Original article
Neuropsychology
Mohaddeseh Fallahzadeh abarquei; farangis damhari; mohsen saeedmanesh
Abstract
Background and purpose: Compared to their age peers, children with delayed language development show lower language abilities than the expected level and have problems in their daily life. Therefore, the aim of this research was to investigate the effectiveness of child-centered neuropsychological program ...
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Background and purpose: Compared to their age peers, children with delayed language development show lower language abilities than the expected level and have problems in their daily life. Therefore, the aim of this research was to investigate the effectiveness of child-centered neuropsychological program combined with emotion regulation on emotion regulation, self-esteem and language performance in children with delayed language development. Method: The research method was semi-experimental and pre-test and post-test with a control group. 30 children aged 4-8 years with delayed language development in Yazd city were selected by available sampling method and randomly divided into two groups of 15 people, control and experimental. The data collection tools were Shields and Chikti's emotion regulation scale (1995), Azizi Moghadam's self-esteem questionnaire (2006) and Nyusha's growth assessment test (Malairi et al., 2017). Data analysis was done using multivariate and univariate correlation analysis test with SPSS-26 software. Findings: The results of the research showed that the integrated child-centered neuropsychological program with emotion regulation on emotion regulation (f=50.137), self-esteem (f=76.701) and language performance (f=111.93) are significantly effective. has been (P>0.05). Conclusion: The general conclusion showed that the integrated child-centered neuropsychological program with emotion regulation on emotion regulation, self-esteem and language performance in children with delayed language development is effective and the ability to improve language performance and manage emotions and self-concept in the group is studied
Original article
Neuropsychology
Navid Agand; Sajjad Rezaei; Maryam Jafroudi
Abstract
The current study was conducted with the aim of determining the effectiveness of neurofeedback-based training within the aggression and emotional dysregulation of soccer players. The research method was a quasi-experimental type and a pre-test-post-test research design with a control group. The statistical ...
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The current study was conducted with the aim of determining the effectiveness of neurofeedback-based training within the aggression and emotional dysregulation of soccer players. The research method was a quasi-experimental type and a pre-test-post-test research design with a control group. The statistical population of this research was the football players of Astaneh Ashrafieh city in 1400, from this statistical population, 24 adolescent boys were chosen and after matching based on age and education level, they were randomly separated into 2groups of 12individuals of the experimental group and control group supplanted. then Maxwell and Morris2007 competitive aggression questionnaire(2007) and Gertz and Roemer's(2004) difficulty in emotion regulation questionnaire are administered as pre-test and post-test for both groups. The group receiving neurofeedback training was given the shortest training according to the treatment protocol of 15 sessions of 30 minutes. The results of the analysis showed that the difference between the adjusted difference between the neurofeedback training group and the control group within the post-test stage was significant within the components of anger(P<0.001) and aggression(P<0.001). The contrast between the adjusted difference of the training group for neurofeedback with prove in the post-test phase on the total score of emotional dysregulation was significant(P<0.001). This significant level was repeated in all components of emotional dysregulation except the absence of emotional feelings(P>0.155). Hence, it can be said that training on neurofeedback has reduced the competitive aggression and maladjustment of football athletes. In other words, rewarding the optimal brain makes individuals learn how to perform well.
Original article
Neuropsychology
Arezoo Mojarrad; Esmaeil Sadri Damirchi; Ali Sheykholeslami; Ali Rezaeisharif; Vahid Abbasi
Abstract
The purpose of this study was to compare the effectiveness of the tDCS method and short-term cognitive rehabilitation protocol on verbal fluency and visuospatial ability in the elderly with mild Alzheimer's disease. Methods: The research method was an extended experiment with two experimental groups ...
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The purpose of this study was to compare the effectiveness of the tDCS method and short-term cognitive rehabilitation protocol on verbal fluency and visuospatial ability in the elderly with mild Alzheimer's disease. Methods: The research method was an extended experiment with two experimental groups and one control group, which was conducted using the pre-test and post-test method. The statistical population included elderly people over 65 years of age with mild Alzheimer's who lived in Ardabil who had been referred to a neurologist in 2022,among these people, 60 people were randomly selected into two groups. An experimental and a control group were assigned. Then tDCS method was applied for 10 sessions of 20 minutes in one experimental group and short-term cognitive rehabilitation program for 9 sessions of 90 minutes was applied in the second experimental group and no intervention was performed in the third group. The post-test was conducted at an interval of one week. After one month, the studied groups were followed up again. Aden Brook's revised version of the cognitive test was used to collect data. Findings: The results showed that tDCS significantly improves the visual component and the cognitive rehabilitation method improves perception. In general, it seems that the performed interventions improved visual spatial ability in the elderly with mild Alzheimer's disease, while they had no significant effect on the variable of verbal fluency. Conclusion: It can be concluded that both methods can be used to improve the spatial visual ability of the elderly with mild Alzheimer's disease.
Original article
Neuropsychology
Mohammadreza Noroozi Homayoon; Mohamad Hatami Nejad; Esmaeil Sadri Damichi
Abstract
The present study was conducted with the aim of the effectiveness of psychodrama group therapy and cognitive behavioral play therapy on executive functions (working memory, response inhibition, cognitive flexibility and emotional self-regulation) in students with social anxiety disorder. Method: The ...
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The present study was conducted with the aim of the effectiveness of psychodrama group therapy and cognitive behavioral play therapy on executive functions (working memory, response inhibition, cognitive flexibility and emotional self-regulation) in students with social anxiety disorder. Method: The current research is semi-experimental with pre-test-post-test and control group. The statistical population of this research included all students with social anxiety disorder in Ardabil city in the academic year of 1401-1402. The sample of this research consists of 45 students with social anxiety disorder who were selected by available sampling method and were placed in 3 groups, each group consisting of 15 subjects (psychodrama 15 people, cognitive behavioral play therapy 15 people and control 15 people). Each subject was randomly assigned to two treatment groups (psychodrama, cognitive behavioral play therapy) and control. The instrument and questionnaire of this research included the Wisconsin card classification test and the emotional regulation questionnaire of Gross and John (2003). Findings: The results showed that psychodrama group therapy and cognitive play therapy are effective in improving executive functions and emotional regulation of male students with social anxiety at a significant level (0.05); No significant difference was found between the pre-test and post-test scores of the control group. The results of Bonferroni's post hoc test also showed that the effectiveness of psychodrama treatment is more effective in improving executive functions and emotional regulation. Conclusion: According to the sessions and results obtained, psychodrama group therapy and cognitive behavioral therapy had a positive effect on improving executive functions.
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