Original article
mahta eskandarnejad; Fahimeh Rezaei
Abstract
Introduction: The aim of this study was to investigate the effect of mindfulness-based stress reduction training on EEG and athletic performance of goalball players. Methods: In a semi-experimental design, 27 athletes were selected by purposive sampling and randomly assigned to experimental and control ...
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Introduction: The aim of this study was to investigate the effect of mindfulness-based stress reduction training on EEG and athletic performance of goalball players. Methods: In a semi-experimental design, 27 athletes were selected by purposive sampling and randomly assigned to experimental and control groups. The participants in the experimental group underwent mindfulness-based stress reduction intervention for 8 sessions of 120 minutes per week, but the control group did not receive any intervention. Before and after the intervention, brain signals with closed eyes were recorded from Cz, O1, Fz, F3 and F4 regions. Also, two skills of throwing accuracy and orientation were used to measure athletic performance. Results: The results of mixed analysis of variance showed that the experimental group had a significant and increasing change in theta, alpha, SMR and beta waves compared to the control group. The athletic performance of goalball players has also improved. Conclusion: Based on the findings of this study, it seems that MBSR training, in addition to improving athletic performance; it creates adaptations in the. nervous system.
Original article
Majid Ghoshuni; Hassan Gharibi; Iraj Vosough
Abstract
Introduction: In this study the features extracted from EEG signal and Integrated Visual and Auditory test (IVA) was used to determine the level of attention deficit and impulsivity. Methods: Participants were selected from children with ADHD using the convenience sampling method. 50 children (32 boys ...
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Introduction: In this study the features extracted from EEG signal and Integrated Visual and Auditory test (IVA) was used to determine the level of attention deficit and impulsivity. Methods: Participants were selected from children with ADHD using the convenience sampling method. 50 children (32 boys and 18 girls) with mean and standard deviation of age 1.90 ± 9.17 years have been selected. Subjects first participated in the IVA test. Then, EEG signal was recorded with eyes-closed and eyes-open conditions. Spearman correlation and multiple linear regression were used to evaluate the fetures and prediciting attention deficit and impulsivity. Results: Results showed, all parameters extracted from IVA had a significant negative correlation (p<0.05) with the level of attention deficit in ADHD children. Also, theta beta ratio of EEG in the closed-eye condition had a significant positive correlation (p<0.05) with the impulsivity index. In the regression results, the visual focus index of IVA was able to predict attention deficit in children with ADHD (R2=0.391, p<0.00001). Also, the reaction time of children in response to visual and auditory stimuli in IVA test, and the theta beta ratio of brain waves each separately were able to predict impulsivity (R2=0.22, p<0.05). Conclusion: Therefore, IVA variables could have played a more effective role in predicting the level of attention deficit. But the performance of the theta beta ratio of brain waves and the IVA test was similar in predicting the level of impulsivity. Therfore, IVA variables and theta beta ratio of brain waves can play an effective role in predicting ADHD.
Original article
bita hashemi hashjin; Tayebeh Sharifi; shahram mashhadizadeh; reza ahmadi
Abstract
Aim: The purpose of this study was to constructing , investigating validating of the neuropsychological skills teacher form questionnaire in preschool children. Method: The research method was descriptive survey. The statistical population consisted of all students of preschools in isfahan city. The ...
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Aim: The purpose of this study was to constructing , investigating validating of the neuropsychological skills teacher form questionnaire in preschool children. Method: The research method was descriptive survey. The statistical population consisted of all students of preschools in isfahan city. The research sample was determined according to Cochran ,s formula of 374 preschool children. Corona restrictions prevented the questionnaire from being published online and preschool teachers filled out online questionnaire for 410 children. In order to investigate the construct validity, exploratory factor analysis method in the main components and the varimax variables and confirmatory factor analysis for goodness of fit the model were used. Finding: The results confirmed the face and content validity, discriminant validity and construct validity of the researcher-made test. The reliability of the test by calculating the Cronbach's alpha was 0.921 and with split half method was 0.843.Clinical cut off point were 2.86. Considering eigenvalues greater than 1, eighteen factors in the first order and five factors in the second order were extracted using exploratory factor analysis respectively showing 83.58 and 85.59 percent of the total variance of the scale. Confirmatory factor analysis shows that load factors in all questions were higher than 0.4 and significant as well (p<0.001). Conclusion: Based on the results of the present study, it can be concluded that the neuropsychological skills teacher form questionnaire has adequate validity and reliability and can be used as a valid tool for the assessment of the neuropsychological skills in preschool children.
Original article
Elham Mousavi; Hossein Zare; ahmad alipour; Gholamreza Sarami foroushani
Abstract
Introduction: Executive functions are excellent cognitive functions that guide other cognitive activities of the brain. Executable functions help the individual to perform his learning tasks and intelligence operations. The purpose of this study was to investigate the effectiveness of cognitive rehabilitation ...
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Introduction: Executive functions are excellent cognitive functions that guide other cognitive activities of the brain. Executable functions help the individual to perform his learning tasks and intelligence operations. The purpose of this study was to investigate the effectiveness of cognitive rehabilitation of executive functions on improving the academic performance of probative students. Method: The present study was a semi-experimental design with pre-test and post-test with control group. The statistical population consisted of all probation students of Razi University of Kermanshah. A simple random sampling method was used to select 40 students. Subjects were randomly assigned to two groups of experimental and control. The mean of the last semester was used as a pre-test and The mean of the current semester was used as a post-test. The experimental group was involved in cognitive rehabilitation intervention using the captain log program (10 sessions and 2 sessions a week) and the control group did not receive intervention during this period. Data were analyzed using SPSS version 23 software. Results: The results of the data show that there was a significant difference between the two groups after the cognitive rehabilitation exercises in the mean score (0.01). Conclusion: Thus, it can be concluded that the cognitive rehabilitation of the executive functions Improving the academic performance of probative students has a significant effect.
Original article
Negin Daraeifard; Mahdiyeh Azizi; farangis demehri
Abstract
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Introduction: Attention Deficit/Hyperactivity Disorder is one of the most common neuropsychological disorders in childhood. This disorder exposes affected children to many problems in the area of executive functions, including impaired perception of time. The aim of this study was to evaluate ...
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Introduction: Attention Deficit/Hyperactivity Disorder is one of the most common neuropsychological disorders in childhood. This disorder exposes affected children to many problems in the area of executive functions, including impaired perception of time. The aim of this study was to evaluate the effectiveness of cognitive rehabilitation based on working memory on time perception of children with attention deficit/hyperactivity disorder. Method: the present study was quasi-experimental with pre-test / post-test design with a control group. The statistical population of the study included all children referred to the counseling center of science and arts university who had the characteristics of attention deficit/hyperactivity disorder, 30 children were selected by available sampling and randomly divided into two groups of experimental and control Were located. The computer-time perception test was performed as a pre-test on all individuals the experimental group underwent cognitive rehabilitation based on working memory for 10 sessions once a week for 45 minutes per session, and the control group remained on the waiting list. The test was performed after the therapy sessions. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of Ancova). Results: The results of analysis of covariance showed that after eliminating the effect of pre-test between post-test scores in the experimental and control groups in variables There is a significant difference in time estimation, time reproduction and time production (p<0.001). Conclusion:Therefore, cognitive rehabilitation based on working memory improves the perception of time and its related subscales, ie time production, reproduction and time estimation in children with attention deficit hyperactivity disorder. According to the results of the present study, the use of this treatment method is recommended to experts in this field.
Original article
Zeinab Samnia; Sholeh Livarjani; Leila Hassan Pashaei
Abstract
Introduction: The aim of this study was to evaluate the effectiveness of Captain Log software training on processing speed, working memory and cognitive flexibility in children with attention deficit / hyper-activity disorder. Methods: From children aged 7 to 9 years with attention deficit / hyperactivity ...
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Introduction: The aim of this study was to evaluate the effectiveness of Captain Log software training on processing speed, working memory and cognitive flexibility in children with attention deficit / hyper-activity disorder. Methods: From children aged 7 to 9 years with attention deficit / hyperactivity disorder referred to health centers of East Azerbaijan province, 30 people were selected using purposive sampling method and in this quasi-experimental study of pre-test-post-test type They participated with two control and experimental groups. Data collection was performed using three subscales tests (cryptographic test, symbolization test and digit memory expanse test) Wechsler intelligence test for children and visual memory subscale of Wexler memory test and Wisconsin card classification test. Mean data and standard deviation were used to analyze the data in the inferential statistics section and repeated measures analysis of variance was used in the analytical statistics section.The mean difference in the three variables showed that processing speed and working memory And cognitive flexibility (P<0/0001) is significant in children trained with software and untrained children. Conclusion: The results showed that the training of Captain Log cognitive software caused active memory in children with attention deficit / hyperactivity disorder.
Original article
Shadi Ebrahimi jozani; Roya Kochak Entezar; Mozgan Sepahmansour; Parvaneh Ghodsi
Abstract
Introduction: Role of executive functions in developing intellectual, personality, social skills and educational achievement is approved. On the other hand, executive dysfunctions including working memory problems and response disinhibiting may lead to impulsivity, inattention, behavioral problems, communication ...
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Introduction: Role of executive functions in developing intellectual, personality, social skills and educational achievement is approved. On the other hand, executive dysfunctions including working memory problems and response disinhibiting may lead to impulsivity, inattention, behavioral problems, communication problems and social non-adjustment. So the present research aimed to determine and evaluate neurofeedback and Capitan log on response inhibition and storage of working memory. Method: This research was semi experimental study with control group and statistical population were all female elementary students in 4grade in Tehran in 2019-2020. Then 90 students were selected by multi stage clustering method and designated into three groups (2 experimental and 1 control) after screening by inclusion criteria. Daneman and Carpenter working memory scale (1980) and Behavior Rating Inventory of Executive Function (BRIEF) were used for measuring before and after and in following up test. Two experimental groups received 20 sessions of interventions and control group didn’t receive any intervention. Covariance analysis and spss21 were used for analysis of data. Findings: Neurofeedback and Capitan log interventions had significant effects on storage of working memory and response inhibition in students (p<0/05) but neurofeedback was more effective than Capitan log. Conclusion: These interventions can be used to improve working memory and response inhibition to increase educational achievement.
