Original article
Neuropsychology
Mohammadreza Noroozi Homayoon; Mohamad Hatami Nejad; Esmaeil Sadri Damichi
Abstract
The present study was conducted with the aim of the effectiveness of psychodrama group therapy and cognitive behavioral play therapy on executive functions (working memory, response inhibition, cognitive flexibility and emotional self-regulation) in students with social anxiety disorder. Method: The ...
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The present study was conducted with the aim of the effectiveness of psychodrama group therapy and cognitive behavioral play therapy on executive functions (working memory, response inhibition, cognitive flexibility and emotional self-regulation) in students with social anxiety disorder. Method: The current research is semi-experimental with pre-test-post-test and control group. The statistical population of this research included all students with social anxiety disorder in Ardabil city in the academic year of 1401-1402. The sample of this research consists of 45 students with social anxiety disorder who were selected by available sampling method and were placed in 3 groups, each group consisting of 15 subjects (psychodrama 15 people, cognitive behavioral play therapy 15 people and control 15 people). Each subject was randomly assigned to two treatment groups (psychodrama, cognitive behavioral play therapy) and control. The instrument and questionnaire of this research included the Wisconsin card classification test and the emotional regulation questionnaire of Gross and John (2003). Findings: The results showed that psychodrama group therapy and cognitive play therapy are effective in improving executive functions and emotional regulation of male students with social anxiety at a significant level (0.05); No significant difference was found between the pre-test and post-test scores of the control group. The results of Bonferroni's post hoc test also showed that the effectiveness of psychodrama treatment is more effective in improving executive functions and emotional regulation. Conclusion: According to the sessions and results obtained, psychodrama group therapy and cognitive behavioral therapy had a positive effect on improving executive functions.
Original article
Neuropsychology
salimeh abbasi; farzaneh davari
Abstract
the aim of the present study was to investigate the effect of body percussion exercises on the executive performance and fundamental movement skills of mentally retarded children. The statistical population included children with mental retardation in Chadegan city, of which 30 people (15 people in the ...
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the aim of the present study was to investigate the effect of body percussion exercises on the executive performance and fundamental movement skills of mentally retarded children. The statistical population included children with mental retardation in Chadegan city, of which 30 people (15 people in the experimental group, 15 people in the control group) with an age range of 8 to 10 years were selected and by performing continuous performance test (sustained attention), color-word Stroop (Response Inhibition) and Ulrich Gross Motor Skills Test 2015 (fundamental movement skills) participated in this research as a pre-test-post-test. During 8 weeks, the experimental group received 45-minute group 2 sessions of the selected intervention program of wind percussion. But the control group did the usual school activities. Data analysis was performed using multivariate analysis of variance at a significance level of p≤0.05. The results showed that the effect of wind percussion exercises on sustained attention (P=0.001), response inhibition (P=0.001) and fundamental movement skills (P=0.001) significant and the participants of the experimental group performed better than the control group (P=0.001). According to the findings, it seems that wind percussion exercises are a beneficial intervention to improve movement and cognitive skills in children with mental disabilities; Therefore, it is suggested to use these exercises in the physical education programs of exceptional schools and rehabilitation centers.
Original article
Neuropsychology
Halimeh Kachranloyi; paria Jangi
Abstract
The present study was conducted with the aim of predicting internet gaming disorder based on emotional ataxia and behavioral brain systems in adolescents. The descriptive research method was correlation type. The socio-statistics of the research included the students of Bojnord city in the academic year ...
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The present study was conducted with the aim of predicting internet gaming disorder based on emotional ataxia and behavioral brain systems in adolescents. The descriptive research method was correlation type. The socio-statistics of the research included the students of Bojnord city in the academic year 1402-1401. Among these, 320 people were selected according to the entry criteria using a two-stage cluster sampling method. The tools used in this research included behavioral activator and inhibition scale, emotional dyslexia questionnaire and internet gaming disorder questionnaire. Pearson's correlation test and stepwise regression were used to analyze the data. The results showed that the dimensions of emotional dyslexia and brain-behavioral systems have a significant correlation with Internet gaming disorder in adolescents. The regression results also indicated that emotional dyslexia, behavioral activation system, and behavioral inhibition system explained 17%, 21%, and 22% of the variance of internet gaming disorder, respectively. Together, these two variables were able to explain 22% of the variance of Internet gaming disorder. Therefore, alexithymia and behavioral brain systems played an important role in predicting adolescent internet gaming disorder; In general, it can be concluded that emotional dyslexia and behavioral brain systems cause symptoms of Internet gaming disorder. The findings of the present research can have practical implications for psychologists in the field of etiology and intervention in Internet gaming disorder sufferers.
Original article
Mahya Abdiyan; Hosein Ebrahimi Moghaddam; Hayede Saberi
Abstract
Aim:Attention deficit hyperactivity disorder is a common disorder in children characterized by inattention and impulsivity. The aim of this study was to compare the effectiveness of transcranial direct current stimulation in the dorso-lateral prefrontal and temporal- parietal regions on theory of mind ...
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Aim:Attention deficit hyperactivity disorder is a common disorder in children characterized by inattention and impulsivity. The aim of this study was to compare the effectiveness of transcranial direct current stimulation in the dorso-lateral prefrontal and temporal- parietal regions on theory of mind in children with ADHD. Method:This research was semi-experimental and its design was pre-test, post-test with control and follow-up groups. The statistical population included students with ADHD in Tehran, among whom 45 people with primary diagnosis of ADHD were selected using the available sampling method and were randomly divided into three groups of 15 people with transcranial direct electrical stimulation in the dorso-lateral Prefrontal region, transcranial direct current stimulation of the temporal-parietal region and the control group were included. In this research, transcranial direct current stimulation was used in the twomentioned areas in 12 sessions with a current intensity of 1 milliamp and a duration of 20 minutes in two groups for children. To measure the theory of mind, the Strainman questionnaire and the mind reading test through the eyes of Baron Cohen were used.Results:Variance analysis test was performed to compare three groups in theory of mind and in pre-test, post-test and follow-up stages. Both interventions were significant at 0.01 level and effective on theory of mind. Stimulation of the temporal-parietal region increased theory of mind, but the effectiveness of transcranial direct current stimulation in the dorso-lateral prefrontal region was greater on theory of mind. Conclusion: According to the findings of the research, these interventions have an effect
Original article
Neuropsychology
raheleh yazdani; Bahram Mirzaian
Abstract
The present study aims to compare the activity of brain/behavioral systems and attention bias in who are dealing with depression, anxiety, and also normal. The current study is a comparative causal study, and Its statistical population is formed by 480 psychology students of Sari Azad University, and ...
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The present study aims to compare the activity of brain/behavioral systems and attention bias in who are dealing with depression, anxiety, and also normal. The current study is a comparative causal study, and Its statistical population is formed by 480 psychology students of Sari Azad University, and according to Krejcie and Morgan's table, 214 members are chosen by stratified sampling method. The sampling method in this case is available and purposeful. The equality of the two groups in terms of age, gender, education, and marital status is respected. To collect data for the study, the standardized versions of Beck's anxiety inventory, Beck's depression inventory, Gary Wilson's personality questionnaire and attention bias were used for analysis. The data was analyzed using spss 21 software and analysis of variance test. The obtained results show that there is a difference between the activity of Brain/behavioral systems, attention attention bias in who are dealing with depression, anxiety, and also normal. According to the findings, it can be concluded that brain-behavioral systems are the basis of individual differences and it seems that anxious and depressed people perceive more threats in their environment compared to healthy individuals. Correction of attention bias is effective in terms of diagnosing and treating anxiety or depression.
