Abasali Hosseinkhanzadeh; Mona Latif Zanjani; Mahboobe Taher
Volume 2, Issue 7 , February 2017, , Pages 27-46
Abstract
Introduction: The aim of this study was to investigate efficacy of computer-assisted cognitive remediation on improvement of the executive functions and reading performance of students with dyslexia. Methods: The research methodology is an experimental study with pretest-posttest design with experimental ...
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Introduction: The aim of this study was to investigate efficacy of computer-assisted cognitive remediation on improvement of the executive functions and reading performance of students with dyslexia. Methods: The research methodology is an experimental study with pretest-posttest design with experimental and control groups. Statistical population consisted of all primary school dyslexic students in Rasht in 2014-2015 academic years that among them a sample of 30 students were selected by random sampling and were assigned in both control and experimental groups. To collecting data intelligence test (Wechsler, 2003), the formal reading and dyslexia test (Kormi Noury and Moradi, 2008), and Wisconsin card sorting test software (Shahgholian et al., 2011) were used. In this study, computer-aided cognitive remediation program was trained to the experimental group, during the first 11 sessions, while the control group did not receive training in these areas. Findings: Data analysis using MANCOVA showed there are significant difference in the executive functions and reading performanc in experimental and control group. The results showed computer-assisted cognitive remediation is caused improvement of the executive functions and reading performance and their component's (p. Conclusion: According to the results computer-assisted cognitive remediation with features such as color, sound, motion, instant feedback, extended range of attention, increasing the power of self-regulation, and motivating dyslexic students has been able to improve executive functioning and reading performance in students with dyslexia.
Samira Hassanzadeh; ahmad alipoor; hossein zare; mahdi Sharif_Alhoseyni
Abstract
Aim: The aim of this study was the effectiveness of cognitive rehabilitation on Improvementeveryday memory of patients with ischemic stroke.Method: This study was quassi experimental one with pre-test and post- test. The sample included 20patients with ischemic stroke who were randomly selected.They ...
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Aim: The aim of this study was the effectiveness of cognitive rehabilitation on Improvementeveryday memory of patients with ischemic stroke.Method: This study was quassi experimental one with pre-test and post- test. The sample included 20patients with ischemic stroke who were randomly selected.They hadnot significant difference in terms of the duration of the disease, the type of stroke and Neurological problems, then they Were assigned randomly into two experimental and control groups.Cognitive assessment of patients including pre-intervention, evaluation immediately after intervention and five weeks after intervention using Sunderland everyday memory Questionnaire (1983) was done.The experimental group received cognitive rehabilitation program as one-hour weekly sessions for eight weeks and the control group did not receive any intervention.Data were analyzed by Repeated Measure.Findings:Results indicated that cognitive rehabilitation had a positive effect onimproving the everyday memoryfunction of patients with ischemic stroke in the experimental group(pConclusion:according to the resultthere is evidence for the effectiveness of cognitive rehabilitation program in the everyday memory in patients with stroke. Cognitive rehabilitation can improve memory disorders, and have a positive effect on memory performance in these patients.
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.
fatemeh salami; Hassan Ashayeri; Mahnaz Estaki; Valiollah Farzad; Roya Koochak Entezar
Volume 2, Issue 4 , June 2017, , Pages 31-44
Abstract
Introduction: The aim of the present study is to examine the impact of combined training, based on sensory integration and executive function, to mothers of children with Attention Deficit/ Hyperactivity Disorder (ADHD) and its impact on symotoms of ADHD. Method: The survey followed pre-test post-test ...
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Introduction: The aim of the present study is to examine the impact of combined training, based on sensory integration and executive function, to mothers of children with Attention Deficit/ Hyperactivity Disorder (ADHD) and its impact on symotoms of ADHD. Method: The survey followed pre-test post-test model with two groups. For this purpose, among mothers of first, second and third grade primary school students in Shiraz, 40 mothers were selected and were randomly assigned in two groups of experimental (n = 20) and control group (n = 20) through internet call from Education site, and by Clinical Interview, implementation of CSI-4 parent form, and in line with to the criteria for entry and after matching. Combination training based on sensory integration and executive function includes 24 sessions of an hour and a half, in one group that was held three times a week. Pre-test and post-test in both groups were performed using CSI-4 parent form. Findings: The data were analyzed by through SPSS Software and Covariance analysis technique. The results showed that combined training based on sensory integration and executive function mother-based reduces attention deficit and hyperactivity. Conclusion: According to the results this training could lead to treatment of Attention Deficit/ Hyperactivity Disorder in children.
zahra EBRAHIMZADEH; Sayed Abbas Haghayegh
Volume 4, Issue 12 , June 2018, , Pages 31-44
Abstract
Introduction: The aim of this study was the comparison of the Gary-Wilson brain-behavioral (activation, inhibition and fight-/flight) systems between patients with diagnosed opioid use disorder on the methadone maintenance treatment (MMT). These are consisting in three groups: stabilized and non-stabilized ...
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Introduction: The aim of this study was the comparison of the Gary-Wilson brain-behavioral (activation, inhibition and fight-/flight) systems between patients with diagnosed opioid use disorder on the methadone maintenance treatment (MMT). These are consisting in three groups: stabilized and non-stabilized including methadone or other drugs (except methadone) abusers. Method: This research was a comparative and statistical population has been all of the clients registered on Esfahan MMT caring units. Sample groups have included of the stabilized (60), non-stabilized methadone(57) and other-drug-abuser (57) individuals who answered to the related questionnaire. Statistical data has been analyzed by SPSS-18 through analysis of the Covariance (MANCOVA). Findings: Analysis of the data showed that there were not significant differences in brain activation system, brain inhibition system and fight/flight system between three groups. Conclusion: Despite of no significant difference of theses brain systems between three groups, but are differences between non-stabilized methadone groups in comparison to other two groups.
Yousef Moghadas Tabrizi; Meysam Yavari Kateb; Shahnaz Shahrbanian
Abstract
Aim:The purpose of this study was to investigate the effects of one session of transcranial direct current stimulation (tDCS) on hand mental rotation (HMR) and visuo-spatial working memory (VSWM). Methods: The 54 right handed students of sport science at University of Tehran were selected and then were ...
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Aim:The purpose of this study was to investigate the effects of one session of transcranial direct current stimulation (tDCS) on hand mental rotation (HMR) and visuo-spatial working memory (VSWM). Methods: The 54 right handed students of sport science at University of Tehran were selected and then were randomly divided into two groups of anodal (N=27) and sham (N=27), and further were divided in two subgroups according to site of stimulation (F4 & P4) (total of four groups). Before and after the application of tDCS, participants completed the HMR Task and Corsi test (to study VSWM). Findings: Results of anodal group showed a significant difference between the pre-test and post-test in reaction time and accuracy of HMR, also reaction time and span of Corsi in both sites (F4 & P4) . Also, comparing the effects between two sites in HMR, revealed that subjects responded faster and more accurately in F4 than P4. But only in foreward Corsi test, response time was faster in F4than P4. Conclusion: According to the findings of the present study, both F4 and P4 sites could be used to improve motor imagery and visual-spatial memory while the F4 showed better result.
Seyede Fateme Hosseini; Mansoureh Bahramipour Isfahani
Abstract
The aim of the present study was to examine the “effectiveness of Captain's Log Cognitive Rehabilitation Program on Visual Working Memory, Attention Skills, Processing Speed and Fluid Reasoning of Students ages 8-12 years in Isfahan”. The research method was a randomized controlled trial ...
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The aim of the present study was to examine the “effectiveness of Captain's Log Cognitive Rehabilitation Program on Visual Working Memory, Attention Skills, Processing Speed and Fluid Reasoning of Students ages 8-12 years in Isfahan”. The research method was a randomized controlled trial design with pretest-posttest, follow-up, and control group. The research population consisted of 8-12-year-old students in the 2019-2020 academic years. 30 students were selected by the available sampling method, were randomly assigned to experimental and control groups (n=15). For collecting data, the Wechsler Intelligence Scale for Children-Fifth Ed. (2014) (WISC-V) was used. Fifteen 30- minute sessions were performed individually on experimental group members while the control group did not receive any intervention. Data were analyzed using SPSS23 and repeated measures analysis of variance. Findings indicated a significant difference among posttest scores of the two groups (p < 0.05). Results also remained constant after one- month follow-up stage. According to the results, it can be concluded that the Captain’s Log program might be an effective intervention to improve visual working memory, attention skills, processing speed, and fluid reasoning.
Hoseyn Akbarifar; Ahmad Ahmadi; Rohallah Fathabadi; Hamed Salehi
Abstract
Effectiveness of Brain Cognitive Rehabilitation on Information Processing Speed (IPS) and psychological refractory period (PRP) in Children with Specific Learning Disorders. Method: This study is a semi-experimental research with pre-test and post-test design with control group. 24 children with specific ...
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Effectiveness of Brain Cognitive Rehabilitation on Information Processing Speed (IPS) and psychological refractory period (PRP) in Children with Specific Learning Disorders. Method: This study is a semi-experimental research with pre-test and post-test design with control group. 24 children with specific learning disorder in Ahwaz city participated in this study. Participants were randomly divided into experimental and control groups after the pre-test phase (recording scores of IPS and PRP). The experimental group underwent brain cognitive training for 8 sessions in 4 weeks. After the intervention sessions, were performed the IPS and PRP test. Data analysis was performed using a covariance analysis test, at a significant level of p Results: The results showed that there is a significant difference between the experimental and control groups in the IPS (p = 0.010) and PRP (p = 0.001) and the experimental group performs better than the control group. Conclusion: Overall, it can be concluded that the intervention of eight sessions of brain cognitive rehabilitation approach has a positive effect on IPS and PRP in children with specific learning disorder.
Mosayeb Yarmohammadi Vasel; Farshid Alipour; Malek Bastami; Monire Zolfagharinia; Niloufar Bazazzade
Volume 1, Issue 2 , December 2015, , Pages 51-67
Abstract
Introduction: Given the protecting and aggravating role of cognitive emotion regulation strategies in Pathology, this study examined the mediating role of cognitive emotion regulation in the relationship between Brain-Behavioral Systems and impulsivity with craving in stimulant addiction. Method: In ...
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Introduction: Given the protecting and aggravating role of cognitive emotion regulation strategies in Pathology, this study examined the mediating role of cognitive emotion regulation in the relationship between Brain-Behavioral Systems and impulsivity with craving in stimulant addiction. Method: In this study that was a descriptive and correlational design, 249 stimulants drug users who had been detoxified by purposeful sampling, and considering exclusion and inclusion criteria, were selected. Barratt Impulsiveness Scale, Behavioral Inhibition System (BIS) and Behavioral Activation System (BAS) Scales (Carver & White, 1994), short form of Persian version of cognitive emotion regulation questionnaire and desire for drug questionnaire were used to collect the data. Regression and path analysis were used to analyze the data. Findings: Sequential Regression analysis according to steps that had been suggested by Baron and Kenny (1986) reveald that maladaptive emotion regulation strategies can significantly have a mediating role between BAS and impulsivity with craving. Conclusion: Maladaptive emotion regulation strategies are one of the aggravating factors in craving related problems of stimulant drug users. This research suggests that intervention and relapse prevention programs must be designate considering the craving related emotion regulation strategies.
Neuropsychology
Lila Noshad; Ami Azizi
Abstract
Background:The aim of this study was to determine the effectiveness of neurofeedback on continuous attention, working memory and visual - motor perception in primary school students with specific learning disorder. Methods: The current study was an experimental type with a pre-test-post-test design with ...
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Background:The aim of this study was to determine the effectiveness of neurofeedback on continuous attention, working memory and visual - motor perception in primary school students with specific learning disorder. Methods: The current study was an experimental type with a pre-test-post-test design with a control group. The statistical population of this research included all primary school students in Tabriz city, among them, 30 people diagnosed with learning disorders in Tabriz learning disorders centers were selected by purposive sampling method and using randomly were replaced into experimental and control groups (15 people in each group). In all two groups of N-back, continuous performance test and visual perception -motor Bender-Gestalt as pretest and post-test completion. Neurofeedback was performed in the experimental group for 20 sessions of 30-45 minutes (3 times a week for seven weeks) and the control group received no interventions. Data were analyzed by using multivariate covariance analysis in SPSS.20. Results: There is only a significant difference between the average pre-test and post-test scores of the experimental and control groups in the variables of continuous attention (p=0.001) and visual-motor perception (p=0.001). This means that neurofeedback training was effective in improving continuous attention, working memory and visual-motor perception. Conclusion: The use of neurofeedback is recommended in improving continuous attention and visual-motor perception in elementary school students with special learning disorders.
Fatemeh Jokar; Gholamhoseyn Nnazemzadegan; Majid CHahardahcherik
Abstract
Aims: The aim of this study is to investigate the effects of Delacato’s neuropsychological training on coordination of students with spastic cerebral palsy. Methods: The study population was students of Golha School for cerebral palsy. Participants in this study were 16 students with spastic cerebral ...
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Aims: The aim of this study is to investigate the effects of Delacato’s neuropsychological training on coordination of students with spastic cerebral palsy. Methods: The study population was students of Golha School for cerebral palsy. Participants in this study were 16 students with spastic cerebral palsy in the age group of 7 to 10 years who were randomly divided into experimental and control groups. The experimental group performed Delacato exercises for 6 weeks. The method of applying the independent variable in experimental group included 4 stages of crawling, quadrupeds and walking, turning the head, throwing and manipulating the ball. The training protocol for the experimental group was considered individually in each session. Then, post-test was taken from both groups. Data were analyzed using analysis of covariance. Results: The results showed that in the eye-hand coordination (f=84.47, p=0.0001), throwing (f =17.92, p=0.001) and Catching (F=63.33, p=0.0001) there is a significant difference between the experimental and control groups that due to the difference in means, the performance of experimental group is better than control group. Discussion: In general, it can be stated that a 6-week intervention course of Delacato neuropsychological exercises is effective on the motor proficiency of spastic cerebral palsy students.
Saleh Jarrahi; Rasool Abedanzadeh; Mohammad Reza Doustan
Abstract
Aim: The purpose of this study was to investigate the effect of eight-week interactvee video games on the static and dynamic balance of male students. Method: Thirty high school students from Shadegan city were selected available sampling. The static and dynamic equilibrium test was taken at the pretest ...
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Aim: The purpose of this study was to investigate the effect of eight-week interactvee video games on the static and dynamic balance of male students. Method: Thirty high school students from Shadegan city were selected available sampling. The static and dynamic equilibrium test was taken at the pretest stage after the familiarity with the Xbox tool, subjects in the experimental group received intervention of kinect sport games on 8 sessions and 3 sessions each week. Data were analyzed using SPSS software version 22 by using covariance analysis test at significant level P≤ 0.05. Results: The results of covariance analysis test showed that there was a significant difference in static and dynamic balance between the experimental and control groups (P<0.05). According to the groups mean the experimental group, had better performance than the control group. Conclusion: In a general conclusion, it can be argued that the presentation of an active video games period intervention can improve the static and dynamic balance in high school students, therefore, it is suggested that this type of intervention be considered in order to improve the static and dynamic balance of high school students.
Amirsaleh Vosough; Jafar Shabani; Javanshir Asadi
Abstract
Introduction: this study aims to compare the effectiveness of neurofeedback and mindfulness-based cognitive therapy on social adjustment. Emotional, students' education was done. Methods: In this study, the statistical population included 108 pre-university students in Mashhad who were studying in Mashhad ...
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Introduction: this study aims to compare the effectiveness of neurofeedback and mindfulness-based cognitive therapy on social adjustment. Emotional, students' education was done. Methods: In this study, the statistical population included 108 pre-university students in Mashhad who were studying in Mashhad in the academic year 1399-1400. According to the statistical population and according to the situation, available sampling was used in this study. For the sample size according to the inclusion and exclusion criteria, 45 people were selected and randomly, 15 people in the control group and 15 people in the experimental group 1 and 15 people in the experimental group 2 and neurofeedback method on the experimental group 1 and method Mindfulness-based cognitive therapy was performed on experimental group 2 and the two methods were finally compared with each other. Data collection tools were; Adjustment inventory of school students(AISS), Mindfulness Protocol. Results: According to the results of statistical analysis, the use of neurofeedback exercises significantly increases students' emotional, social and academic adjustment. Also, mindfulness-based cognitive therapy significantly increases emotional, social and academic adjustment. However, there is no significant difference between the effectiveness of neurofeedback method and mindfulness-based cognitive therapy on students' adjustment factors.
rasool abedanzadeh; Seyed Kavos Salehi; kobra javadian
Volume 4, Issue 13 , August 2018, , Pages 35-46
Abstract
Aim: The purpose of this study was to investigate the effect of different internal and external focus of attention instructions on learning of over hand throw in educable mentally retarded students. Method: In this semi-experimental study, 12 boys and 6 girls from 12 to 14 years of age based on the IQ ...
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Aim: The purpose of this study was to investigate the effect of different internal and external focus of attention instructions on learning of over hand throw in educable mentally retarded students. Method: In this semi-experimental study, 12 boys and 6 girls from 12 to 14 years of age based on the IQ of 50 to 75 were randomly selected and according to the scores obtained in the pretest, were matched equally in the three groups including internal attention, near external attention and far external attention. Participants in the acquisition stage, in each group performed 4 blocks of 8 trials of throws with preferred hand. There was a 5 minutes resting between them. All three groups performed throws at a distance of 2 meters during the training stages. After the last training session, 10 throws were performed as a post-test and retention and transfer tests were performed 24 hours afterward, each of them included 10 throwing but transfer test was done for all three groups at a distance of 3 meters. Findings: Results showed that all three training groups had a progression from pre-test to transfer test and showed a significant difference (P≤0.05). Also the results showed far external attention group led to better learning, and then, the near external attention and internal attention groups, respectively performed better. Conclusion: In general, based on the research findings, the external attention group had a more stable learning and this confirms the constrained action hypothesis of Woolf et al (2001) in mentally retarded children.
Neuropsychology
Mahdieh Rahmanian; Jafar Hassani; Maryam Zamani
Abstract
Background: Nowadays, the study of neurological infrastructure of personality traits has a special place in neuropsychological research. According to Eysenck, the correlation between personality and behavior is the result of individual differences in the brain function. The purpose of the present study ...
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Background: Nowadays, the study of neurological infrastructure of personality traits has a special place in neuropsychological research. According to Eysenck, the correlation between personality and behavior is the result of individual differences in the brain function. The purpose of the present study was to investigate the frontal EEG asymmetry according to neuroticism and extraversion dimensions.Methods: The statistical population of the present study was all male students of Payame Noor University of Tehran, who studied in the academic year of 1963-96. Based on the final scores of distribution in two dimensions of extroversion and neuroticism, four groups (extroverts, introverts, neuroticism and emotional stability) with 25 subjects were selected. The subjects completed the Eysenck Personality Questionnaire- Revised, Waterloo Handedness and footedness Questionnaires-Revised, and their eyedness was assessed, then the electrical activity of the brain of the subjects was recorded through EEG from different points on the scalp. Results: The findings of the study show that there is no significant difference between the four groups in the right frontopolar (FP2), right middle frontal (F4), right lateral frontal (F8) and right frontal cortex (RF) in alpha activity. There is a significant difference between the left frontopolar (FP1), left middle frontal (F3), left lateral frontal (F7) and left frontal cortex (LF) between the four groups (P<0.01); as alpha wave activity on left regions in neurotic and introverted individuals is more than emotional stable and extroverted subjects. Conclusion: In general, the findings of the present study strengthen the relationship between personality dimensions and frontal EEG asymmetry.
seyed hasan sadeghzadeh; zahra karami; maryam babaeifard; hamidreza vafaei
Abstract
Introduction:Many studies have shown that borderline personality disorder is related to the neuropsychological deficits and there is also evidence that neurocognitive profile of patients with borderline personality disorder can be related to the consequences of this disorder. This study aimed to Examining ...
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Introduction:Many studies have shown that borderline personality disorder is related to the neuropsychological deficits and there is also evidence that neurocognitive profile of patients with borderline personality disorder can be related to the consequences of this disorder. This study aimed to Examining the efficacy treatment of Computer-based Neurocognitive in people with borderline personality disorder. Method: this study's design was pre experimental with pretest- posttest. Studied population consisted of all patient with borderline personality disorder who were visited in clinics and health centers in Tehran. The sample included 30 patients who met the Diagnostic Interview for Borderline Personality Disorder—Revised version (DIB-R) criteria in the 4 scale affective dysregulation, impulse action patterns, cognitive– perceptual impairment and interpersonal relationship disturbance for borderline personality disorder. Patients were randomly assigned in experimental and control groups ( 15 patients in experimental group and 15 patient in control group), then therapeutic interventions were made. Subjects were also assessed by clinical, neuropsychological and functional measures in baseline and after 32 meet of the 16Weeks of computer-assisted cognitive remediation (experimental group) intervention or treatment as usual (control group) which were made twice a week. Findings: Covariance analysis results demonstrated that patients who received CACR showed greater improvement in working memory and psychosocial functioning results than patients treated with TAU, but symptom severity didn't have significant difference. Conclusion: Findings of this study showed the feasibility and potential the efficacy treatment of Computer-based Neurocognitive domains, suggesting a relatively limited clinical usefulness of the treatment of Computer-based Neurocognitive in the treatment of the borderline personality disorder.
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.
Atefeh Baghban Kazerani; Esmat Danesh; Peyman Hasani Abhariyan
Volume 1, Issue 3 , March 2016, , Pages 38-56
Abstract
Introduction: The purpose of this study was to determine the effectiveness of neurofeedback treatment on decreasing the aggression of children with attention-deficit hyperactivity disorder. Method: The study was quasi experimental with pre and posttests as well as treatment. Besides, there was a two ...
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Introduction: The purpose of this study was to determine the effectiveness of neurofeedback treatment on decreasing the aggression of children with attention-deficit hyperactivity disorder. Method: The study was quasi experimental with pre and posttests as well as treatment. Besides, there was a two months follow up. The statistical population composed of 7 to 12 years old male children, selected from among 80 children who had enrolled at Behjou Psychiatry Clinic in 2014-2015 educational year. Using purposive sampling, 40 children with attention-deficit hyperactivity disorder were randomly grouped in two control and experimental groups. Attention-deficit hyperactivity disorder was determined by four instruments including the clinical interviewing review list, based on psychiatric disorders diagnostic and statistical guide, 5th edition, 2013; diagnostic interview with a psychiatrist; Stanford and Turner's audiovisual test; and children's aggression test (Shahim, 2006). Having the goal of theta to beta reduction, beta suppression, theta increase and sensory motor rhythm, Neurofeedback Test was implemented three sessions a week, for ten weeks. Children of both groups were assessed in pre and post-test stages and a two-month follow up. Findings: The results showed that F value is significant for pretest, posttest and follow up (P≤0/001) that indicated there are significant difference among aggression scores. Conclusion: Findings of multi variable covariance analyses suggested that neurofeedback treatment leads to a meaningful improvement in verbal, physical and relational aggression. Overall, the results of this study suggested that educational neurofeedback remedy has a significant effect in reducing the aggression of children with attention-deficit hyperactivity disorder. Furthermore, the effect of the treatment was the same in the follow up test.
Elaheh Bodaghi
Volume 2, Issue 5 , September 2016, , Pages 39-56
Abstract
Introduction: The purpose of this study was to compare three groups of women with MS comorbid with, and without depression, and normal women. Method: This study was a causal-comparative research design. Among women who have referred to the MS Society in Markazi Province, 24 women comorbid with depression ...
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Introduction: The purpose of this study was to compare three groups of women with MS comorbid with, and without depression, and normal women. Method: This study was a causal-comparative research design. Among women who have referred to the MS Society in Markazi Province, 24 women comorbid with depression were diagnosed through the Beck Depression Inventory and Structured Clinical Interview for Depression (SCID). Furthermore, they were screened after the consideration of inclusion criteria. In addition, a group of patients with multiple sclerosis without depression symptoms among screened women who did not show depression symptoms were selected. Finally, a group of normal women based on inclusion and exclusion criteria was chosen. Stroop test, Tower of London test and Digit span were used for data collection. Data were analyzed using multivariate statistical analysis (MANOVA). Findings: The study showed that women who suffered from MS and depression in the same time had a weaker performance in Stroop test, Tower of London test and Digit span rather than two other groups. Also, this study showed significant difference in terms of performance tests between women with multiple sclerosis without depression symptoms and normal group. Conclusion: The findings indicated that in addition to the difference in executive functions in MS patients compared to normal subjects, depression can intensify this difference. Due to this effect, paying attention to depression in the design of treatment is recommended.
Golamhoseyn javanmard; Sholeh Asadollahifam
Volume 3, Issue 10 , January 2018, , Pages 39-50
Abstract
Aim:Educational problems and especially the particular problems of learning in children have attracted much attention. One of the aspects to consider is the neuropsychological characteristics of these children.The aim of this study was to study the neuropsychological functions of the Wisconsin Card Sorting ...
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Aim:Educational problems and especially the particular problems of learning in children have attracted much attention. One of the aspects to consider is the neuropsychological characteristics of these children.The aim of this study was to study the neuropsychological functions of the Wisconsin Card Sorting Test (cognitive flexibility, perseveration, time, first pattern efforts) in children with mathematical learning disabilities and compare them with normal children and children with other types of Learning disabilities. Method: For do this, using convenience, four groups of children (a group of normal students and three groups of students with mathematical, reading and writing learning disabilities), using purposeful sampling, were selected from children referred to the Children's Learning Center with special learning problems. The WCST test software was applied to the sample groups and the results were analyzed using MANOVA. Findings: The results showed that children with normal and mathematical disorder had a significant difference in cognitive flexibility, perseveration and effort for the first pattern. Also, children with special disabilities in mathematic had as much children with reading disabilities as dysfunction, but the two groups showed more dysfunction than children with a disability. Conclusion: Based on the results of this study, it can be concluded that the profile of the executive function of students with mathematical learning disability is different from the children with writing disability and normal children, but it similar with reading disabled children.
Neda Khodaverdi; Hassan Ashayeri; parviz maftun
Volume 3, Issue 11 , March 2018, , Pages 39-54
Abstract
Introduction: As the number of people in autism spectrum disorder is increasing every day, the need for providing possibilities with regard to various teaching arenas including language learning is more being felt. The main aim of the present study was teaching English as a foreign language to children ...
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Introduction: As the number of people in autism spectrum disorder is increasing every day, the need for providing possibilities with regard to various teaching arenas including language learning is more being felt. The main aim of the present study was teaching English as a foreign language to children with high-functioning autism. Method: This qualitative case study investigated the effect of behavioral and cognitive coaching on teaching English to two verbal Persian-speaking language learners. The four skills of motor-imitation, echoic, tacting, and manding were used for teaching. Findings: The results showed that out of 103 language items, nine instances of failure were reported concerning both types of interventions. Sam who was taught based on behavioral intervention experienced nine instances failure (five instances in motor-imitation and four in echoic skill) and Mani none. Conclusion: Despite the slight differences, it seems that teaching based on cognitive intervention was more successful, and it can be recommended for teaching English to high-functioning autistic learners.
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
Karim Savari
Volume 3, Issue 9 , September 2017, , Pages 41-52
Abstract
Introduction: The aim of the present study is elementary estimation & to determine the characteristics of the psychometrics of the memory questionnaire. Methods: The students of Ahwaz Payam Noor University at the academic year of 1396 are my statistical community of the present study that among them ...
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Introduction: The aim of the present study is elementary estimation & to determine the characteristics of the psychometrics of the memory questionnaire. Methods: The students of Ahwaz Payam Noor University at the academic year of 1396 are my statistical community of the present study that among them 100 people (70 girls & 30 boys) was selected voluntarily. In order to assess the memory variable, I used the questionnaire of investigated factoring analysis. The data assessment was analyzed by the use of Amos & SPSS software. The method of the present study is in the form of despriptive – exploratory. Finding: investigated factoring analysis showed that the questionnaire of the memory skilled analysis includes 12 articles & 2 factoring memory of future events(7 items) & the memory related to the past events (5 items). The reliability of the items was proved through cronbach Alpha & was quit. Satisfactory, & the validity of the items was proved through the skilled analysis. Conclusion: With due attention to the passing of the time, a lot of the memory questionnaires will lose their accurate efficiency, so, with the use of the present study, we can assess the memory subject, whitch is grounded on the new researches & we can use it in the different situations.
Maryam Jalali; Seyed Abolghasem Mehrinejad; Hakime Aghaei
Abstract
Introduction: As anxiety has increseed in todays society, the main aim of the present study has been the investigation of the effect of Neurofeedback Instruction On Treatment And Increase of Psychological Well-being In Women With Generalized Anxiety Disorder. Method: For conducting this study, ...
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Introduction: As anxiety has increseed in todays society, the main aim of the present study has been the investigation of the effect of Neurofeedback Instruction On Treatment And Increase of Psychological Well-being In Women With Generalized Anxiety Disorder. Method: For conducting this study, 40 individuals visiting counseling 4 centers in suburb of Tehran that according to Psychiatrist confirmation have Generalized Anxiety Disorder(in 2 group: Neurofeedback and control group) in pre-test and post-test stages through Spielberger state-trait Anxiety and ryff Psychological Well-being Inventory. Based on therapeutic protocol, the experimental group was given thirty, 45 minute sessions of Neurofeedback training and the control group did not receive any intervention. For data analysis, descriptive method and Ancova method by SPSS software were used.Findings: The finding of the statistical significance be 0/001 that indicates that Neurofeedback Instruction results in decrease of Generalized Anxiety Disorder symptoms and increase Psychological Well-being in the treatment group and significant changes in post-test of this study was seen compared with the pre-test, but such a change was not seen in the control group. Conclusion: Based on the finding of this study it is concluded that using Neurofeedback is effective in treating and Increase of Psychological Well-being in women with Generalized Anxiety Disorder and can be used this method in treating this disorder and Increase of Psychological Well-being in women with Generalized Anxiety Disorder.
milad amini masouleh; Gholamreza Chalabianloo; reza abdi
Abstract
Introduction: Working memory deficit is one of the most common complaints in post-stroke patients. The present study aimed to investigate the efficacy of the con-commitment use of unihemispheric concurrent dual-site a-tDCS (a-tDCSUHCDS), computer-assisted cognitive rehabilitation and conventional (Single ...
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Introduction: Working memory deficit is one of the most common complaints in post-stroke patients. The present study aimed to investigate the efficacy of the con-commitment use of unihemispheric concurrent dual-site a-tDCS (a-tDCSUHCDS), computer-assisted cognitive rehabilitation and conventional (Single site) a-tDCS in comparison with computer-assisted cognitive rehabilitation without tDCS on the working memory in stroke patients. Method:32 participants (21 males and11 females; age range 40-65years) with subacute stroke were selected by purposeful sampling method & randomly assigned to three experimental conditions and a controlled group with sham stimulation. All groups completed sessions of the Dual N-back training task. A-tDCSUHCDS group received anodal tDCS over the left DLPFC and M1 and conventional (Single site) a-tDCS group received anodal tDCS over the left DLPFC. Result: A repeated measures analysis of variance revealed that the a-tDCSUHCDS group had the larger improvement in working memory tasks after the intervention. Also, at the 8-weeks follow-up, the a-tDCSUHCDS group still had larger improvements in mentioned tasks. Conclusion: These results indicated that there may be potential for the concomitant use of a-tDCSUHCDS and computer-assisted cognitive rehabilitation by increasing the excitability of the cortical network of brain regions that play an important role in executive functions, to enhance the efficiency of the cognitive rehabilitation programs of the stroke patients.
