با همکاری مشترک دانشگاه پیام نور و انجمن عصب روان‌شناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان شناسی تربیتی دانشگاه شیراز، شیراز، ایران.

2 دانشیار گروه روان شناسی، دانشگاه شهید باهنر، کرمان، ایران.

3 دانشیار روان شناسی شناختی، دانشگاه شیراز، شیراز، ایران.

4 دانشیار گروه روان شناسی تربیتی، دانشگاه شیراز، شیراز، ایران.

چکیده

هدف از پژوهش حاضر مقایسه اثربخشی آموزش ذهن‌آگاهی، تحریک جریان مستقیم ترانس کرانیال و تلفیق آموزش ذهن‌آگاهی با تحریک جریان مستقیم ترانس کرانیال بر حافظه کاری و فرا حافظه نوجوانان بود. روش پژوهش حاضر از نوع نیمه‌آزمایشی با طرح پیش‌آزمون - پس‌آزمون با گروه گواه انجام شد. جامعه آماری این پژوهش تمامی دانش‌آموزان پسر مشغول به تحصیل پایه نهم شهرستان بوانات در سال 1403-1402 بودند. نمونه این پژوهش متشکل از 80 دانش‌آموز بوده که به روش نمونه‌گیری در دسترس از چهار مدرسه انتخاب و دانش‌آموزان هر مدرسه به‌عنوان یکی از چهار گروه آزمایش (آموزش ذهن‌آگاهی، tDCS، تلفیق آموزش ذهن‌آگاهی با tDCS) و گروه کنترل قرار گرفتند. ابزارهای این پژوهش شامل آزمون حافظه کاری n-Back، مقیاس فرا حافظه نوجوانان، بسته آموزش ذهن‌آگاهی و دستگاه estim2 بود. یافته‌ها: هر سه روش آموزش ذهن‌آگاهی، tDCS و تلفیق آموزش ذهن‌آگاهی با tDCS بر حافظه کاری و فرا حافظه اثربخش بودند. همچنین نتایج آزمون تعقیبی بونفرونی نیز نشان داد بیشترین اثربخشی مربوط به تلفیق آموزش ذهن‌آگاهی با tDCS، در رتبه دوم آموزش ذهن‌آگاهی و در رتبه سوم tDCS بوده است. نتیجه‌گیری: نتایج نشان داد که آموزش ذهن‌آگاهی و tDCS هر یک در جایگاه خودشان می‌توانند حافظه کاری و فرا حافظه را بهبود بخشند درحالی‌که تلفیق آموزش ذهن‌آگاهی با tDCS می‌تواند بر تقویت حافظه کاری و فرا حافظه نوجوانان مؤثرتر باشد

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Comparing the Effectiveness of Mindfulness Training, tDCS, Combined Mindfulness Training with tDCS on Working Memory and Metamemory of Adolescents

نویسندگان [English]

  • Sajad Izadi 1
  • Masoud Hossein Chari 2
  • Masoud Fazalidpour 3
  • Farideh Yousefi 4
  • Mahboobeh Foladchang 4

1 PhD in Educational Psychology, Shiraz University, Shiraz, Iran.

2 Associate Professor, Department of Psychology, Shahid Bahonar University, Kerman, Iran.

3 Associate Professor of Cognitive Psychology, Shiraz University, Shiraz, Iran.

4 Associate Professor, Department of Educational Psychology, Shiraz University, Shiraz, Iran.

چکیده [English]

The aim of the present study was to compare the effectiveness of mindfulness training, tDCS and the combination of mindfulness training with tDCS on working memory and metamemory of adolescents. The method of the present research was carried out as a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research was all male students studying in the ninth grade of Bowanat city in 1402-1403. The sample of this study consisted of 80 students who were selected from four schools through available sampling and the students of each school were placed as one of the four experimental groups (mindfulness training, tDCS, combining mindfulness training with tDCS) and the control group. The tools of this research included the n-Back working memory test, the meta-memory scale for teenagers, the mindfulness training package, and the estim2 device. Findings: All three methods of mindfulness training, tDCS and combining mindfulness training with tDCS were effective on working memory and extra memory. Also, the results of Bonferroni's post hoc test showed that the most effective combination of mindfulness training with tDCS was second in mindfulness training and third in tDCS.Conclusion: The results showed that mindfulness training and tDCS, each in their own place, can improve working memory and meta-memory, while combining mindfulness training with tDCS can be more effective in strengthening working memory and meta-memory in adolescents.

کلیدواژه‌ها [English]

  • Mindfulness Training
  • Transcranial Direct Current Stimulation
  • Working Memory
  • Metamemory
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