Document Type : Original article
Authors
1 M.Sc. Student of Psychology, Ardakan University, Ardakan, Iran.
2 Associate Prof., Department of Psychology, Ardakan University, Ardakan, Iran.
3 Assistant Prof., Faculty of Psychology, Higher Education Center of Eghlid, Eghlid, Iran.
Abstract
Learning disorder is associated with numerous physical and mental stressors that affect the quality of life of students; Among these factors, we can mention the reduction of auditory memory and anxiety. The purpose of this research is to determine the effectiveness of transcranial brain stimulation using direct electric current on auditory memory and anxiety in students with learning disabilities. The research method is semi-experimental and pre-test and post-test with a control group. 30 students with learning disorders were selected by available sampling method and randomly divided into two groups of 15 people, control and experimental. The pre-test was taken from both, and then the intervention was performed only on the experimental group in 10 2-hour sessions, and the control group did not receive any intervention. Then both groups completed the same questionnaires as a post-test. The data collection tool was Wechsler's listening memory subscale and Spence Children’s Anxiety Scale (SCAS). SPSS-24 software and covariance analysis were used to analyze the scores. The results showed that transcranial brain stimulation using direct electric current is effective in improving auditory memory and reducing anxiety in students with learning disabilities.. The results of this research can be used in counseling, psychology and rehabilitation centers.
Keywords
Main Subjects
Akbarifar, H., sharifidaramadi, P., Rahimzade, H., & Pezeshk, S. (2019). The Effectiveness of the Intervention of Active Plays on Working Memory in Students with Dyslexia. Neuropsychology, 5(16), 149-162. [In Persian]
Akbari.,F (2017). Effectiveness of direct electrical brain stimulation (tDCS) in reducing depressive symptoms in people with depressive disorder. Journal of Behavioral Sciences.9(1).23-24. [In Persian]
Asli-Azad M, Arefi M, Farhadi T, Sheikh mohammadi R. (2013). The effectiveness of child-centered play therapy on anxiety and depression in children with anxiety disorders and depression in primary girl school. Methods and Psychological Models 2013; 9(2): 71-90. [Persian].
Afeli S., A. (2019). Academic accommodation strategies for pharmacy students with learning disabilities: What else can be done? Currents in Pharmacy Teaching and Learning.
Bayat mokhtari, L., Aghayousefi, A., Zare, H., & Nejati, V. (2017). The Considering of the Impact of Transcranial Direct Current Stimulation (tDCS) and Phonological Awareness Training on Improvement of the Visual Aspect Function of the Working Memory in Children with Dyslexia. Neuropsychology, 3(8), 51-68. Baddeley, A. (2012). "Working memory: theories, models, and controversies". Annu Rev Psychol, 63, 1-29. [In Persian]
Brennan S, McLoughlin DM, O'Connell R, Bogue J, O'Connor S, McHugh C, Glennon M. Anodal transcranial direct current stimulation of the left dorsolateral prefrontal cortex enhances emotion recognition in depressed patients and controls. J Clin Exp Neuro psychol. 2017 May;39(4):384-395. doi: 10.1080/13803395.2016.1230595. Epub 2016 Sep 23. PMID: 27662113.
Brunoni, A. R., Nitsche, M. A., Bolognini, N., Bikson, M., Wagner, T., Merabet, L., ... & Ferrucci, R. (2012). Clinical research with transcranial direct current stimulation (tDCS): challenges and future directions. Brain stimulation, 5(3), 175-195.
Colman, A. M. (2015). A Dictionary of Psychology. Oxford Quick Reference, UK. Cornelisse, S., Van Stegeren, A. H., Joels, M., 2010. Implications of psychological stress on memory formation in a typical male versus female students sample. Psychoneuro endocrinology 36, 569–578.
Chambrier, A. F., & zesiger, P. (2018). Is a fact retrieval deficit the main characteristic of children with mathematical learning disabilities? Acta Psychologica, 190: 95-102.
Cheng, W. N. K. , & Hardy, L. (2016). Three-dimensional model of performance anxiety: Tests of the adaptive potential of the regulatory dimension of anxiety. Psychology of Sport and Exercise. 22. 255-263.
Chamorro-Premuzica, T., & Furnhamb, A. (2009). Mainly openness: The relationship between the bigfive personality traits and learning approaches. Journal of Learning and Individual Differences .19(4). 524-529.
File, S. E., & Hyde, J. R.G. (2012). Can social interaction be used to measure anxiety? British Journal of Pharmacology. 62 (1). 19-24.
Fregni, F., R. Marcondes, P.S. Boggio, M.A. Marcolin, S.P. Rigonatti, T.G. Sanchez, M.A. Nitsche, A. Pascual‐ Leone, 2006. Transient tinnitus suppression induced by repetitive transcranial magnetic stimulation and transcranial direct current stimulation. European Journal of Neurology, 13(9): 996-1001.
Fertonani A., Miniussi C. transcranial electrical stimulation: what we know and do not know about mechanisms. Neuroscientist 2016; 1-15. doi:10.1177/1073858416631966.
Fiebach, C. J., Rissman, J., D’Esposito, M., 2006. Modulation of inferotemporal cortex activation during verbal working memory maintenance. Neuron 51. 251–261.
Gaab, N., Gaser, C., Zaehle, T., Jancke, L., Schlaug, G. (2003). Functional anatomy of pitch memory–an fMRI study with sparse temporal sampling. Neuroimage 19. 1417–1426.
Ganji, M., Mohammadi, J., and Tabrizian, Sh. (2012). Comparison of emotion regulation and defense mechanisms in mothers with students with and without learning disabilities. Journal of Learning Disabilities.3(2). 54-72. [In Persian]
Grimault, S., Robitaille, N., Grova, C., Lina, J. M., Dubarry, A. S., & Jolicœur, P. (2009). Oscillatory activity in parietal and dorsolateral prefrontal cortex during retention in visual short‐term memory: additive effects of spatial attention and memory load. Human brain mapping, 30(10), 3378-3392.
George MS, Astonjones G. (2010). Non invasive techniques for probing neurocircuitry and treating illness: vagus nerve stimulation transcranial magnetic stimulation and transcranial direct current stimulation. Neuropsychopharmacology 2010; 35:301-16. doi: 10.1038/npp.2009.87
Yousefi, R., and Taghani, E. (2015). Comparison of psychological resilience and defense mechanisms in military and civilian people. Journal of Military Medicine, [In Persian]
Hamidi, F., and Fayaz Bakhsh, M. (2015). Effectiveness of working memory training on improving reading skills of dyslexic students. Education and Evaluation (Educational Sciences), 9(35), 13-35. [In Persian]
Hettema, J. M., Neale, M. C., & Kindler, K. S. (2008). A review and meta analysis of the genetic epidemiology of anxiety disorder. American Journal of Psychiatry, 158:1568-1578.
Ivanova, M. V., Dragoy, O., Kuptsova, S. V., Akinina, S. Y., Petrushevskii, A. G., Fedina, O. N., ... & Dronkers, N. F. (2018). Neural mechanisms of two different verbal working memory tasks: a VLSM study. Neuropsychologia, 115, 25-41.
Kaiser, J., (2015). Dynamics of auditory working memory. Front. Psychol. 6, 613.
Karmi., A. (2013). Children's Wechsler Intelligence Test Guide. Psychometry: Tehran. [In Persian]
Khorasani zade gazki A, Bahrami H, Ahadi H. (2020). Effectiveness of working memory training on increasing the attention of children with attention - deficit / hyperactivity. Journal of Psychological Science. 19(88), 503-509. [In Persian]
Kumar, A. A. (2021). Semantic memory: A review of methods, models, and current challenges. Psychonomic Bulletin & Review, 28(1), 40-80.
Lewis C, Car pendale JIM. (2009). Social interaction and the development of executive function. New directions for child and adolescent development, no. 123. San Francisco: Jossey-Bass;2009. 1-86.
Meetei, R. (2012). A ciritical study of impact of academic anxiety on academic achievement of class ixth students. Retrieved 20 January 2018 from http://www.scribd.com/doc/23767970/A-Ciritical-Study-of-Impact-of-Academic-Anxiety-on-Academic-Achievement-of-Class-Ixth-Students-Bareilly.
Mcquillan, M. K., Coleman, G. A., Tucker, C. R. & Thompson, A. L. (2011). Guidelin for identifying children with learning disability. Connecticute State: Department of Education.
Moghadasi A. (2009). How to strengthen your child's memory learning disabilities? Iran Newspaper. 2009. 4178, 1/18.39.
Montenegro R, Okano A, Gurgel L, PortoF, Cunha F, Massaferri R, Farinatti P.,(2015). Motor cortex tDCS does not improve strength performancr in healthy subject. Mot Rio Claro2015; 21:185-93. doi:10.1590/S1980-65742015000200009.
Narimani, M., and Soleimani, A. (2012). The effectiveness of cognitive rehabilitation on executive functions (working memory and attention) and academic progress of students with math learning disorders. Journal of learning disabilities. 3. 115-91. [In Persian]
Nitsche MA, Paulus W. (2001). Sustained excit ability elevations induced by transcranial DC motor cortex stimulation in humans. Neu
Nauta, schooling, Rapee, Abbott, spence and waters. (2004). A parent report measure of childrens anxiety .Behavior research and therapy .42(7) .813-839.
jancke, L., Saka, MY., Badawood, O., Alhamadi, N. (2019). Resting-state electroencephalogram in learning-disabled children: power and connectivity analyses”. Neuro report., 16; 30(2). 95-101. DOI: 10.1097/WNR.0000000000001166.
Ramirez G, Gunderson EA, Levine SC, Beilock SL. (2013). Math anxiety, working memory, and math achievement inearly elementary school. Journal of Cognition and Development. 2013;14(2):187-202.
Richardson-Jones, J.W., Craige, C.P., Nguyen, T.H., Kung, H.F., Gardier, A. M., Dranovsky, A., & Leonardo, E.D. (2011). Serotonin-1A auto receptors are necessary and sufficient for the normal formation of circuits underlying innate anxiety. The Journal of Neuroscience. 31 (16). 6008-6018.
Rodriguez-Jimenez, R., Avila, C., Garcia-Navarro, C., Bagney, A., Aragon, A. M., Ventura-Campos, N., Martinez-Gras, I., Forn, C., Ponce, G., Rubio, G., Jimenez-Arriero, M.A., Palomo, T., (2009). Differential dorsolateral prefrontal cortex activation during a verbal n-back task according to sensory modality. Behav. Brain Res. 20. 299–302.
Sampaio-Junior B, Tortella G, Borrione L, Moffa AH, Machado-Vieira R, Cretaz E, Fernandes da Silva A, Fraguas R, Aparício LV, Klein I, Lafer B, Goerigk S, Benseñor IM, Lotufo PA, Gattaz WF, Brunoni AR. Efficacy and Safety of Transcranial Direct Current Stimulation as an Add-on Treatment for Bipolar Depression: A Randomized Clinical Trial. JAMA Psychiatry. 2018 Feb 1;75(2):158-166. doi: 10.1001/jamapsychiatry.2017.4040. PMID: 29282470; PMCID: PMC5838572.
Sadok, B., Alkotsadok, V., and Roetiz, P. (2014). Summary of psychiatry/behavioral sciences/clinical psychiatry. Translation by Riza'i., F. Tehran. : Esteemed Publications. [In Persian]
Sarmad, Z., Hijazi, A., and Bazargan, A. (2018). Research methods in behavioral sciences. Tehran. Aware publications. [In Persian]
Swanson, L. J. (2014). Do the means justify the ends, or do the endsjustify the means? Value protection model of justice. Reasoning. Personality and Social Psychology Bulletin. 28(8). 452.461.
Sternberg, R. (2018). Perspectives on learning disabilities: biological. Cognitive. contextual. Routledge.
Murphy, D. N., Boggio, P., & Fregni, F. (2009). Transcranial direct current stimulation as a therapeutic tool for the treatment of major depression: insights from past and recent clinical studies. Current opinion in psychiatry, 22(3), 306-311.
Spence, S. H., Barrett, P. M., & Turner, C. M. (2003). Psychometric properties of the Spence Children’s Anxiety Scale with young adolescents. Journal of anxiety disorders, 17(6), 605-625.
Tolin, D. F. (2019). Inhibitory learning for anxiety-related disorders. Cognitive and Behavioral Practice, 26(1), 225-236.
Krause, B., Márquez-Ruiz, J., & Kadosh, R. C. (2013). The effect of transcranial direct current stimulation: a role for cortical excitation/inhibition balance?. Frontiers in human neuroscience, 7, 602.
)