Original article
Neuropsychology
Ezzatollah kordmirza Nikoozadeh; Mahdieh Rahmanian; Mojgan Agahheris
Abstract
Objective: The present study aimed to evaluate the effectiveness of family-centered neuropsychological programs on improving working memory and executive functions in children with separation anxiety disorder (SAD).Method: This quasi-experimental study utilized a pre-test-post-test control group design. ...
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Objective: The present study aimed to evaluate the effectiveness of family-centered neuropsychological programs on improving working memory and executive functions in children with separation anxiety disorder (SAD).Method: This quasi-experimental study utilized a pre-test-post-test control group design. The statistical population included children with separation anxiety visiting treatment centers in Tehran and their mothers. A sample of 30 children was selected through convenience sampling and randomly assigned to experimental (n=15) and control (n=15) groups. The intervention comprised 12 sessions (120 minutes each) of family-centered neuropsychological training, focusing on enhancing working memory and executive functions through interactive games. Instruments included Raven's Progressive Matrices, the Separation Anxiety Scale, the N-Back Test, and the Behavior Rating Inventory of Executive Function (BRIEF). Findings: Multivariate analysis of covariance (MANCOVA) revealed that family-centered neuropsychological interventions significantly improved working memory and executive function performance in children in the experimental group compared to the control group. Results suggested that the program facilitated cognitive improvements by enhancing child-family interactions and incorporating targeted exercises. Conclusion: This study underscores the efficacy of family-centered interventions as a viable approach for addressing cognitive and behavioral challenges in children with separation anxiety. Future research should investigate the long-term effects of these interventions and examine their applicability across diverse populations.
Original article
Neuropsychology
Mohammadreza Noroozi Homayoon; Fatemeh Gohari Jopari; Esmaeil Sadri Damirchi
Abstract
The aim of the present study was to investigate the effectiveness of computerized cognitive rehabilitation on impulsivity and mindfulness in patients with schizophrenia. Method: This research was applied in purpose and semi-experimental (quasi-experimental) in design, employing a pre-test-post-test approach ...
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The aim of the present study was to investigate the effectiveness of computerized cognitive rehabilitation on impulsivity and mindfulness in patients with schizophrenia. Method: This research was applied in purpose and semi-experimental (quasi-experimental) in design, employing a pre-test-post-test approach with a control group. The statistical population of this study included all individuals diagnosed with schizophrenia who met the inclusion criteria and were hospitalized at the Darolshafa chronic psychiatric rehabilitation center in Ardabil during the period of 1403-1404 (2024-2025). The instruments used in this study were the Positive and Negative Syndrome Scale (PANSS) by Kay et al. (1986), the Five-Factor Mindfulness Questionnaire (FFMQ) by Baer (2006), and the Impulsivity Questionnaire by Barratt (2004). Findings: The results of univariate analysis of covariance revealed that computerized cognitive rehabilitation significantly reduced impulsivity in the patients. Considering the significance level (P < 0.005) and effect size (η² = 0.258), it can be concluded that this intervention effectively improved impulsivity scores. Discussion and Conclusion: The findings indicate the effectiveness of computerized cognitive rehabilitation in enhancing impulsivity control and mindfulness in schizophrenia patients.
Original article
Neuropsychology
saeed talebi; Saeid Mazloumian; Seyed Javad hashemi ardakani
Abstract
Objective: The present study aimed to model the cognitive factors influencing academically harmful behaviors in students with left- and right-brain dominance.Method: This research is descriptive-correlational. The statistical population included all students at Payame Noor University, Shiraz Center. ...
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Objective: The present study aimed to model the cognitive factors influencing academically harmful behaviors in students with left- and right-brain dominance.Method: This research is descriptive-correlational. The statistical population included all students at Payame Noor University, Shiraz Center. Using the Krejcie-Morgan table and random sampling, a sample of 257 students was selected. Data were collected through Roger W.’s Brain Hemisphere Dominance Test and standardized questionnaires on academically harmful behaviors (Kashkooli et al., 2021), critical self-reflective rumination (Shahian et al., 2024), and mindful attention (Kori et al., 2022). Data were analyzed using structural equation modeling with SPSS and AMOS software.Findings: The results showed that mindful attention has a direct negative effect on critical self-reflective rumination and academically harmful behaviors. In addition, critical self-reflective rumination directly increases academically harmful behaviors. Furthermore, academically harmful behaviors directly contribute to academic dishonesty, academic procrastination, violation of academic rules, and oppositional academic defiance.Conclusion: There is no significant difference in the impact of cognitive factors on academically harmful behaviors between students with left- and right-brain dominance. However, the influence of academically harmful behaviors on academic dishonesty is significant, indicating that students with left-brain dominance are more involved in harmful behaviors such as academic dishonesty.
Original article
Neuropsychology
Fateme Abbasi Sooraki; salar faramarzi; Elahe Arab Forooshani
Abstract
The present study aimed to investigate the effectiveness of the Balonica educational game on executive functions in students with specific learning disorder in mathematics. This study was conducted using an A-B-A single-subject design with parallel baseline. From among fourth-grade elementary students ...
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The present study aimed to investigate the effectiveness of the Balonica educational game on executive functions in students with specific learning disorder in mathematics. This study was conducted using an A-B-A single-subject design with parallel baseline. From among fourth-grade elementary students in Isfahan during the academic year 2024-2025, five students (three girls, two boys) with specific learning disorder in mathematics were selected through purposive sampling. The intervention consisted of twelve 45-minute sessions of Balonica game (two sessions per week). Data were collected using the Specific Learning Disorder Diagnostic Questionnaire, the Wechsler Intelligence Scale for Children-Fourth Edition, and the Trail Making, Color-Word Interference, Sorting, and Tower subtests from the Delis-Kaplan Executive Function System. Data analysis was performed using visual analysis and the Percentage of Non-overlapping Data (PND) index. Mean executive function scores showed significant increases during the intervention phase compared to baseline across all participants. The highest improvement was observed in the first participant (from 68 to 94.5) and the lowest improvement in the fourth participant (from 42 to 51.2). The PND index was calculated as 100% for all participants, indicating definitive intervention effectiveness. Stability of effects was maintained during the follow-up phase for all five participants. The Balonica educational game, through simultaneously engaging working memory, response inhibition, and cognitive flexibility, has a significant and stable effect on improving executive functions in students with dyscalculia and can be used as a complementary tool alongside conventional curricula.
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