somaye zarenezhad; sakineh soltanikouhbanani; HOSSEIN KARSHKI
Abstract
Aim:A high percentage of children with learning disabilities, the most common of which is disordered reading or dyslexia, and one of the areas affected by poor performance, finding ways to improve performance can lead to academic achievement and preventing a student from preventing failureThe purpose ...
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Aim:A high percentage of children with learning disabilities, the most common of which is disordered reading or dyslexia, and one of the areas affected by poor performance, finding ways to improve performance can lead to academic achievement and preventing a student from preventing failureThe purpose of this study was to determine the effect of teaching self-regulation learning strategies on memory and inhibition of dyslexic students. Metod: The design of this semi-experimental study was a trial and control group in which 30 dyslexic students of elementary school students were selected through a sampling method. The statistical population of the elementary school students was dyslexic Education in Mashhad in the academic year of 97-96. Subjects were trained in eight 90-minute sessions once a week. Findings: The results of the research showed that training of self-regulation learning strategies on working memory and inhibition of dyslexic students' response was effective in collecting data. Conclusion: Based on this, it can be concluded that self-regulation learning on the components of executive function can be an effective therapeutic approach for dysfunctional students.
ali mostafaie; mohamad oraki; anover niknam
Abstract
Inroduction: The goal of this research Influence of Attention Games on the Self-regulatory and Executive Function of Anxious Students. Method: This study is a semi-experimental design with pre-test and post-test design with control group. For this purpose, an estimated 30 students are anxious grade Fourth ...
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Inroduction: The goal of this research Influence of Attention Games on the Self-regulatory and Executive Function of Anxious Students. Method: This study is a semi-experimental design with pre-test and post-test design with control group. For this purpose, an estimated 30 students are anxious grade Fourth Elementary School Year 97-96, Selected cluster sampling method And then Randomly way Two experimental groups (N=15), Control(N=15). Package of interventions Attention-Based Games on experimental group It was done in ten sessions. In order to measure the impact of intervention Pintrich & DeGroot, self-regulatory questionnaire, Conners Neuropsychological and Spielberger anxiety scale Before and after the training sessions, control and experiment groups were performed. The results were analyzed using Statistical analysis of covariance analysis. Findings: Results of one-way covariance analysis Showed that There is a significant difference between the experimental and control groups in terms of self-regulation and performance. Also, the anxiety variables of the experimental group compared with the control group, From pre-test to post-test Decreased, This indicates that interventions have been effective, The severity of anxiety disorder has decreased. Conclusion: Attention play can be considered as an effective method along with other methods medical on Increasing self-regulation and improving the performance of anxious students.
Mohammad ali Nazari; hasan Sabouri moghaddam; Jalil Babapour; Maryam Hosseini Houripasand
Abstract
Aim: Emotional effects on human time perception are generally attributed to arousal and valence of stimuli. Recent evidence suggests that perception of emotional facial expression induces temporal distortions. Based on the internal clock model, it is assumed that emotional arousal speeds up or slows ...
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Aim: Emotional effects on human time perception are generally attributed to arousal and valence of stimuli. Recent evidence suggests that perception of emotional facial expression induces temporal distortions. Based on the internal clock model, it is assumed that emotional arousal speeds up or slows down the pace maker, while valence influences the attentional processes of the switch element. The aim of our study was to investigate the contribution of each dimension and disentangle their role in facial emotion time distortion. Method: 20 female students performed a temporal bisection task using emotional facial expressions as stimuli which were selected based on PAD model. Findings: Behavioral results revealed that high arousal pleasant stimuli (happy faces) resulted in significantly smaller bisection point, while there was no significant difference between bisection points of angry and neutral faces. The results of study were interpreted in light of SET theory and dual-stages processing of attention. Conclusion:Different Aspects of Facial Emotional affect on the Perception of Time
Sima Aivazy; Kamran Yazdanbakhsh; Asie Moradi
Abstract
Aim: In children with ADHD, defects inworking memory are also recognized. Regarding the importance of the effectiveness of cognitive rehabilitation on improvement of executive functions in children with ADHD, the aim of this study was to measure the effectiveness of computer cognitive rehabilitation ...
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Aim: In children with ADHD, defects inworking memory are also recognized. Regarding the importance of the effectiveness of cognitive rehabilitation on improvement of executive functions in children with ADHD, the aim of this study was to measure the effectiveness of computer cognitive rehabilitation on improvement of executive function of working memory in children with attention deficit/ hyperactivity disorder. Method: The present study was semi-experimental design with pre-test and post-test with control group. In this study, children aged 7 to 12 years who were diagnosed with (ADHD) by psychological experts of the counseling center of Kermanshah were selected. 20 people were randomly divided into two groups. Both groups were pre-test and post-test before and after the intervention. The experimental group received 12 sessions of the Captain's Log Mind Power Builder 2014 and the control group did not receive treatment. Data collection tools include the Conners-Parent's Questionnaire, the Conners-Teacher Form and An-Back work memory test. Findings: The results of the findings indicated that there was a significant difference between the two experimental and control groups after the cognitive rehabilitation exercises. Conclusion: Therefore, it can be concluded that computer cognitive rehabilitation is effective on improving the performance of working memory in ADHD children
samineh fattahi; farah naderi; parviz asghari; hassan ahadi
Volume 3, Issue 8 , June 2017, , Pages 119-132
Abstract
Introduction: Obesity and overweight is One of the problems of this century in the field of mental health that according to the World Health Organization, The rate of obesity has doubled since 1980. The aim of this study is to examine the comparison of neurofeedback and medication efficacy on food craving, ...
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Introduction: Obesity and overweight is One of the problems of this century in the field of mental health that according to the World Health Organization, The rate of obesity has doubled since 1980. The aim of this study is to examine the comparison of neurofeedback and medication efficacy on food craving, emotional eating and mental health of overweight women. Method: For this purpose 45 overweight persons were selected that randomly allocated to one of neurofeedback, medication and control groups. All three groups completed Food Cravings Questionnaire – Trait, Dutch Eating Behavior Questionnaire and General Health Questionnaire before and after treatment.The data have been analyzed by MANCOVA and ANCOVA. Findings: The results were shown no significant difference between experimental groups in food craving and mental health. That means, the medication and neurofeedback are equally effective on food craving and mental health. Conclusion: Consequently the result of study shows that neurofeedback training like pharmacotherapy could be consider as a therapeutic intervention in overweight and obesity. Given that neurofeedback method had minimal complication and reversible, considered be as adjunctive treatment of obesity and overweigh.
Massud Wahdattalab; Farhad Ahmadnejad; Mohammad Ali Nazari; Hamid Nadimi
Abstract
Aim :Independent variables in this research were four Architectural images in two dual group members of simple, complex and Islamic, non-Islamic, to examine the effect of two factors of complexity level and the subjective familiarity of the participants on two dependent variables of perceived time duration ...
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Aim :Independent variables in this research were four Architectural images in two dual group members of simple, complex and Islamic, non-Islamic, to examine the effect of two factors of complexity level and the subjective familiarity of the participants on two dependent variables of perceived time duration and heart rate. Also, the between factor effect of the two dependent variables, of produced time and the heart rate examined. Method:The research design was causal-comparative, and the study population was all students of different faculties of the Tabriz Islamic Art University during the first and second semesters of the academic year2016-2017. The sample size consisted of two groups of 100 students from the population and participated in two separate experiments.Findings:The findings show that the complexity of the images affects both the production time of individuals and their heart rate. Familiarity factor of the Islamic and non-Islamic images had only a significant effect on the heart rate. Conclusion:Findings in many respects are consistent with the results of previous studies and show the need for the introduction of "ecological" and closer to the real environment subjects into the field time perception.
SEYEDYOONES MOHAMMADI; maryam Hosini
Volume 4, Issue 12 , June 2018, , Pages 125-140
Abstract
Aim: The aim of this study was to evaluate the efficacy of neurofeedback and drug therapy in the treatment of attention deficit hyperactivity disorder in children with ADHD and to compare the effectiveness of these two treatments. Methods: According to The purpose of the research, 45 children with attention ...
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Aim: The aim of this study was to evaluate the efficacy of neurofeedback and drug therapy in the treatment of attention deficit hyperactivity disorder in children with ADHD and to compare the effectiveness of these two treatments. Methods: According to The purpose of the research, 45 children with attention deficit hyperactivity disorder (ADHD) were selected through available sampling method and were divided into three groups (Experimental and control). Drug therapy and neurofeedback treatment was conducted during weekly meetings in Isfahan. In this study, parents' Converz questionnaire was used for data collection in two stages: pre-test and post-test. Findings: The results of the analysis revealed that the efficacy of drug therapy and neurofeedback treatment on attention deficit problems and impulsivity problems of children was significant. Also, the results of the analysis showed that drug therapy was more effective than neurofeedback in reducing stunting problems, while neurofeedback treatment has been more effective than medication in treatment of attention deficit problems. Conclusion: According to the results on this research, neurofeedback is a suitable treatment method for reduction symptoms of attention deficit and hyperactivity in children.
Mohammad Asgari; Fatemeh jenidi jafari; ,Hamed Salehi; Ahmad Ahmadi
Abstract
Objective: Inadequate behavior and difficulty eating can cause some children with autism to become obese. The aim of this study was to investigate the effectiveness of active video games on the cognitive executive functions of the brain in children with autism with obesity. Methodology: The research ...
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Objective: Inadequate behavior and difficulty eating can cause some children with autism to become obese. The aim of this study was to investigate the effectiveness of active video games on the cognitive executive functions of the brain in children with autism with obesity. Methodology: The research method is semi-experimental and applied. Twenty high-functioning children with autism with a BMI above 30 participated in the study. The pre-test included Digit span task and trail making test that took place before the intervention sessions began. The experimental group practiced for six weeks, two sessions per week, and 30 minutes each session to practice active video games. The payment. The participants in the control group did not play any computer or digital games. The analysis of covariance was used to compare pretest and posttest. The covariance analysis test was used to compare pretest and post-test. Results: The results showed that the effect of intervention (active video games) on the Digit span task (p=0.003, f=12.45), trail making A (p=0.034, f=5.293) and the trail making B (p=0.001, f=32.21) is significant. Conclusion: In a general conclusion, it can be said that a 6-week intervention period (12 sessions) of active video games affects the executive cognitive functions (Digit span task and trail making) of children with autism with Obesity.
Shadi Ebrahimi jozani; Roya Kochak Entezar; Mozgan Sepahmansour; Parvaneh Ghodsi
Abstract
Introduction: Role of executive functions in developing intellectual, personality, social skills and educational achievement is approved. On the other hand, executive dysfunctions including working memory problems and response disinhibiting may lead to impulsivity, inattention, behavioral problems, communication ...
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Introduction: Role of executive functions in developing intellectual, personality, social skills and educational achievement is approved. On the other hand, executive dysfunctions including working memory problems and response disinhibiting may lead to impulsivity, inattention, behavioral problems, communication problems and social non-adjustment. So the present research aimed to determine and evaluate neurofeedback and Capitan log on response inhibition and storage of working memory. Method: This research was semi experimental study with control group and statistical population were all female elementary students in 4grade in Tehran in 2019-2020. Then 90 students were selected by multi stage clustering method and designated into three groups (2 experimental and 1 control) after screening by inclusion criteria. Daneman and Carpenter working memory scale (1980) and Behavior Rating Inventory of Executive Function (BRIEF) were used for measuring before and after and in following up test. Two experimental groups received 20 sessions of interventions and control group didn’t receive any intervention. Covariance analysis and spss21 were used for analysis of data. Findings: Neurofeedback and Capitan log interventions had significant effects on storage of working memory and response inhibition in students (p<0/05) but neurofeedback was more effective than Capitan log. Conclusion: These interventions can be used to improve working memory and response inhibition to increase educational achievement.
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.
Hamid Sourni; Zoleikha Gholizadeh; Maryam Ershad
Volume 3, Issue 10 , January 2018, , Pages 109-120
Abstract
Aim: Cognitive functions are among important subjects of psychology. Decision making is a cognitive function that has been received too many attentions. The main aim of the research was to verify the effectiveness of Neurofeedback on risky decision making. Method: The study was done half experimentally. ...
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Aim: Cognitive functions are among important subjects of psychology. Decision making is a cognitive function that has been received too many attentions. The main aim of the research was to verify the effectiveness of Neurofeedback on risky decision making. Method: The study was done half experimentally. Therefore, 30 students was chosen by available sampling and set randomly in two 15 person experimental and control groups. The both experimental and control groups were evaluated with Balloon Analogue Risk Task (BART) in two before and after Neurofeedback learning steps. The experimental group was learned Neurofeedback 20 sessions, while the control group received no learning. Findings: Data were analyzed using single variable covariance analysis (ANCOVA). Results demonstrated that after 20 sessions Neurofeedback learning, students of experimental group had significant improvement in risk-taking decrease. . Conclusion: Neurofeedback is a brain waves operant conditioning in which people learn to control their brain waves voluntary and through that they can improve their functions such as decision making. Based on the results of this study, Neurofeedback is an appropriate approach to improve and reinforce the cognitive functions including decision making.
maryam bolokian; hamid reza vatan khah
Volume 4, Issue 13 , August 2018, , Pages 109-122
Abstract
Introduction: Learning disability with the disturbance in attention and learning process of the students cause academic boredom and burnout gradually. Therefore the objective of the present study was to investigate the effect of teaching attention skills on neuropsychological skills and academic ...
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Introduction: Learning disability with the disturbance in attention and learning process of the students cause academic boredom and burnout gradually. Therefore the objective of the present study was to investigate the effect of teaching attention skills on neuropsychological skills and academic burnout of the students with learning disability. Method: A sample of 30 people of the study population (the students with learning disability in the primary schools of the city of Tehran in academic year 2017-18) were selected through multi-stage clustered sampling method and were randomly replaced into experimental and control groups in order to do the study. The research design was experimental from pretest, posttest and control group type. The applied instruments in this study included forth version of intelligence test (Wexler, 2011) and neuropsychological test (Conners, 2004), learning problems questionnaire (Wilcot, et.al, 2011) and academic burnout questionnaire (Shaofelli, et.al, 2002). Before administering independent variable, pretest was taken from both groups. Then the experimental group received teaching interventions during 9 sessions in Two and a half months. The data from the study were analyzed via ANCOVA. Findings: The results showed that teaching attention skills has significantly influenced neuropsychological skills and academic burnout of the students with learning disability (f= 197.39, f= 86.09, pConclusion: According to the findings of this study teaching attention skills can be applied as an efficient method to improve neuropsychological skills and academic burnout of the students with learning disability.
Arash Jelodari; Fatemeh Sadat Marashian
Abstract
Introduction: The current research aimed to examine the effectiveness of the Mode Deactivation Therapy (MDT) on improving communicational skills and self-esteem of patients with HSAN2. Method: The research design was quasi-experimental single case with multiple baselines. The statistical population of ...
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Introduction: The current research aimed to examine the effectiveness of the Mode Deactivation Therapy (MDT) on improving communicational skills and self-esteem of patients with HSAN2. Method: The research design was quasi-experimental single case with multiple baselines. The statistical population of the research included 50 patients with HSAN2 all over the world from whom 2 were recruited (one from Iran and one from Canada) using purposive sampling method with inclusion-exclusion criteria. The patients filled out the Interpersonal Communication Skills Questionnaire and the Rosenberg Self-Esteem Scale. The data were analyzed using clinical significance, visual inspection, diagnostic improvement and the six indices of efficacy. Results: According to the results, the total percentage of improvement for communicational skills and self-esteem were 52.65 and 53.57, respectively. Conclusion: One can conclude that the Mode Deactivation Therapy (MDT) was effective in improving communicational skills and self-esteem of the patients with HSAN2 through identifying maladjustment core beliefs and replacing them with useful alternatives via the verification-clarification-validation process.
FARZANE HATAMI; Farshid Tahmasbi; HASAN HADI
Volume 3, Issue 11 , March 2018, , Pages 115-130
Abstract
Introduction: The purpose of present study, was to examine the effects of internal and external focus of attention on EEG changes in darts throwing skill. Methods: 14 students of Tehran Shahid Rajaee Teacher Training University (6 female and 8 male; mean age: 23.13 years) voluntarily participated in ...
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Introduction: The purpose of present study, was to examine the effects of internal and external focus of attention on EEG changes in darts throwing skill. Methods: 14 students of Tehran Shahid Rajaee Teacher Training University (6 female and 8 male; mean age: 23.13 years) voluntarily participated in this study. Order of attentional strategy was counterbalanced across participants and they randomly divided into the two groups: one group is performed dart throwing internally, followed by external focus of attention, and the other use internal followed external focus of attention. Participants’ Brain Waves were recorded by EEG in three conditions, open eye resting and perform dart throw with internally and externally focus of attention and were transferred to quantitative data by Neuro-guide Software. Alpha and beta band cortical activity in central and parietal brain area were selected. Findings: Results of repeated measures ANOVA revealed that log of absolute power of alpha band in externally focus of attention condition in C3 and in internally and externally focus of attention conditions in P3 and P4 brain areas were significantly lower than rest condition while there were no significant differences between two internal and external focus of attention conditions. In addition, log of absolute power of beta in internally focus of attention condition in P4 was significantly greater than externally focus of attention condition. Increasing beta power in P4 in internal focus of attention indicates greater focus on body movements during performance, which supports the superiority of internal focus of attention strategy in beginners
Hassan Gharibi; Zoleykha Qolizadeh; Isa Hekmati; Changiz Rostami
Volume 3, Issue 9 , September 2017, , Pages 117-132
Abstract
Introduction: The purpose of this study was to Compare the efficacy of neurofeedback training and verbal self instruction on reduce of attention deficit / hyperactivity disorder symptoms. Method: For this aim, 60 students with attention deficit / hyperactivity symptoms among clients of counseling centers ...
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Introduction: The purpose of this study was to Compare the efficacy of neurofeedback training and verbal self instruction on reduce of attention deficit / hyperactivity disorder symptoms. Method: For this aim, 60 students with attention deficit / hyperactivity symptoms among clients of counseling centers in Sanandaj selected and randomly divided and replaced into three groups of 20 people. The first and second groups, as experimental groups were received 12 sessions (one session per week) verbal self instruction and 24 sessions of neurofeedback training intervention (2 session per week), but the control group received no intervention. Research too ls include CSI (CSI-4), ability and difficulties questionnaire and Raven's IQ test. Findings: Findings from analysis of covariance showed that control of effect of pre-test, a significant difference (at P>0/001) are given in the post-test, post hoc test, showed that both treatment groups had a significant effect (at P>0/001) in reducing symptoms. But the effectiveness of neurofeedback group was significantly higher than verbal self instruction. Conclusions: Both methods have efficiency in reduce of attention deficit / hyperactivity disorder symptoms, but the effectiveness of neurofeedback is higher than verbal self instruction. Mechanism of this effect is probably due to altered cognitive functions such as Inhibition.
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.
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.
mohsen saeidmanesh; mahdiyeh azizi; behnaz abooie
Abstract
Aim: Autism spectrum disorders are a type of Neurodevelopmental disorder that is characterized by deficit verbal communication behaviors. This study is aimed to evaluate the effect of direct current stimulation of brain on the improvement of social interaction and attention shifting in children suffering ...
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Aim: Autism spectrum disorders are a type of Neurodevelopmental disorder that is characterized by deficit verbal communication behaviors. This study is aimed to evaluate the effect of direct current stimulation of brain on the improvement of social interaction and attention shifting in children suffering from autismspectrum disorder and the duration of its effects. Method: In this randomized crossover clinical trial, 20 children with autism spectrum disorder are chosen who referred to psychiatric center in Yazd province and then divided into two period treatment groups. Social interaction and attention shifting scores of this children were measured in pre-testand, after artificial stimulation, after actual stimulation and two month later. Data were collected by Gilliam Autism Rating Scale and BREIF inventory. Patients in group A, received artificial stimulation in 5 session and the patient of group B received actual stimulation by Tdcs. after 5 session the treatment of two group was replaced. The data was analyzed by ANOVA with repeated measure and Bonfereni test. Findings: the result illustrate improvement in socialinteraction (pConclusion: Regarding to the result of this study it seemed that trans cranial direct current stimulation can use in rehabilitation for these individuals.
amir dana; Amir Shams
Abstract
Aim: Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders in children. The aim of this study was The Effect of Brain cognitive interventions on executive functions in children with attention deficit hyperactivity disorder.Method: The method of this research ...
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Aim: Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders in children. The aim of this study was The Effect of Brain cognitive interventions on executive functions in children with attention deficit hyperactivity disorder.Method: The method of this research was semi-experimental and applied in terms of its purpose, which was done using a pre-test-post-test design with control group.30 children with attention deficit hyperactivity disorder participated in this study. At the pretest stage, Selected Attention Test was taken by Strop Effect on Psychological Refractory Period test. The participants were randomly divided into experimental and control groups of 15.The experimental group received Brain cognitive interventions for 12 sessions per hour and for 4 weeks (3 sessions per week).During this period, no intervention was performed in the control group. After the end of the intervention period, a post-test was taken. Data were analyzed by covariance analysis using SPSS_22 software. Results: The results showed that Brain cognitive interventions is affected by focused Selective Attention (P <0.001) and divided (P <0.002).Conclusion: In a general conclusion, it can be argued that presentation of Brain cognitive interventions could improve executive functions such as focused selective attention and divided selected attention in children with attention deficit hyperactivity disorder.
ahmad alipour; mohamad oraki; azita kharaman
Abstract
Background: In December 2019, a pandemic broke out in Wuhan, China, which attracted worldwide attention and was named covid-19. the World Health Organization (WHO) has announced the outbreak of the virus in a public health emergency. The most common symptoms include fever, fatigue, and a dry cough, but ...
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Background: In December 2019, a pandemic broke out in Wuhan, China, which attracted worldwide attention and was named covid-19. the World Health Organization (WHO) has announced the outbreak of the virus in a public health emergency. The most common symptoms include fever, fatigue, and a dry cough, but it has recently been confirmed that neurological and cognitive symptoms such as headache, cognitive impairment, and paresthesia are also present. Method: In this review, all articles published until May 4 , 2020 in English on the subject of covid-19 disease and its neurological and cognitive effects were examined. This search was performed through the reputable scientific databases BioRxiv, Google scholar, Scopus, PubMed and using the keywords Coronaviruses infection, COVID-19, Nervous system and the necessary information was extracted. Conclusion: In this study, reports of viral attacks on the central nervous system and the development of viral inflammation of the brain were also highlighted, and the mediating role of the immune system in fighting infection was emphasized. Lack of sense of smell and taste in infected people and its relationship with the nervous system are other important signs of the virus and are one of the first signs of an attack on the nervous system. Acute cerebrovascular disease and the process of its formation due to hypoxia and other complications of infection were also described. Therefore, it is necessary to consider the appearance of neurological symptoms in the initial evaluations, because some patients only refer to these symptoms.
mansoor beyrami; yazdan movahedi; hashem abdian; soodabeh esmaeeli
Volume 4, Issue 12 , June 2018, , Pages 141-152
Abstract
Aim: Problems reading one of the most fundamental problems faced by children with learning disabilities. This study also aims effectiveness of neuropsychological rehabilitation for people with dyslexia disabilities was sustained attention. Methods: This study is a quasi-experimental design with the two ...
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Aim: Problems reading one of the most fundamental problems faced by children with learning disabilities. This study also aims effectiveness of neuropsychological rehabilitation for people with dyslexia disabilities was sustained attention. Methods: This study is a quasi-experimental design with the two groups. That a group of 10 people, including people with dyslexia disabilities and 10 in the control group was also included. This means that people with a learning disability but did not intervene for them. Instruments included neuropsychological rehabilitation program and the Continuous Performance Test. Data analysis using SPSS version 19, using multivariate analysis of covariance was performed. Findings: Data analysis showed that, between mean scores of pre-test and post-test experimental and control groups there was a significant difference (P
Fateme Taaki; Maryam Sharifi; Mahgol Tavakoli
Abstract
Aim: Hyperactivity disorder is one of the most common chronic developmental disorders that has always been of interest to researchers and therapists. So far, several studies have been conducted to evaluate and improve cognitive problems such as working memory function in children with this disorder. ...
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Aim: Hyperactivity disorder is one of the most common chronic developmental disorders that has always been of interest to researchers and therapists. So far, several studies have been conducted to evaluate and improve cognitive problems such as working memory function in children with this disorder. The purpose of this study was to collect and combine the results of these studies and calculate their effect size using a meta-analysis research model in order to achieve a more comprehensive view on the difference between the working memory of children with attention deficit hyperactivity disorder with healthy children, as well as the effectiveness of interventions on it. Method: 23 studies (10 comparisons and 13 interventions) that were accepted methodologically were selected and meta-analysis was performed on them. The tool was a meta-analysis checklist. Findings: The meta-analysis findings showed that the effect size of the comparison of working memory in children with attention deficit hyperactivity disorder with normal children was 1.21 (p Conclusion: According to Cohen table, both sizes of the effect obtained in this research are high and this confirms the existence of the difference between the working memory of children with attention deficit hyperactivity disorder and healthy children and also shows the effectiveness of the interventions
Maryam Zamani; Hossein Zare; ahmad alipour; mahdyeh rahmaniyan; Vahid Malekian
Abstract
Introduction: Computer games, due to their expansion and popularity, have become one of the favorite topics of researchers in the field of brain and its function. The aim of this study was to evaluate computer skills in computer games and to examine the two networks of anterior and posterior attention. ...
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Introduction: Computer games, due to their expansion and popularity, have become one of the favorite topics of researchers in the field of brain and its function. The aim of this study was to evaluate computer skills in computer games and to examine the two networks of anterior and posterior attention. Method: The present study is a quasi-experimental method and two groups of profetional and notice participate in computer games. participant in both groups responded to the task during the EEG recording. The components studied in this study were the P1 component in the posterior attentional network and the posterior area and the PP2 component in the anterior attentional network and pre-forehead areas. Results: The results showed that the two profetional groups and so on are different in response to computer games and the notice group showed more activity in the face of stimuli. While the profetional group performed better and used both attention networks simultaneously. The results also showed that the two anterior and posterior attentional networks act differently in the face of stimuli, and the anterior network is more active in focusing attention. Conclusion: According to the obtained results, it can be said that computer games are associated with less activity and better but non-specialized performance in the brain, and this difference can be clearly seen in the anterior attention network.
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.
Hadis Ghaffari Khaligh; Mahdieh Rahmanian; Ahmad Alipour
Volume 4, Issue 13 , August 2018, , Pages 123-138
Abstract
Introduction:The aim of this study was to evaluate the efficacy of electrical stimulation of the brain cortex on reducing and improving behavioral problems in children with ADHD disorders aged 7-12 years.Method: 22 children from 7 to 12 years of age whose attention deficit hyperactivity disorder was ...
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Introduction:The aim of this study was to evaluate the efficacy of electrical stimulation of the brain cortex on reducing and improving behavioral problems in children with ADHD disorders aged 7-12 years.Method: 22 children from 7 to 12 years of age whose attention deficit hyperactivity disorder was confirmed by a psychologist or psychiatrist, or diagnosed with Clinical interview based on DSM-V diagnostic criteria and Parent Conners Test, Were divided into two experimental and control groups. Before the treatment, CBCL questionnaire was performed for children in both groups. The experimental group was treated by transcranial direct current stimulation (tDCS) at FC3 and FC4 sites for 15 days. CBCL test was performed after treatment and again at intervals of two months after the completion of treatment.Results: Analysis of the research data with central indicators, Average and standard deviations, and variance with repeated measurements showed a significant difference between the behavioral Features of children under treatment and the children of the control group.Conclusion: transcranial direct current stimulation (tDCS) in the FC3 and FC4 regions can help improve the behavioral Features of hyperactive children.
