Original article
Psychology
Seyyedeh Fatemeh Mousavi Gavgani; Ezzatollah Ahmadi; Hassan Bafandeh Gharamaleki
Abstract
This study aimed to model the relationship between sleep quality and cognitive flexibility with the mediating role of mental fatigue.The present research is fundamental in terms of purpose and quantitative in nature and was conducted using a descriptive–correlational design and structural equation ...
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This study aimed to model the relationship between sleep quality and cognitive flexibility with the mediating role of mental fatigue.The present research is fundamental in terms of purpose and quantitative in nature and was conducted using a descriptive–correlational design and structural equation modeling. The study sample consisted of 457 students from Azarbaijan Shahid Madani University, selected through convenience sampling. Data were collected using the Pittsburgh Sleep Quality Index (PSQI), the mental fatigue subscale of the Multidimensional Fatigue Inventory (MFI), and the Cognitive Flexibility Inventory (CFI) developed by Dennis and Vander Wal. The collected data were analyzed using SPSS and AMOS software. The findings indicated that the proposed model demonstrated an acceptable fit to the data (RMSEA = .06, CFI = .92). Poor sleep quality was significantly associated with reduced cognitive flexibility (β = −.25,p = .001) and increased mental fatigue (β = .53, p = .001). In addition, mental fatigue was negatively associated with cognitive flexibility (β = −.39, p = .001). Structural equation modeling further revealed that mental fatigue significantly mediated the relationship between sleep quality and cognitive flexibility. The indirect effect of sleep quality on cognitive flexibility through mental fatigue was also significant (β = −.21, p = .001).Overall, the results suggest that poor sleep quality may impair cognitive flexibility by increasing mental fatigue among university students. These findings underscore the importance of promoting sleep hygiene and reducing mental fatigue to enhance cognitive functioning in academic settings.
Original article
Neuropsychology
Ainollah Sakinepoor; Zakaria Hosseini; Saadollah Hashemi
Abstract
This study aimed to investigate the effect of an eight-week corrective exercise program on executive functions and emotional self-regulation in 11- to 12-year-old male students with forward head posture and rounded shoulder deformity. In this quasi-experimental study, 60 students were randomly assigned ...
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This study aimed to investigate the effect of an eight-week corrective exercise program on executive functions and emotional self-regulation in 11- to 12-year-old male students with forward head posture and rounded shoulder deformity. In this quasi-experimental study, 60 students were randomly assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group underwent corrective exercises for 8 weeks (three sessions per week), while the control group received no intervention. The research instruments included the BRIEF Executive Function Questionnaire, the Hofmann and Kashdan Emotional Self-Regulation Questionnaire, and assessments of head and shoulder angles. ANCOVA and mixed‑design ANOVA tests were used to analyze the data.. Results showed that in the experimental group, response inhibition (from 56.37 ± 8.69 to 67.93 ± 7.23), working memory (from 54.40 ± 7.44 to 69.93 ± 6.78), and cognitive flexibility (from 55.67 ± 8.99 to 69.67 ± 7.81) improved significantly (p < 0.05, effect size = 1.14 to 1.33). Emotional self-regulation (adjusting subscale) also increased (from 52.43 ± 9.67 to 65.47 ± 8.68; p < 0.05, effect size = 1.28). while the control group showed no changes. Overall, the findings indicate that corrective exercises are not only effective in correcting head and shoulder postural abnormalities but can also serve as a useful intervention to enhance cognitive functions and emotional regulation in students with forward head posture and rounded shoulders.
Original article
Cognitive neuropsychology
afsaneh moradi; fatemeh tavancheh; maryam ghorbani
Abstract
is study aimed to determine the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on brainwave activity and the reduction of symptoms in individuals with internet addiction. The research employed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted ...
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is study aimed to determine the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on brainwave activity and the reduction of symptoms in individuals with internet addiction. The research employed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of all students at Persian Gulf University during the 2022–2023 academic year who exhibited signs of internet addiction. Participants were selected through purposive sampling based on the Young Internet Addiction Test (IAT) and randomly assigned to either an experimental group (n = 14) or a control group (n = 14). The experimental group received MBCT training in a group format across eight sessions, while the control group received no intervention during this period .Data were collected using the IAT and EEG recordings of brainwave activity in central regions. The data were analyzed using ANCOVA and MANCOVA . The results indicated that MBCT led to an increase in the relative power of theta, alpha, and beta brainwaves in the central brain regions and a significant reduction in internet addiction symptoms (P < 0.05).Overall, the findings suggest that MBCT can have a positive effect on neural activity and help reduce internet dependency. The observed increases in brainwave power in central regions and reductions in internet addiction symptoms in the experimental group indicate the effectiveness of this therapeutic approach. These results highlight the value of MBCT in promoting mental health and managing internet-related behavioral issues, and it is recommended that this approach be considered in clinical and educational programs for at risk individuals.
Original article
Neuropsychology
Farid Neshat Gharamaleki; Amin Ahmadi Dash Atan; Paniz Daei Farshbaf; Nazanin Seyed Yaghoubi Pour
Abstract
Abstract: The aim of this study was to compare neurological emotional styles and their biological bases in bipolar patients and normal individuals. The present study was descriptive and causal-comparative in that, from the statistical population of people with bipolar disorder living in Tabriz and normal ...
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Abstract: The aim of this study was to compare neurological emotional styles and their biological bases in bipolar patients and normal individuals. The present study was descriptive and causal-comparative in that, from the statistical population of people with bipolar disorder living in Tabriz and normal individuals living in Tabriz in 1403, 60 people (30 people with bipolar disorder and 30 normal individuals) were selected using the available sampling method and then assessed using the Emotional Styles Questionnaire (Kasbir et al., 2019). The data obtained were analyzed using multivariate analysis of variance and it was found that the neurological emotional styles of perspective, social intuition, self-awareness, and sensitivity were significantly different in the two groups (P<0.05). These results showed that patients with bipolar disorder, within the framework of neuropsychological models, face serious deficits in brain reward-related structures (the perspective dimension), deficits in emotion regulation based on somatic-visceral cues (self-awareness), and deficits in theory of mind and social cognition (the dimensions of social intuition and context sensitivity), and that dysfunction in these cognitive abilities as well as abnormalities in their related structures can explain some of the symptoms and complications associated with this disorder.
Review article
Cognitive neuropsychology
Goudarz Alibakhshi; Mehran Talebi; Masoud Taghipour
Abstract
Neurolinguistics is an interdisciplinary field situated at the intersection of linguistics, neuroscience, cognitive psychology, and computer science, seeking to explain how language is represented, processed, acquired, and recovered in the human brain under conditions of impairment. Despite the rapid ...
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Neurolinguistics is an interdisciplinary field situated at the intersection of linguistics, neuroscience, cognitive psychology, and computer science, seeking to explain how language is represented, processed, acquired, and recovered in the human brain under conditions of impairment. Despite the rapid expansion of neuroimaging methods, electrophysiology, lesion-based studies, and computational modeling, the literature in this field remains methodologically diverse and highly fragmented. Therefore, a systematic synthesis of recent research is necessary to identify dominant trends, research gaps, and future directions. The present study aimed to provide a structured review of a corpus consisting of 621 articles in neurolinguistics. Data were analyzed based on a review protocol, inclusion and exclusion criteria, and a multilabel coding framework through which research methods, core linguistic domains, applied themes, and emerging frontiers were identified.The findings showed that lesion-based and clinical studies continue to hold an important position in the field; however, methods such as EEG/ERP, fMRI, behavioral studies, and computational modeling have assumed increasingly prominent roles. From a thematic perspective, semantics and syntax accounted for the largest share among linguistic components, whereas language disorders, aphasia, rehabilitation, multilingualism, and second-language acquisition emerged as the most significant applied themes. In addition, artificial intelligence, machine learning, brain–computer interfaces, affective neurolinguistics, and embodied language were identified as emerging frontiers. The results indicate that modern neurolinguistics has moved beyond classical localizationist models and evolved into a network-oriented, data-driven, clinical, and theoretically integrative field that holds growing significance for understanding the relationship between brain, language, cognition, and social context.
Original article
Neuropsychology
farhad shafiepour motlagh
Abstract
The present study aimed to phenomenologically analyze the lived experience of learners of “neural interaction with artificial intelligence” and explain its neurological, existential, and relational consequences in the learning process. This study was conducted with a qualitative approach ...
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The present study aimed to phenomenologically analyze the lived experience of learners of “neural interaction with artificial intelligence” and explain its neurological, existential, and relational consequences in the learning process. This study was conducted with a qualitative approach and based on the descriptive-interpretive phenomenology strategy (using interpretive neurophenomenology). The research field consisted of graduate students from comprehensive universities in Tehran who had continuous interaction with artificial intelligence assistants in their research and cognitive processes. Participants were selected using a criterion-based purposive sampling method, and the data collection process continued through semi-structured in-depth interviews until theoretical saturation was achieved with 19 participants. The data were analyzed using Claise’s seven-step framework, and the four criteria of Guba and Lincoln (1985) ensured the credibility and authenticity of the findings. The findings of this study were explained in four main themes: 1. “Neuro-cognitive surrender and deep processing atrophy,” which indicates the shutdown of active mental engagement circuits, erosion of the prefrontal cortex in self-based reasoning, and synaptic dormancy; 2. “Neuro-agency tension and subjugation to the algorithmic feedback loop,” which reflects the suspension of will between digital autonomy and dependence resulting from reward circuit stimulation and machine processing hegemony; 3. “Relational disconnection and interpersonal synchrony shutdown,” which indicates the decline of neuro-emotional resonance, the dysfunction of the mirror neuron system in the absence of embodied master-student dialogue, and neurobiological isolation; 4. “Neuro-ergonomic injustice and the neuroplasticity gap,” which reveals the intensification of inequality in neuro-analytic adaptation to tools and asymmetric cognitive scaffolding.
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