Forough Ayatnia; parvin mirzaie
Abstract
Introduction: Children with Attention Deficit Hyperactivity Disorder have problems with some cognitive functions. Also, these children are more likely to drop out of school than normal children. this study was to investigate the effect Transcranial direct-current stimulation of brain (tdcs) on cognitive ...
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Introduction: Children with Attention Deficit Hyperactivity Disorder have problems with some cognitive functions. Also, these children are more likely to drop out of school than normal children. this study was to investigate the effect Transcranial direct-current stimulation of brain (tdcs) on cognitive ability and working memory of students with attention deficit hyperactivity disorder. Method: this research was quasi-experimental with pre-test-post-test design and follow-up with the control group. The statistical population of the present study was all students aged 15-18 years who referred to the Psychology Clinic in Tehran in 1399-1400. Among them, 32 people were selected using available sampling method and were placed completely randomly in two experimental groups (16 people) and control group (16 people). Participants in the experimental group received 18 single sessions of 30-minute transcranial stimulation of the brain using direct electric current. Cognitive and problem solving questionnaires were used to collect data. Data were analyzed using SPSS software and statistical method of analysis of variance with repeated measures. Results: the results showed that extracranial stimulation of the brain using direct electric current improved the cognitive ability and working memory of students with attention deficit hyperactivity disorder.
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..
mohammad oraki; Maryam Zamani
Abstract
Aim:Regarding the problems of people with ADHD and attention deficit hyperactivity disorder and its importance in the quality of social relationships, the present study was conducted to investigate the effect of neurofeedback therapy on improvement of eye emotion recognition. Method: For this purpose, ...
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Aim:Regarding the problems of people with ADHD and attention deficit hyperactivity disorder and its importance in the quality of social relationships, the present study was conducted to investigate the effect of neurofeedback therapy on improvement of eye emotion recognition. Method: For this purpose, 24 adults including 12 males and 12 females between the ages of 19 to 25 years were selected and divided into experimental and control groups. The subjects were evaluated by an adult ADHD test and interview, and provided that no other symptoms of mental disorders were measured by the SCL-90 test. All subjects were recorded electroencephalographically and all responded to eye emotion recognition test. The experimental group also participated in 15 sessions of neurofeedback treatment and then both groups were re-evaluated. Results: The results showed that the experimental group performed better than the control group after the neurofeedback sessions and the difference between them was significant. Conclusion: According to the findings of this study, it can be concluded that individuals' performance in emotion recognition is not limited to classical mirror neurons and emotional processing takes place in areas beyond what is known as mirror neurons.
