on inhibition and reading performance of students with dyslexia. Method: This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 372 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 75 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group. The measurement tools consisted of Dyslexia Symptom Checklist, the Clinical Interview, Wechsler Intelligence Scale of Children-Revised, Reading and dyslexia test and Stroop test. The experimental group experienced the working memory training group therapy in 18 sessions of 45 minutes twice a week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures is used. Results: Findings showed that working memory training has a significant effect on inhibition (pConclusion: Finally, we may conclude that working memory training, as an effective and functional intervention, could be used to improve inhibition and reading performance of students with dyslexia.
sepide hassani; mojgan Sepahmansoor
Volume 4, Issue 12 , June 2018, , Pages 175-186
Abstract
Introduction : : The aim of this study was evaluate the effectiveness of electrical stimulation of the cerebral cortex (tDCS) upon activation and inhibition in A and B personality type. Method :This research was method of quasi-experimental that were randomly divided into control and experimental groups. ...
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Introduction : : The aim of this study was evaluate the effectiveness of electrical stimulation of the cerebral cortex (tDCS) upon activation and inhibition in A and B personality type. Method :This research was method of quasi-experimental that were randomly divided into control and experimental groups. The research community now includes all students payame Noor University in Tehran who were in the South unit of the school year were studying 95-96 and the total number of samples included 40 people at A and B personality type score questionnaire type A personality earns and personality type and A questionnaire as well as on B B personality type score and win that way were available for sampling. To collect statistical data research of A personality type inventory or the personality questionnaire Bو grey-Wilson (1989), has been used. Run method in this research tDCS for 10 sessions of 20 minutes was an electrical stimulation of the cerebral cortex the interval between meetings of the last 24 hours. Findings : the analysis of the results suggests the effectiveness of electrical stimulation of the cerebral cortex (tDCS) upon activation and inhibition in personality type A and B, respectively. Conclusions: the results of research that treatment of tDCS on behavioral inhibition students with A personality type and active behaviour making students with behavioral type B meaningful impact.
Moslem Kurd Tamini; Zobeyr Samimi; Somaye Ramesh
Volume 1, Issue 3 , March 2016, , Pages 7-20
Abstract
Introduction: Considering the problems that people with Obsessive-compulsive Disorder face in inhibition, new therapeutic methods are needed to inhibition improvement in this type of disorder. Therefore, the aim of this study was to investigate the effectiveness of emotional working memory training ...
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Introduction: Considering the problems that people with Obsessive-compulsive Disorder face in inhibition, new therapeutic methods are needed to inhibition improvement in this type of disorder. Therefore, the aim of this study was to investigate the effectiveness of emotional working memory training on the improvement of behavioral inhibition of people with Obsessive-compulsive Disorder. Method: For this purpose, 9 people with Obsessive-Compulsive Disorder were selected based on availability sampling method by using 2 instruments (SCID-I & YOCS). The participants underwent emotional working memory training for 20 sessions. All participants were assessed during pre-training and post- therapy by Go/NoGo test. Findings: The results showed significant reduction in participants' scores in post-test stage compared to pre-test in three components of Go/NoGo test, commitment error, omission error, and reaction time. Conclusion: According to the results, it can be said that emotional working memory training is an appropriate choice for improvement of behavioral inhibition of people with Obsessive-compulsive Disorder.
Hassan Gharibi; Zoleykha Gholizadeh; Isa Hekmati
Volume 1, Issue 3 , March 2016, , Pages 21-37
Abstract
Introduction: The purpose of this study was to examine the effectiveness of verbal self-instruction on cognitive functioning (inhibition, working memory, and set shifting) of ADHD children. Method: To this end, 40 children with ADHD were selected purposefully from among the clients of Sanandaj Psychological ...
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Introduction: The purpose of this study was to examine the effectiveness of verbal self-instruction on cognitive functioning (inhibition, working memory, and set shifting) of ADHD children. Method: To this end, 40 children with ADHD were selected purposefully from among the clients of Sanandaj Psychological Clinics and were randomly categorized in experiment and control groups. The experimental group received 12 sessions of training in self-instruction, but the control group was kept in waiting-list. Child Symptom Inventory (CSI-4), Wisconsin Card Sorting Test (WCST), Victoria Stroop Color-Word test, and Letter-Number Span test were administered before and after the intervention in both control and experimental groups. Findings: Analysis of Covariance showed that self-instruction had significant effect on inhibition (reaction time and error interference of Stroop test) and working memory (Letter-Number Span test) of Children with ADHD (p
