Neuropsychology
Akram Azarnia; Kamran Yazdanbakhsh; Asie Moradi
Abstract
Objective: The present study was conducted with the aim of investigating the effectiveness of mindfulness training based on virtual reality on improving the cognitive regulation of emotions in students with specific learning disabilities. Method: The research was semi-experimental with a pre-test, post-test ...
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Objective: The present study was conducted with the aim of investigating the effectiveness of mindfulness training based on virtual reality on improving the cognitive regulation of emotions in students with specific learning disabilities. Method: The research was semi-experimental with a pre-test, post-test and a two-month follow-up design. The statistical population was female students with math learning disorders in Kermanshah learning disorder centers. A cognitive emotion regulation questionnaire was administered to students, and among those who met the criteria for entering the research, 24 students were selected by purposeful sampling and randomly placed in two groups of 12 people, experimental and control. The experimental group underwent 10 sessions of mindfulness training based on virtual reality, but the group did not receive the training certificate. One week after the last training session, a post-test was conducted and two months later, a follow-up test was conducted. Data were analyzed using repeated measures analysis of variance. The results showed that mindfulness training has improved students' cognitive emotion regulation (P<0.001) and these effects were stable in the follow-up phase. Since mindfulness training based on virtual reality improves the cognitive regulation of these students' emotions, this efficient method can be used to improve the cognitive regulation of these students.
Mohammad sadegh Rajaie pour; Mohsen Saeidmanesh
Volume 4, Issue 13 , August 2018, , Pages 67-84
Abstract
Aim: The purpose of this study was to determine the effect of electrical stimulation of the brain from the skull on the memory of students with special learning disorder. Method: The present study was a semi-experimental pre-test-post-test with control group. To this end, the sample was selected through ...
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Aim: The purpose of this study was to determine the effect of electrical stimulation of the brain from the skull on the memory of students with special learning disorder. Method: The present study was a semi-experimental pre-test-post-test with control group. To this end, the sample was selected through a sampling method from among students with learning disabilities who were eligible to participate in the study. Twenty people were selected and randomly divided into two experimental and control groups. The geometric image analysis of Andre-Ray (1942) was used to measure memory variables in the form of pre-test and post-test. The F3, F4 students in the experimental group were brainwashed in 10 sessions, while the control group students were only stimulated by the same conditions. The protocol in this study was a two-way stimulation of the left and right DLPFC area, which was performed in 2 15-minute intervals. Findings: In order to test the research hypothesis, in other words, generalization of the results of the sample to the statistical population of the study, one-way covariance analysis (ANCOVA) was used. Conclusion: The results showed that there was a significant difference between the two experimental and control groups in memory improvement (P <0.05 and F = 29.66). From the results, it can be concluded that the electrical stimulation of the brain from the tDCS skull is effective on the memory performance of students with special learning disabilities.
