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
Psychology
Fatemeh Gohari Jopari; Mohammadreza Noroozi Homayoon; Mahsa Razmi; Esmaeil Sadri Damirchi
Abstract
Purpose: The present study was conducted with the aim of the effectiveness of art therapy on obsessive-compulsive symptoms of people with schizophrenia. Materials and methods: The method of the present research was a semi-experimental (semi-experimental) type of pre-test-post-test with a control group ...
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Purpose: The present study was conducted with the aim of the effectiveness of art therapy on obsessive-compulsive symptoms of people with schizophrenia. Materials and methods: The method of the present research was a semi-experimental (semi-experimental) type of pre-test-post-test with a control group in terms of its practical purpose and in terms of the method and nature of data collection. The statistical population of this research was made up of all the people who met the entry criteria and were diagnosed with schizophrenia who were admitted to the treatment and rehabilitation center for chronic mental patients in Dar al-Shafa in Ardabil city in the period of 2014-2014, among them based on the questionnaire of positive and negative symptoms of schizophrenia. Kay et al. (1986), Bauer's Five-Factor Mindfulness Self-Assessment Questionnaire (2006) and Obsession Questionnaire (Yale-Brown Intellectual-Practical), with the opinion and cooperation of psychologists, 30 people were selected in a purposeful way and randomly placed in two experimental groups (15 people) and control group (15 people) based on the criteria for entering the study. Findings: The results showed that there is a significant difference between the experimental and control groups in terms of obsessive-compulsive disorder. Also, the results of univariate covariance analysis show that the art therapy intervention had a significant effect on reducing the symptoms of obsessive-compulsive disorder in people with schizophrenia (P = 0.001). . Discussion and conclusion: Art therapy has had a positive effect on the improvement of obsessive-compulsive symptoms in people with schizophrenia.
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.
Original article
Neuropsychology
Mohammadreza Doustan; Fatemeh Jafari; Esmaeel Saemi
Abstract
The aim of the present study was to investigate the tDCS of the V1 cortical area on the accuracy of rhythmic aiming movement execution under the Ponzo and corridor visual illusion conditions.The present study was a quasi-experimental. 32 undergraduate students were voluntarily assigned to two equal groups ...
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The aim of the present study was to investigate the tDCS of the V1 cortical area on the accuracy of rhythmic aiming movement execution under the Ponzo and corridor visual illusion conditions.The present study was a quasi-experimental. 32 undergraduate students were voluntarily assigned to two equal groups of real and sham stimulation. In the pre-test, participants performed the bilateral target aiming task in four different conditions, included two types of illusions (Ponzo and corridor) and two temporal rhythms (fast and slow). The spatial and timing errors were measured. Then, stimulation was applied for four consecutive days. In the real group, tDCS was applied to the V1 area, and in the sham group, sham stimulation was applied. One day after the last stimulation session, a post-test was administered, and three days after that, a follow-up test similar to the pretest was administered. Friedman and Wilcoxon tests were used to analyze the data at a significance level of 0.05.The findings showed that tDCS had no effect on timing error, but reduced spatial error in the rhythmic tapping task with the corridor and Ponzo illusion background; this effect on spatial movement error in the corridor illusion condition was slightly greater than that in the Ponzo illusion.Considering the effect of anodal tDCS of the V1 area on reducing spatial errors in the performance of the motor task, it is suggested that this method be used in tasks that require the use of visual accuracy, especially in tasks with a hallucinogenic background.
