نشریه عصب روانشناسی
سال دوم شماره 3 (پیاپی 6، پاییز 1395)

The aim of this study was to investigate the activity of brainal behavioral systems in patients with binge eating disorder, addiction and normal people. The present study was describes causal comparison, the statistical population included all people with binge eating disorder who referred to counseling centers as well as all individuals with addiction of 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 Tukey. The results of data analysis indicated that groups with overeating and addiction in activation and freezing system, are not significantly different from each other. Behavioral activation system and freezing are transdiagnosis processes in addiction and binge eating disorders which have critical roles in the creation and persistence of the disorder.

The aim of the role of selective attention, test anxiety and cognitive performance with working memory in students was performed. The study Statistical population of this study comprised of all high school students in Tabriz was students who were studying 2015-2016. A sample of the population, using cluster random sampling method, a sample of 353 people was select. To collect the data from the Stroop test, Spielberger Test Anxiety Inventory and the Wechsler test and n-back test was used. Pearson correlation and multiple regression analysis methods (simultaneous) were used for data analysis. The results showed that working memory and selective attention time and a significant positive correlation is negative and significant relationship with an error. 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), 19% of working memory changes significantly predict. Theoretical and practical implications or results were discussed in the section of discussion.

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.
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.
The results of covariance analysis showed that neurofeedback therapy had an impact on reducing anxiety and depression (P

Cognitive factors are the important correlates of dyslexia. Different researches show that these factors are impaired in children with dyslexia. Also, the studies indicate 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.
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.
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.

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.
To do so, 20 elementary students with ADHD were selected among Tehran clinics’ clients using 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.
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 will be added.

The aim this study was an attempt to evaluate and compare neuropsychological skills profile in normal students, students with specific learning disorder and attention deficit hyperactivity students.
The study population consisted of all students with specific learning disorder, attention deficit hyperactivity students and normal students Isfahan primary school in the academic year 95-1394. For this purpose, using the available sampling method, 30 boy students with specific learning disorder, had been diagnosed by consultants of learning disability centers and 30 boy students who had been diagnosed by a child psychiatrist, and by simple sampling method, 30 normal boy students, were selected and in terms of neuropsychological skills were evaluated. The present study has used an ex-Post facto method.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 significant differences in neuropsychological skills were evident between groups in attention, memory, executive function, cognitive processing variables and no significant differences in sensory-motor function variables and language (P According to the results of the study can be concluded that students with specific learning disorders and attention deficit hyperactivity students than normal students, experience more neuropsychological disorders.

Nowadays, the research results suggest that brainwaves change in different Psychological conditions. In this regard, this study aims to investigate the cognitive challenges on quantitative electroencephalography (QEEG) pattern.
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