Original article
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Volume 2, Issue 6 , December 2016, Pages 9-26
Abstract
Introduction: The aim of this study was to investigate the activity of brainal behavioral systems in patients with eating disorder and addiction and normal people. Method: This was a descriptive correlational-causative study. The statistical population included all people with eating disorder who referred ...
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Introduction: The aim of this study was to investigate the activity of brainal behavioral systems in patients with eating disorder and addiction and normal people. Method: This was a descriptive correlational-causative study. The statistical population included all people with eating disorder who referred to counseling centers as well as all addicted individuals who referred to counseling centers and Narcotics Anonymous in Arak city in the second half of 1395. Among them three groups of 32 individuals, including patients with bulimia, drug addiction and normal were selected through purposive sampling method and with respect to inclusion and exclusion criteria. Gurmally overeating scales and Jacsons's five-factor Inventory were applied to collect data. Data were analyzed by descriptive and inferential statistics including MANOVA and Tuke test. Findings: The results of data analysis indicated that groups with overeating and addiction in activation and freezing system, are not significantly different from each other. Conclusions: Behavioral activation system and freezing are trans diagnosis processes in addiction and eating disorders which have critical roles in the creation and persistence of the disorder.
Original article
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Volume 2, Issue 6 , December 2016, Pages 27-44
Abstract
Introduction: The aim of the present study was to investigate the role of selective attention, test anxiety and cognitive performance in students' working memory. Method: The population of this study consisted of all high school students in Tabriz, who were studying in 2015-2016. A sample of 353 students ...
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Introduction: The aim of the present study was to investigate the role of selective attention, test anxiety and cognitive performance in students' working memory. Method: The population of this study consisted of all high school students in Tabriz, who were studying in 2015-2016. A sample of 353 students were selected through cluster sampling. To collect the data from the Stroop test, Spielberger Test Anxiety Inventory and the Wechsler test and n-back test were used. Pearson correlation and multiple regression analysis methods (simultaneous) were used for data analysis. Findings: The results showed that there is a significant positive correlation between working memory and selective attention. However, the correlation between working memory and error is negative. There is negative and significant relationship between test anxiety and working memory. In addition, there is positive and significant relationship between cognitive functions of computing, image adjustments and cubic design, with working memory. There was no relationship between vocabularies with working memory. Also, regression analysis showed that the scores were predictive variables (selective attention test anxiety and cognitive functions) and 19% of working memory changes was significantly predicted. Conclusion: Therefore, it can be concluded that through increasing selection attention and cognitive functioning test anxiety can be reduced and the students working memory is improved.
Original article
Mohammad Oraki; Afsaneh Dortaj; Atousa Mehdizadeh
Volume 2, Issue 6 , December 2016, Pages 45-60
Abstract
Introduction: The aim of this study was to investigate the effectiveness of neurofeedback treatment on depression, anxiety, stress and psychosomatic abdominal pains in patients with clinical chronic psychosomatic abdominal pains in Shiraz. Methods: This research was a quasi-experimental study with pretest-posttest ...
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Introduction: The aim of this study was to investigate the effectiveness of neurofeedback treatment on depression, anxiety, stress and psychosomatic abdominal pains in patients with clinical chronic psychosomatic abdominal pains in Shiraz. Methods: This research was a quasi-experimental study with pretest-posttest control group. The study population was all women with chronic psychosomatic abdominal pains among whom, 40 patients were selected for this study; ultimately, data were analyzed with 30 patients (experimental group=15 and control group=15). Participants were randomly assigned to 2 groups consisting of 15 participants who were divided into an experimental group and a control group. In this intervention, the experimental group was treated with neurofeedback for 10 weeks (3 times a week for 40 minutes) and the control group received no intervention and was put on a waiting list. Also, experimental and control groups completed the Depression Anxiety Stress Scales-21 (DASS-21) in pre-test and post-test. Multivariate analysis of covariance was used for data analysis. Findings: The results of covariance analysis showed that neurofeedback therapy had an impact on reducing anxiety and depression (P<0.001). In other words, 53% of depression variation and 57% of anxiety variation in patients were due to neurofeedback, but neurofeedback revealed no effect on stress. Conclusion: It was concluded that neurofeedback could significantly reduce depression and anxiety, but it had no effect on stress.
Original article
Elnaz Mousanezhad Jeddi; Majid Mahmood Alilou; Mohammad Ali Nazari
Volume 2, Issue 6 , December 2016, Pages 61-76
Abstract
Introduction: Cognitive factors are the important correlates of dyslexia. Different researches show that these factors are impaired in children with dyslexia. Also, the studies believe in the dysfunction of fronto-temporo-occipital connection as a neural evidence of dyslexia. Neurofeedback by changing ...
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Introduction: Cognitive factors are the important correlates of dyslexia. Different researches show that these factors are impaired in children with dyslexia. Also, the studies believe in the dysfunction of fronto-temporo-occipital connection as a neural evidence of dyslexia. Neurofeedback by changing the functional connectivity or coherence of these regions could be useful in improving cognitive functions in dyslexic children. The present study aimed to determine the effectiveness of coherence neurofeedback training on phonological awareness and working memory in children with dyslexia. Method: In this single subject study, four dyslexic children completed twenty 30 minutes sessions of coherence neurofeedback training. Findings: The results showed improvement in the phonological awareness and working memory scores. Also, coherence values changed toward normal values after treatment. Conclusion: These changes indicate that dyslexia could be considered as a dysfunction in functional connectivity between specific brain regions and coherence guided neurofeedback seems to be capable of modifying these disturbances.
Original article
mona asbaghi; . .; . .; . .
Volume 2, Issue 6 , December 2016, Pages 77-90
Abstract
Introduction: The main aim of present study was to compare the effect of Neurofeedback training and Neurofeedback along with cognitive rehabilitation on ADHD children’s improvement. Method: To do so, 20 elementary students with ADHD were selected among Tehran clinics’ clients through purposive ...
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Introduction: The main aim of present study was to compare the effect of Neurofeedback training and Neurofeedback along with cognitive rehabilitation on ADHD children’s improvement. Method: To do so, 20 elementary students with ADHD were selected among Tehran clinics’ clients through purposive sampling. For assessing attention, TOVA test was conducted by all subjects as continues performance test. Subjects were divided in to two groups; 10 subjects received Neurofeedback training alone and another group trained Neurofeedback along with cognitive rehabilitation. Training session were conducted for 10 weeks; each week three sessions. Data were analyzed using Analysis of Covariance (ANCOVA). Findings: The results showed that effect size of Neurofeedback along with cognitive rehabilitation was higher than Neurofeedback training alone on impulsivity problems’ reduction. Conclusion: The results of this study showed that Neurofeedback can decrease signs of ADHD and the effect of Neurofeedback can be more obvious if cognitive rehabilitation is added.
Original article
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Volume 2, Issue 6 , December 2016, Pages 91-106
Abstract
Introduction: The aim of this study was to evaluate and compare neuropsychological skills profile in normal students, students with specific learning disorder and attention deficit hyperactivity students. Method: The study population consisted of all students with specific learning disorder, attention ...
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Introduction: The aim of this study was to evaluate and compare neuropsychological skills profile in normal students, students with specific learning disorder and attention deficit hyperactivity students. Method: The study population consisted of all students with specific learning disorder, attention deficit hyperactivity students and normal students in Isfahan primary schools in the academic year 95-1394. For this purpose, through purposive sampling method, 30 male students with specific learning disorder, diagnosed by consultants of learning disability centers, 30 male students who had been diagnosed by a child psychiatrist, and 30 normal students were selected. They were evaluated in terms of neuropsychological skills. An ex-Post facto research design was used in the present study. The instrument of this research was neuropsychological Conner's questionnaire which was completed by the teacher. Data was analyzed by one-way ANOVA and Tukey test. Findings: The results of this study showed that there were significant differences in neuropsychological skills between groups in attention, memory, executive function, cognitive processing variables , but there was significant differences in sensory-motor function variables and language (P< 0/05). Conclusion: According to the results of the study, it can be concluded that students with specific learning disorders and attention deficit hyperactivity students experience more neuropsychological disorders than normal students do.
Original article
Somayeh Rezayimanesh; Nahid Shetab boushehri; Parvaneh Shafee nia; Mohammadreza Doostan
Volume 2, Issue 6 , December 2016, Pages 107-122
Abstract
Introduction: Nowadays, the research results suggest that brainwaves change in different Psychological conditions. Therefore, this study aims to investigate the cognitive challenges on quantitative electroencephalography (QEEG) pattern. Method: EEG was recorded from Cz in 26 right-handed individuals ...
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Introduction: Nowadays, the research results suggest that brainwaves change in different Psychological conditions. Therefore, this study aims to investigate the cognitive challenges on quantitative electroencephalography (QEEG) pattern. Method: EEG was recorded from Cz in 26 right-handed individuals including 13 male and 13 female students. During two conditions: At rest condition Subjects looked at the white screen computer for one minute from a distance of 90 cm. Then, ‘React Traking soccer’ was run for one minute (cognitive challenges condition). Findings: The data analysis showed that the main effect of mental condition (from rest to cognitive challenge) was not significant (F=2/73, p < 0/05) but the main effect of frequency band (F=159/412, p < 0/05) and interaction effect of frequency bands and mental condition were significant (F=21/10, p < 0/05). These results suggest that cognitive challenge interact with different frequency bands and frequency bands, indicating that the amplitude of different frequency bands modulated in different mental states (from rest to cognitive challenge). Conclusion:Findings of the present study approved the role of cognitive challenge on changing brain waves associated with cognition compared to baseline.
