Rasool Abedan zadeh; Mansour Heylavi neysi; Saeed Ashraf poor Navayi
Volume 2, Issue 5 , September 2016, , Pages 83-96
Abstract
Introduction: The aim of present study was to investigate the effect of the normative feedback regarding perceived competence on performance and learning of throwing task in male students in Ahvaz. Methods: 60 students were selected through purposive sampling were divided into high (15 in normative feedback ...
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Introduction: The aim of present study was to investigate the effect of the normative feedback regarding perceived competence on performance and learning of throwing task in male students in Ahvaz. Methods: 60 students were selected through purposive sampling were divided into high (15 in normative feedback and 15 in control group) and low (15 in normative feedback and 15 in control groups) perceived competence groups. Acquisition stage was performed in two sessions with 100 trials (each session 5 blocks with 10 trials). At the end of last practice block in second session, the posttest was performed with 20 trials without any feedback. 48 hours after posttest, retention test was administered. Findings: The results of Mixed Repeated Measure ANOVA revealed normative feedback between two high and low perceived competence groups was not statistically significant (P>0/05). But, the performance and learning of participants in high perceived competence group had were statistically different from those of the other groups. Also, the performance of normative feedback group in both posttest and retention test was better than the performance of the other groups. Conclusion: According to the findings, sporting trainer and teachers are recommended to use normative feedback and strengthen psychology factors such as perceived competence for reaching batter performance and learning in performing the same tasks.
Alireza Aghayusefi; Mohammad Oraki; rogayeh mohammadi
Volume 1, Issue 2 , December 2015, , Pages 17-31
Abstract
Introduction: According to the studies, biological and endogenous factors can affect cognitive processes. The aim of the present research was to study the relationship between decision-making styles with the brain behavioral inhibition and activation systems and handedness. Method: The present study ...
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Introduction: According to the studies, biological and endogenous factors can affect cognitive processes. The aim of the present research was to study the relationship between decision-making styles with the brain behavioral inhibition and activation systems and handedness. Method: The present study was descriptive correlational research with regression analysis. The participants included 269 university students selected from Bonab and Tabriz Payame Noor Universities via multistage random sampling. They completed the decision-making styles questionnaire of Scott and Bruce (1995), the brain behavioral inhibition and activation systems (BIS/BAS) questionnaire of Carver and White (1994), and Edinburgh’s handedness questionnaire. Data were analyzed by Pearson’s product-moment correlation, standard multiple regression analysis, and moderated regression analysis. Findings: The results indicated that there is a relationship between handedness with brain behavioral inhibition and activation systems, and avoidant decision-making style. There was a significant relationship between behavioral inhibition system with all types of decision-making styles, and between behavioral activation system with all three types of avoidant, rational, and intuitive decision-making style except dependent style; and both brain behavioral systems were able to predict the decision making styles. Besides, moderated regression analysis verified the moderating effect of handedness in mediating the relation between behavioral inhibition system (BIS) and avoidant decision-making style. Conclusion: Overall, the results of the study confirm that cognitive processes, like decision-making, are directly or indirectly influenced by endogenous and biological factors such as brain behavioral systems and hemisphere superiority.
Farzaneh Hatami; Farshid Tahmasbi; Ali Yousef pour
Abstract
Aim:The purpose of this study was to determine the effects of video and live observation on activation of mirror neurons in football keep- up skill. Metod:Twenty-four students (mean age: 17.66 0.816 years) who have taken part in Olympiads competition, voluntarily participated ad yoked into live ...
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Aim:The purpose of this study was to determine the effects of video and live observation on activation of mirror neurons in football keep- up skill. Metod:Twenty-four students (mean age: 17.66 0.816 years) who have taken part in Olympiads competition, voluntarily participated ad yoked into live and video observation. Participants’ brain waves were recorded by EEG in open eye resting and observing live and video observation conditions. Mu rhythm Suppression, as the mirror neuron activation, was calculated as a ratio of the alpha absolute power during observation of video and live models relative to the alpha absolute power in the baseline condition (rest) Findings:Results showed that there were no significant differences in mu rhythm suppression between live and video observation groups in C3, Cz and C4 brain areas. In addition, absolute alpha power was suppressed significantly in observation conditions compared to rest. Conclusion: Regarding the activation of mirror neurons in both live and video observation, our result suggested that in the case of limitation in the use of the live model, video model can be used in soccer keep- up skill.
Seyed Younes Mohammadi; mitra golzari; Moihammad Oraki
Volume 1, Issue 3 , March 2016, , Pages 57-67
Abstract
Introduction: The aim of this study was to determine the influence of games on the speed of learning and the transfer of information between the two hemispheres of brain. Method: The design of the study was quasi-experimental and the sampling estimation was based on Cohen's table. There were 15 ...
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Introduction: The aim of this study was to determine the influence of games on the speed of learning and the transfer of information between the two hemispheres of brain. Method: The design of the study was quasi-experimental and the sampling estimation was based on Cohen's table. There were 15 patients in each group (experimental group and control) who voluntarily took part in the research and they were tested by pre-test and post-test. In order to measure the speed of data transfer between the hemispheres of the brain and the speed of learning among users, the device of drawing in the mirror was used. To analyze the data ANCOVA was performed by software SPSS 20. Findings: Results showed a significant relationship between playing games and the learning speed and transfer of information between the two hemispheres of the brain. Conclusion: Games influence the speed of learning and transfer of information between the two hemispheres of the brain.
maryam najarzadegan; Vahid Nejati; Nasrin Amiri
Volume 1, Issue 1 , September 2015, , Pages 52-45
Abstract
Introduction: Disorders of executive functions and working memory are considered as the components of the Attention Deficit and Hyperactivity Disorder (ADHD). Working memory could be remediated by cognitive rehabilitation exercise. The purpose of the current study is to determine the effectiveness of ...
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Introduction: Disorders of executive functions and working memory are considered as the components of the Attention Deficit and Hyperactivity Disorder (ADHD). Working memory could be remediated by cognitive rehabilitation exercise. The purpose of the current study is to determine the effectiveness of cognitive rehabilitation of working memory in reducing behavioral symptoms of children with ADHD. Method: The present semi-experimental study, was designed with pre-test and post-test of control and experimental group. Thirty children with ADHD were requited in the study and allocated into two control and intervention groups. The participants were matched in age, verbal and performance IQ. The intervention group received cognitive rehabilitation in 10 one-houre two days a week sessions. The participants of both groups were assessed in the first and the last treatment session with SNAP-IV tests in the first and the last session of intervention. Data were analyzed with T-test and covariance analysis using SPSS 20. Findings: The results showed that the intervention group has lower score in behavioral symptoms (attention deficit and impulsivity) and the difference between the group was significant (P=0.001) of ADHD after receiving cognitive rehabilitation of working memory. Conclusion: It can be concluded that cognitive rehabilitation of working memory leads to the improvement of behavioral symptoms of ADHD in children with ADHD.
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