نشریه عصب روانشناسی
سال نهم شماره 1 (پیاپی 32، بهار 1402)

The aim of this study was to evaluate the effectiveness of behavioral self-regulation on working memory, attention deficit and hyperactivity in children.

This research was performed experimentally with a pretest-posttest design with an experimental group and a control group. The statistical population included all children aged 7 to 12 years with attention deficit hyperactivity disorder who referred to counseling and psychology centers in Tehran's District 5 in the academic year 2019-2020, and were treated with Ritalin. Sampling was done by simple random method. Then, among the 40 people who received the most symptoms of attention deficit hyperactivity disorder and the lowest score in working memory, they were randomly divided into experimental and control groups. The experimental group separately participated in 8 weekly sessions of 60 minutes of research intervention and the control group remained on the waiting list. The research instruments included the Pediatric Symptoms Questionnaire (CSI-4) and the Work Memory Scale of Aloy et al. (2008). Statistical data were analyzed using multivariate analysis of covariance.

The findings indicate that self-regulatory behavioral interventions are effective on working memory and reducing the symptoms of attention deficit hyperactivity disorder in children.

Behavioral self-regulation skills training had a significant effect on working memory of ADHD children.

Neuropathic pains are common complications of chronic diabetes that have a negative effect on patients' mood. The present study, however, was conducted with the aim of determining the pure and combined effect of M1 and F3 anodic tDCS on reducing psychological distress in type 2 diabetes patients with neuropathic pain.

The study is a four-group double-blind randomized clinical trial. The statistical population of the study was all patients aged 45 to 65 years with type 2 diabetes who were members of the Bonab Diabetes Association in the winter of 2021 and spring of 2022, identified by specialists as having neuropathic pain. The research sample was 48 people selected in a purposeful way and according to the inclusion and exclusion criteria. Then, the subjects were randomly assigned to 4 groups. Patients in 4 groups received their own interventions for 12 sessions, three times a week. The data collection tool was the 42-item depression, anxiety, and stress scale (DASS).

According to the results, the average psychological distress in the post-test, 1-month follow-up, and 3-month follow-up phases, compared to the pre-test phase, was significantly reduced. However, there was no difference in the mean psychological distress scores between the other phases (post-test, 1-month follow-up, 3-month follow-up). That is, even up to the 3-month follow-up phase, the effect of the interventions remained.

Therefore, the application of transcranial direct current stimulation, considering its therapeutic potential, can be expanded in people with diabetes.

The purpose of this study was to determine the effects of audio-visual modeling on mu rhythm suppression in basketball lay-up shot.

For this purpose, 13 physical education students of Shahid Rajaee Teacher Training University participated voluntarily in this study. Order of presenting visual and auditory stimuli was counter-balanced among participants. Participants were randomly divided into two groups: the first group, observed the visual stimulus model first, then received the auditory stimulus, and the second group received the visual stimulus after the auditory stimulus and eventually presented the audio-visual stimuli. Brain waves were recorded by EEG in three conditions, presenting visual and auditory and audio-visual stimuli and were transformed to quantitative data by Neuro-guide Software.

Results of two-way repeated measures ANOVA in a 3 (condition) × 3(brain area) design revealed that main effect of the brain area was significant, results of Bonferroni post hoc test for brain area main effect showed that the mu rhythm was significantly more suppressed in Cz compared to C3 brain area (P=0.014). In addition, the results also showed that the mu rhythm in CZ was significantly more suppressed than C3 in both visual (P=0.025) and audio-visual (P=0.014) stimuli conditions, however, there were no significant differences between the mu rhythm Suppression in auditory condition among three brain areas.

Finally, results confirmed that the integrity of the audio-visual stimuli causes further in mu rhythm suppression and mirror neurons activation.

The present study aimed to determine the effectiveness of brain-based learning training on the academic competence and Repetitive Negative Thinking of female students in the second year of middle school in Tabriz city in 2021-2022. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population was all female secondary school students of the second district of Tabriz city who were studying in the academic year of 2021-2022. The sample consisted of 40 students who were randomly selected in two experimental and control groups (20 people in each group). To collect information in the pre-test and post-test, all participants were evaluated through Diperna Valiot's Academic Competence Questionnaire(1999) and Ehring et al.'s Repetitive negative thinking Questionnaire (2010). The experimental group received the Cain, Cain, McClintic, and Klimek (2005) brain-compatible learning training program for eight 60-minute sessions. Data were analyzed using multivariate analysis of covariance test. The findings showed that there was a significant difference between the experimental group and the control group in terms of academic competence and repetitive negative thinking in favor of the experimental group (p<0.001). According to the results, it can be said that brain-based learning training can have useful practical implications in preventing problems of academic competence and repetitive negative thinking in students.

The purpose of this study was to investigate the Effectiveness of remote cognitive-equilibrium tasks based cognitive rehabilitation on improving executive functions and reducing behavioral symptoms of children with ADHD. The present study was a semi-experimental, pre-test-post-test type with a control group. The statistical population of the included all children with attention ADHD aged 8 to 12 years. Using available sampling method, 30 children with ADHD were selected and replaced in two experimental (15people) and control (15people)groups using random replacement method. The research tools included Connors questionnaire for parents (1960), Quay and Patterson behavioral problems questionnaire (1987), brief executive function questionnaire (2000). The experimental group was trained for 10 sessions of 45 minutes in the format of two sessions a week, using the cognitive rehabilitation package based on balance-cognitive tasks of Baran, but the control group did not receive any intervention. Data analysis was done using (MANCOVA) to measure the effectiveness of remote cognitive rehabilitation using SPSS-26. The findings showed that remote cognitive rehabilitation based on balance-cognitive tasks (F = 82.952) and a significance level smaller than (0.001) has a significant effect on the component of executive functions. Also, cognitive rehabilitation through The round based on balance-cognitive tasks (F = 57.829) and the significance level is less than (0.001)) has a significant effect. Therefore, it was concluded that remote cognitive rehabilitation based on balance-cognitive tasks improves executive functions and reduces symptoms. The behavior of children with ADHD is affected.

The present study was conducted with the aim of designing, building and validating the educational package of cognitive rehabilitation of dysgraphia "Hamrah". The research method included 6 steps. In the first stage, the necessary information for making the package was collected through books and research background based on the cognitive approach to improve writing skills and executive functions. In the second step, based on the background of the research, major writing problems in dysgraphia were identified. In the third and fourth stages of the research, relevant games were designed and made. In the fifth stage, the validation package was provided to experts in the field of cognitive psychology and specific learning disorders (1 psychologist in the cognitive field, 2 psychologists in the field of specific learning disorders, and 2 experienced primary school teachers in the field of specific learning disorders). For this purpose, a questionnaire with a 4-point spectrum was used. The validation result showed that the package has acceptable validity (CVI=0.85). Finally, the package containing 40 game-based exercises was given to 3 normal students and 2 dysgraphia elementary school students for preliminary testing. In this way, the problems that existed during the execution of the games were identified and resolved. It is suggested that the educational package of cognitive rehabilitation of dysgraphia, along with other treatment methods, should be used in medical centers by experts in the field of learning disorders in order to improve writing skills and improve executive functions for students with dysgraphia