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.
Azam Fattahi Andebil; Hayedeh Saberi; asghar kazemi kavaki
Abstract
Introduction: The present study has been done with aim to investigate the effectiveness ofCognitive behavioral group Play therapy(CBPT)and transcranial direct current stimulation(tDCS)On executive function of working memory and response inhibition of children with (ADHD).Methods:In this quasi-experimental ...
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Introduction: The present study has been done with aim to investigate the effectiveness ofCognitive behavioral group Play therapy(CBPT)and transcranial direct current stimulation(tDCS)On executive function of working memory and response inhibition of children with (ADHD).Methods:In this quasi-experimental study with pre-test and post-test and control group,49 boys ADHD 6 to 11 years old were selected by Convenience Sampling method and from two schools in Islamshahr.In the following,By doing Stanford Intelligence Test and Conner’s Parent,13 people were excluded due to absence of entry criteria.The remaining 36 boys were randomly assigned into groups of intervention and control (each group included 12 subjects).Then, tests of N-Back for measures working memory and Go-No-Go was used for measures response inhibition Before and after interventions.Interventions included CBPT 8 sessions of 60 minutes and tDCS included 10 sessions of 10 minutes with intensity of 1 mA .Data were analyzed by Software SPSS version 23.Findings: After the removal of the effect of pre-test was determined that there was no significant difference between the intervention and control groups in the working memory scores(in the number of correct responses and action speed).Also,CBPT had no significant difference in any of the response inhibition scores compared to the control group, However,tDCS had a significant difference with the control group in the scores of action accuracy and action speed was.Conclusion:the CBPT method is not effective in improving active memory and inhibition of response,and tDCS method is only effective in improving response inhibition.children with ADHD disorders using tDCS can be more control their impulsivity.
Zahra Kholusi; Hassan Ashayeri; sima Ghodrati
Abstract
Introduction: The purpose of this research was to study the effect of Rhythmic melodic stimuli and playing on the performance of spatial neurons and the working memory of children aged 4-7 years.Methods: Materials and Methods: This research was a semi-experimental study with pre-post and post-prognosis ...
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Introduction: The purpose of this research was to study the effect of Rhythmic melodic stimuli and playing on the performance of spatial neurons and the working memory of children aged 4-7 years.Methods: Materials and Methods: This research was a semi-experimental study with pre-post and post-prognosis in two educational groups. The survey population included all children aged 4-7 years old in Tehran's 8th district. The sampling method was available in this study and the sample size was 20 people, 10 of them in the music group and 10 in the game group with random sampling. Data collection was based on the Conner's parent and teacher questionnaire, working memory Wechsler 4, and brain recording from frontal region in three modes (1. rest eye open,2. Kohs Block test,3. Imitation of the game) Analysis and analysis of data obtained using SPSS version 24 and two descriptive and inferential sections using the Klomof-Samsinom assay for normal distribution of scores Multivariate analysis of MANOVA was performed. Findings: The results of this study showed that learning music and playing, in reducing the symptoms of hyperactive children and the performance of 4-7 years old neurons is 1/92% and 5.68% effective. Conclusion: Learning games with rules and music are effective tools in improving the performance and reducing the symptoms mirror neurons in 4-7 years old hyperactive children.
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.
elham asbaghi; parvin rafienia; sahrok mkvand hossini; parviz sabahi
Volume 3, Issue 8 , June 2017, , Pages 29-50
Abstract
Introduction: The aim of present study was investigating effect of rTMS on improvement working memory and symptom of bipolar disorder in subjects. Method: To do so, 30bipolar disorder were selected among Tehran clinics’ clients using Purposeful sampling. For assessing working memory, N-back test ...
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Introduction: The aim of present study was investigating effect of rTMS on improvement working memory and symptom of bipolar disorder in subjects. Method: To do so, 30bipolar disorder were selected among Tehran clinics’ clients using Purposeful sampling. For assessing working memory, N-back test was conducted by all subject For assessing bipolar symptoms, Beck Depression Inventory and Young Mania Inventory was conducted by all subjects. Subjects were divided into two groups; 15 subjects received rTMS and rest of them that is called control group didn’t receive it. Training sessions were conducted for 20 days; each day one session -20 minutes. Data were analyzed using Analysis of Covariance (ANCOVA). Findings: The results showed that effect of rTMS on working memory performance and bipolar symptoms improvemen thas been effective. Conclusion: The results of this study showed that rTMS can improve working memory performance and improve symptomsin subjects with bipolar disorder.
leila bayat mokhtari; Alireza Aghayousefi; Hossein Zare; Vahid Nejati
Volume 3, Issue 8 , June 2017, , Pages 51-68
Abstract
Introduction: This survey was done in order to consider the impact of transcranial direct current stimulation on the visual/spatial working memory in the area of dorsolateral prefrontal cortex. Methods: This survey plan was experimental in the kind of pretest/after test together placebo group and arbitrary ...
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Introduction: This survey was done in order to consider the impact of transcranial direct current stimulation on the visual/spatial working memory in the area of dorsolateral prefrontal cortex. Methods: This survey plan was experimental in the kind of pretest/after test together placebo group and arbitrary selection. The study sample contains 20 boy students with dyslexia with 8 to 10 years old that have inclusion criteria in this study. Two kinds of anode and sham stimulation, with 1.5 mA circuitry for 20 minutes and 15 minutes phonological awareness training on 20 participants in 10 sessions were presented. The participants before and after stimulation with N- Beck task, Shirazi and Nilipour reading test were tested. Findings: The covariance results showed that anode stimulation has a significant impact on improving performance in the visual/spatial aspect of the working memory compared to the sham stimulation. Conclusion: Overall, this study showed that the anode stimulation increased and improved individual performance on tasks involving visual working memory and has led to improved dyslexia in children.
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Volume 2, Issue 6 , December 2016, , Pages 27-44
Abstract
Introduction: The aim of the present study was to investigate the role of selective attention, test anxiety and cognitive performance in students' working memory. Method: The population of this study consisted of all high school students in Tabriz, who were studying in 2015-2016. A sample of 353 students ...
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Introduction: The aim of the present study was to investigate the role of selective attention, test anxiety and cognitive performance in students' working memory. Method: The population of this study consisted of all high school students in Tabriz, who were studying in 2015-2016. A sample of 353 students were selected through cluster sampling. To collect the data from the Stroop test, Spielberger Test Anxiety Inventory and the Wechsler test and n-back test were used. Pearson correlation and multiple regression analysis methods (simultaneous) were used for data analysis. Findings: The results showed that there is a significant positive correlation between working memory and selective attention. However, the correlation between working memory and error is negative. There is negative and significant relationship between test anxiety and working memory. In addition, there is positive and significant relationship between cognitive functions of computing, image adjustments and cubic design, with working memory. There was no relationship between vocabularies with working memory. Also, regression analysis showed that the scores were predictive variables (selective attention test anxiety and cognitive functions) and 19% of working memory changes was significantly predicted. Conclusion: Therefore, it can be concluded that through increasing selection attention and cognitive functioning test anxiety can be reduced and the students working memory is improved.
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
Ali Bozorgmehr; Mahdi Bozorgmehr
Volume 1, Issue 3 , March 2016, , Pages 68-79
Abstract
Introduction: Given the importance of education and its impact on various aspects of physical and mental functions as well as lack of evidence on the effects of education on working memory performance, this study aimed to investigate the impact of educational level on the working memory. Method: In this ...
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Introduction: Given the importance of education and its impact on various aspects of physical and mental functions as well as lack of evidence on the effects of education on working memory performance, this study aimed to investigate the impact of educational level on the working memory. Method: In this correlational study, a sample of 202 participants of both sexes aged between 30-41 years who held degrees from diplomas to PhD were selected by convenience sampling and were evaluated using 1-back and 2-back tasks. The data were analyzed and compared by analysis of variances. Findings: Comparing the scores of 1-back and 2-back tasks, using ANOVA, F was calculated equal to 25.266 and 19.399 (p
Elyas Akbari; Jafar Hasani; Alireza Moradi
Volume 1, Issue 1 , September 2015, , Pages 7-25
Abstract
Introduction: The present study aimed at investigating the effect of emotional experience induction on the executive functi of attention and working memory with regard to depressive continumm. Method: In the first stage 449 students of Kharazmi university of Tehran were randomly screened by means of ...
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Introduction: The present study aimed at investigating the effect of emotional experience induction on the executive functi of attention and working memory with regard to depressive continumm. Method: In the first stage 449 students of Kharazmi university of Tehran were randomly screened by means of second version of the beck depression inventory (BDI-II (and then 34 of them who had obtained equal or up to +1/5 and equal or lower than -1/5 standard z score were selected as the sample group and were invited to next stage of the research. Then, they were examined individually in three steps. The first stage was related to the basic activity of the executive functions of the attention and working memory before watching emotional movies and the next two stages of the experiment were conducted after watching the selected emotional movies including positive and negative emotional movies. Findings: The finding indicated that emotional experience induction can affect attention without the main effect of group. Besided, results related to the working memory showed that the performance of the two groups in different emotional situations has significant difference. Conclusion: Regarding the results of the present study, attention maybe affected under more severe concitions of depression and working memory performance, as an executive function, maybe impaired under the influence of depression. This makes it difficult to select and process information quickly for performing the task.
Mohammad Oraki; Mahdieh Rahmanian; Nepton Tehrani; Shima Heydari
Volume 1, Issue 1 , September 2015, , Pages 41-51
Abstract
Introduction: The aim of this study was to investigate the effect of neurofeedback training whith Alpha frequency band on the improvemet of the performance of working memory in children with attention deficit and hyperactivity disorder (ADHD). Method: To perform this study, eight children with attention ...
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Introduction: The aim of this study was to investigate the effect of neurofeedback training whith Alpha frequency band on the improvemet of the performance of working memory in children with attention deficit and hyperactivity disorder (ADHD). Method: To perform this study, eight children with attention deficit and hyperactivity disorder (ADHD) were selected by random sampling. They participated in 10 sessions of neurofeedback training with Alpha up training Protocol. To evaluate the working memory, the N-Back Working Memory Test and Wechsler Memory Scale (Direct Numbers) were used. Data were analyzed by covariance analysis (ANCOVA) and SPSS. Results: Results showed that there was a significant difference between pretest and posttest (p
maryam najarzadegan; Vahid Nejati; Nasrin Amiri
Volume 1, Issue 1 , September 2015, , Pages 52-45
Abstract
Introduction: Disorders of executive functions and working memory are considered as the components of the Attention Deficit and Hyperactivity Disorder (ADHD). Working memory could be remediated by cognitive rehabilitation exercise. The purpose of the current study is to determine the effectiveness of ...
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Introduction: Disorders of executive functions and working memory are considered as the components of the Attention Deficit and Hyperactivity Disorder (ADHD). Working memory could be remediated by cognitive rehabilitation exercise. The purpose of the current study is to determine the effectiveness of cognitive rehabilitation of working memory in reducing behavioral symptoms of children with ADHD. Method: The present semi-experimental study, was designed with pre-test and post-test of control and experimental group. Thirty children with ADHD were requited in the study and allocated into two control and intervention groups. The participants were matched in age, verbal and performance IQ. The intervention group received cognitive rehabilitation in 10 one-houre two days a week sessions. The participants of both groups were assessed in the first and the last treatment session with SNAP-IV tests in the first and the last session of intervention. Data were analyzed with T-test and covariance analysis using SPSS 20. Findings: The results showed that the intervention group has lower score in behavioral symptoms (attention deficit and impulsivity) and the difference between the group was significant (P=0.001) of ADHD after receiving cognitive rehabilitation of working memory. Conclusion: It can be concluded that cognitive rehabilitation of working memory leads to the improvement of behavioral symptoms of ADHD in children with ADHD.
