Original article
Hanieh Yarmand; Hasan Ashayeri; Arsalan Golfam; Hayat Ameri
Volume 2, Issue 5 , September 2016, Pages 9-24
Abstract
Introduction: The current research was a quasi-experimental and applied. The participants were selected through convenience sampling from Tehran Autism Center. Objective: research aimed at examining the relationship between mirror neurons stimulation by intentional movement imitation and verbal imitation ...
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Introduction: The current research was a quasi-experimental and applied. The participants were selected through convenience sampling from Tehran Autism Center. Objective: research aimed at examining the relationship between mirror neurons stimulation by intentional movement imitation and verbal imitation with grammatical understanding development in autistic children. Method: Accordingly, first, the researchers designed an applied and easy model for autistic children rehabilitation based on mirror neurons stimulation using purposeful movement imitation and verbal imitation. Then, based on TPR technique, an 7-year-old autistic girl underwent an pilot study for 12 sessions, whereby positive and effective results were observed; Then, five autistic girls aged 5-8 years were selected and underwent 42 sessions during 14 weeks.In order to examine grammatical understanding skills of the subjects before and after intervention, TOLD-P3 test was used. Each subject, as her control was examined before and after intervention. Furthermore, two months after a 14-week stopping period, all the subjects were re-examined, and finally, results stability was examined. Findings: Research findings were analyzed using SPSS16 software by Paired-samples t-test. The obtained results suggest that there is a significant difference between pre-test and post-test scores of grammatical understanding (P=0.003) (supposing PConclusion: In line with the findings, it can be concluded that mirror neurons stimulation in autistic children through intentional movement imitation and verbal imitation has a positive effect on grammatical understanding skill improvement on these children and facilitates their verbal communication.
Original article
Ahmad Alipour; Sakineh Joolayiha; Reza Ranjbaran; Nazila Eyvani
Volume 2, Issue 5 , September 2016, Pages 25-38
Abstract
Introduction: Manual preference in the students affects their learning in the school and daily life. Objective: The purpose the present study was to test whether there is a relationship between manual preference and sexuality with finger counting habits in (74) primary school children. Method: Manual ...
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Introduction: Manual preference in the students affects their learning in the school and daily life. Objective: The purpose the present study was to test whether there is a relationship between manual preference and sexuality with finger counting habits in (74) primary school children. Method: Manual laterality was evaluated with The Handedness Questionnaire of Chapman and Chapman (1987) and finger counting habits in children were examined with interview. Findings: The results indicated that whereas most left-handers started counting with the left hand, most of the right-handers started with the right hand. The transition between the two hands during the counting showed equal proportions of symmetry-based and spatial continuity-based patterns among the left-handers and right-handers. No significant difference was found between boys and girls in finger counting habits. These findings showed that manual laterality contributes to finger counting directionality. Conclusion: Taken together, these results indicate that finger-counting habits integrate biological and cultural information.
Original article
Elaheh Bodaghi
Volume 2, Issue 5 , September 2016, Pages 39-56
Abstract
Introduction: The purpose of this study was to compare three groups of women with MS comorbid with, and without depression, and normal women. Method: This study was a causal-comparative research design. Among women who have referred to the MS Society in Markazi Province, 24 women comorbid with depression ...
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Introduction: The purpose of this study was to compare three groups of women with MS comorbid with, and without depression, and normal women. Method: This study was a causal-comparative research design. Among women who have referred to the MS Society in Markazi Province, 24 women comorbid with depression were diagnosed through the Beck Depression Inventory and Structured Clinical Interview for Depression (SCID). Furthermore, they were screened after the consideration of inclusion criteria. In addition, a group of patients with multiple sclerosis without depression symptoms among screened women who did not show depression symptoms were selected. Finally, a group of normal women based on inclusion and exclusion criteria was chosen. Stroop test, Tower of London test and Digit span were used for data collection. Data were analyzed using multivariate statistical analysis (MANOVA). Findings: The study showed that women who suffered from MS and depression in the same time had a weaker performance in Stroop test, Tower of London test and Digit span rather than two other groups. Also, this study showed significant difference in terms of performance tests between women with multiple sclerosis without depression symptoms and normal group. Conclusion: The findings indicated that in addition to the difference in executive functions in MS patients compared to normal subjects, depression can intensify this difference. Due to this effect, paying attention to depression in the design of treatment is recommended.
Original article
Raha Rostamifar; Mohammad Jalilvand
Volume 2, Issue 5 , September 2016, Pages 57-70
Abstract
Introduction: The aim of this study was to investigate effect of exercise on visual-auditory and auditory-visual dual frequency assignment in psychological refectory period. Method: 45 students from 18 to 28 years were chosen through purposive sampling from Khorramshahr and were randomly divided into ...
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Introduction: The aim of this study was to investigate effect of exercise on visual-auditory and auditory-visual dual frequency assignment in psychological refectory period. Method: 45 students from 18 to 28 years were chosen through purposive sampling from Khorramshahr and were randomly divided into three groups: practicing with task visual-auditory, task auditory-visual and control group, each group consisted of 15 people. The dual task test visual-audio and audio-visual was done with all subjects. The interval between the two stimuli was 50 and 75 (short distance) 200 and 250 ms (long distance) (Generally 8 trial visual-audio and 8 trial audio-visual). The training program included 5 sessions in 5 days. Each session includes 12 blocks of 8 trials with visual-auditory double task personification pre-test and the two-minute rest intervals between blocks. Findings The results of ANOVA showed that there was a significant difference between the groups in terms of all sequences in all four stimulus onsets but there was no significant difference between the display of the visual stimulus presentation and auditory presentations. Conclusion: Double Task Practice by increasing the stimulus-response compatibility reduces the need for attention and reducing the required attention capacity which is possible for the two stimuli at the same processing can have positive effect on psychological refectory period as well as the task of visual-auditory and auditory- visual with an interval of high and low.
Original article
Seyed Younes Mohammadi; Taeaba Malmir; Mitra Golzari
Volume 2, Issue 5 , September 2016, Pages 71-82
Abstract
Introduction: The aim of this study was to investigate the impact of neurofeedback treatment on assertiveness and anxiety of panic attack sufferers. Methods: This study due to its goals and assumptions is quasi-experimental. A pretest-posttest control/experimental group design was used. 20 people ...
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Introduction: The aim of this study was to investigate the impact of neurofeedback treatment on assertiveness and anxiety of panic attack sufferers. Methods: This study due to its goals and assumptions is quasi-experimental. A pretest-posttest control/experimental group design was used. 20 people who refered to counseling and treatment centers and psychiatric clinics were selected in Tehran in 1395 through random sampling from patients who were diagnosed by physiatrists as having panic. Participants were divided into two groups of 10 patients. The experimental group received 20 sessions of neurofeedback treatment (45 minutes). The control group received no intervention. The two groups received Beck Anxiety Inventory questionnaire to determine the level of anxiety and Gambrill and Ridgecrest to evaluate their self-expression in both pretest and posttest. To analyze the data variance analysis and multivariate analysis of variance were used. Findigs: The results show that neurofeedback treatment, have significant effects on reducing anxiety and increasing assertiveness in patients with panic attack disorder (PConclusion: neurofeedback treatment is effective in reducing anxiety and increasing assertiveness of patients with panic disorder.
Original article
Rasool Abedan zadeh; Mansour Heylavi neysi; Saeed Ashraf poor Navayi
Volume 2, Issue 5 , September 2016, Pages 83-96
Abstract
Introduction: The aim of present study was to investigate the effect of the normative feedback regarding perceived competence on performance and learning of throwing task in male students in Ahvaz. Methods: 60 students were selected through purposive sampling were divided into high (15 in normative feedback ...
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Introduction: The aim of present study was to investigate the effect of the normative feedback regarding perceived competence on performance and learning of throwing task in male students in Ahvaz. Methods: 60 students were selected through purposive sampling were divided into high (15 in normative feedback and 15 in control group) and low (15 in normative feedback and 15 in control groups) perceived competence groups. Acquisition stage was performed in two sessions with 100 trials (each session 5 blocks with 10 trials). At the end of last practice block in second session, the posttest was performed with 20 trials without any feedback. 48 hours after posttest, retention test was administered. Findings: The results of Mixed Repeated Measure ANOVA revealed normative feedback between two high and low perceived competence groups was not statistically significant (P>0/05). But, the performance and learning of participants in high perceived competence group had were statistically different from those of the other groups. Also, the performance of normative feedback group in both posttest and retention test was better than the performance of the other groups. Conclusion: According to the findings, sporting trainer and teachers are recommended to use normative feedback and strengthen psychology factors such as perceived competence for reaching batter performance and learning in performing the same tasks.
Original article
amenah oraki; Nahid Shetab Boushehri; Rasoul Abedan Zadeh
Volume 2, Issue 5 , September 2016, Pages 97-110
Abstract
Introduction: Normative feedback includes information that can affect learning and the performance of skills. The purpose of the present study was to examine the effect of nnormative feedback on the reaction time and self-efficacy of female students with intellectual disability. Method: In this semi-experimental ...
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Introduction: Normative feedback includes information that can affect learning and the performance of skills. The purpose of the present study was to examine the effect of nnormative feedback on the reaction time and self-efficacy of female students with intellectual disability. Method: In this semi-experimental study, 42 female students of the same IQ were selected through convenience sampling. Having administered the pretest, the participants were divided into three groups of 14: normative feedback, reality feedback and control. The study consisted on three tests: pre-test, post-test and retention test. The retention test was performed 48 hours after the post -test. Findings: The research data were analyzed through SPSS and results of ANOVA-repeated measure test indicated that, the Positive feedback group in comparison with reality feedback and control, has shown a shorter reaction time, Also reality feedback group in comparison with control group has shown a shorter simple reaction time. But normative feedback on the selection reaction time had no effect. The positive feedback and the reality feedback could actually increase the self-efficacy of the students. Conclusion: Overall, it can be concluded that the normative feedback causes learning promotion and increases self-efficacy.
