توجه

The present study aimed to investigate the effectiveness of critical thinking training on attention, cognitive processing and emotion regulation strategies of children with special learning disorders. The research method was a semi-experimental research with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. Among them, 40 people were selected by purposive sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were attention and cognitive processing and emotion regulation questionnaires. Research hypotheses were analyzed using multivariate covariance analysis. The results of covariance analysis showed that the significance level in all comparisons was less than 0.05, which showed that the critical thinking training intervention had a significant effect on attention, cognitive processing and emotion regulation (p<0.05). Examining the effect size showed that the biggest difference was observed in the total score of cognitive processing with a coefficient of 0.710. The result of the present study lacked a long-term follow-up study. Therefore, it is suggested to investigate the effectiveness of these interventions in the form of long-term follow-up in future researches and to teach critical thinking training as a new approach alongside educational interventions to the trainers of special learning disorders centers so that these trainers can use these strategies in their interventions.

The purpose of the present study was to investigate the effect of cognitive rehabilitation on the improvement of different levels of attention and memory in office workers in Shiraz city. The research method was experimental and pre-test and post-test design with control group. The statistical population of the research was formed by the employees of three offices in Shiraz city in 2022, among them 30 employees who obtained a favorable score in the mental and cognitive health interview were selected through random cluster sampling and randomly in one of the Research groups were assigned. For the implementation of the interventions, the ARAM cognitive rehabilitation protocol was used and for the data collection, continuous performance, Stroop, divided attention, N-BACK, and Wechsler memory tests of adults were used. First, the pre-test and at the end the post-test, each for 40 minutes. The experimental group received cognitive rehabilitation interventions for 10 one-hour sessions, and the control group did not receive any training. Multivariate and univariate analysis of covariance tests were used for data analysis and the findings showed that the cognitive rehabilitation intervention had a significant effect on increasing sustained attention and selective attention, but it did not have a significant effect on divided attention. It also had a significant effect on visual and auditory of active memory. According to the findings of the research, cognitive rehabilitation can be used as a desirable method to strengthen the attention and memory in office workers

The present study was conducted to determine the effectiveness of the executive function training package (BETA) on improving attention and working memory in children with attention deficit hyperactivity disorder (ADHD). The present research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of this research included all students aged 8-12 years old (second to sixth grades) with ADHD in boys' primary schools in Soumesara city in the academic year of 2022. The research sample consisted of 24 students selected through purposive sampling and placed in two experimental and control groups (12 in the experimental group and 12 in the control group) randomly. To collect data, Integrated Visual and Auditory-2  (IVA-2; Arbel et al, 2014) and Children's Working Memory Test (WMTB-C; Pickering and Gathercole, 2001) were used to collect data. The experimental group underwent 10 sessions of 45 minutes individually under the intervention of training of executive functions. Multivariate covariance analysis was used to analyze the data. The results showed that with pre-test control, there is a significant difference at the 0.05 level between the average of the post-test of attention and working memory in the two control test groups. In general, it can be concluded that the executive function training package (BETA) is an effective intervention in improving attention and working memory in children with ADHD.

HIV is associated with extensive physical and psychological consequences, significantly affecting the quality of life of patients. Cognitive rehabilitation is a novel intervention aimed at improving cognitive and psychological functioning in these individuals. The present study aimed to evaluate the effectiveness of cognitive rehabilitation intervention on reducing depression, improving working memory, and enhancing attention in patients with immune deficiency. This quasi-experimental study utilized a pretest-posttest control group design and was conducted in Izeh, Iran, in 2023. A total of 30 patients with HIV were selected through purposive sampling and randomly assigned to experimental and control groups (15 participants per group). Instruments included the Beck Depression Inventory, Working Memory Assessment, and Continuous Performance Test to measure attention. The experimental group underwent 12 sessions of cognitive rehabilitation (60 minutes each, three times a week), while the control group received no intervention. Posttests were administered to both groups after the intervention. Data were analyzed using multivariate covariance analysis (MANCOVA) in SPSS.23. The results showed that cognitive rehabilitation significantly reduced depression and improved working memory and attention in the experimental group compared to the control group (P ≤ 0.001). These findings suggest that cognitive rehabilitation is an effective approach for enhancing cognitive and psychological outcomes in patients with immune deficiency and can be utilized in therapeutic settings.

Childhood is considered as a pivotal period for developing fundamental cognitive skills (1). Research indicates that the first five years of a child's life are critical for cognitive skill development (2). Among the essential abilities necessary for learning in preschool children is attention. Attention is conceptualized as an integral component in all cognitive processes (3). Studies suggest that, like other skills, attention can be enhanced through education and practice (9). An example of an approach to improving cognitive structure is attention training using the Sohlberg and Mateer 2001 method (10). These exercises aim to address deficiencies in attention dimensions through specific attention exercises, thereby enhancing attention-related abilities, including visual perception in children (12). Visual perception is the process of integrating sensory-based data from experiences to make accurate judgments about objects’ size, shape, color, and spatial relationships (13). Recognizing the role of education in preventing learning difficulties in preschool children and the importance of providing timely preschool education to prevent such problems, this research aimed to develop an educational package on attention and concentration and assess its effectiveness on the visual perception of preschool children.

The present study employed an experimental design with pre-test and post-test control groups and a follow-up period. The statistical population included preschool children aged five to six in Tehran, Iran, who were enrolled in preschool centers in the years 2022-2023. Sampling was conducted by randomly selecting District 10 among the educational districts, and two preschools from this district were randomly chosen one as the experimental group and the other as the control group. Twenty students were randomly selected from each preschool, totaling 40 participants in the research. The primary objective was to investigate the validity and reliability of the “Attention and Concentration” educational package developed and its effectiveness on the visual perception of preschool children. The following four stages were undertaken to achieve this:First Stage: Conducting literature studies and reviewing the research premise.Second Stage: Designing an educational exercise package to improve visual perception and assess content validity. Content validity was evaluated using the Lawshe method, with supervision from 10 experts in the field of executive functions. Content validity ratio (CVR) andcontent validity index (CVI) were assessed, and the content was modified based on expert opinions.Third Stage: Pilot program developmentTen students available at the time participated in a 30-session training program, each lasting 1 hour per day and conducted three days per week. Upon re-evaluation, the session count was adjusted to 20, maintaining the same duration and frequency.Fourth Stage: Implementation of educational intervention Before the intervention, both the experimental and control groups underwent a pre-test using the TVPS visual perception test. Subsequently, the educational program was implemented for the experimental group, consisting of 20 sessions lasting 1 hour per day, conductedthree days per week. The control group did not receive this educational intervention. After completing the program, the TVPS test was administered again to both groups. A follow-up test was conducted after a 2-month interval from the pre-test, where students from both groups completed the TVPS questionnaire. The collected data was then analyzed.

In the first stage, ten experts assessed the content validity of the attention and concentration educational package, confirming its adequacy through CVR and CVI. Therefore, the validity of the educational package was established. Descriptive statistics, including mean, standard deviation, and skewness, were examined for both the experimental and control groups to describe the average performance and dispersion of participants’ scores in visual perception variables.In the experimental group, visual perception showed an increasing trend from pre-test (80.8) to post-test (85.11) and follow-up (87.12). However, in the control group, the mean visual perception scores decreased from the pre-test (70.17) to the post-test (60.01), and follow-up showed a mean of 59.95, indicating a decreasing trend.After ensuring assumptions such as the continuity of the dependent variable, normality of data distribution, homogeneity of covariance among groups, and independence of individuals, a mixed analysis of variance (ANOVA) was conducted (within-subjects factor and between-subjects factor). The visual perception score variable was analyzed across three levels (pre-test, post-test, and follow-up) and two groups (experimental and control).Mauchly’s sphericity test was employed to verify the homogeneity of covariances. As the calculated Mauchly’s sphericity value was less than 0.05 (0.008<0.05, χ² (2)=59.9, W=77), indicating a violation of the assumption of covariance homogeneity, the correction methods such as epsilon estimation or multivariate tests were considered.The summary of within-group ANOVA analysis revealed a significant interaction effect between visual perception and group (P<0.001, F (15.191)=15.191). This interaction implies that different results were obtained from the combination of levels of visual perception (pre-test, post-test, and follow-up) and group levels (control and experimental). The between-group ANOVA analysis showed a significant difference between the two groups (P<0.001, F (38.127)=38.127), indicating a meaningful distinction between the experimental and control groups.The results of the mixed ANOVA showed that the main effect of time on visual perception is significant (F (2, 37)=71.14, P<0.001, η²=0.64). This result indicates that, regardless of the experimental and control groups, the mean visual perception scores significantly changed from pre-test to post-test and follow-up. Furthermore, the interaction effect between time and group is also significant (F (2, 37)=7.66, P<0.001, η²=0.27). This means that the changes in the mean visual perception scores across the three stages of pre-test, post-test, and follow-up differ significantly between the experimental and control groups. Finally, the main effect of the group is also significant.Table 4 indicates that the experimental intervention significantly impacted the experimental group. Finally, to determine which two periods among the mean scores of the three test phases differed, the Bonferroni post-hoc test was utilized. The results indicated a significant difference between pre-test scores and both post-test (P<0.001) and follow-up (P<0.001) scores, confirming the second hypothesis of the research regarding the effect of the attention and concentration educational package on the visual perception of children between the pre-test and post-test phases.

The primary aim of this research was to develop an educational package to enhance attention and concentration and determine its effectiveness on the visual perception of preschool children. As per the studies conducted, the first five years of a child's life mark a crucial developmental stage for cognitive skill growth, laying the foundational groundwork for a child's initial learning experiences during this golden period. One of the most vital and necessary factors influencing education and learning is attention. Attention is the process of directing processing resources toward a particular stimulus, playing a crucial role in advanced mental activities such as planning, problem-solving, and reasoning.This research focused on the content of an educational program based on Frostig’s perceptual approach and emphasized exercises related to attention, concentration, and visual perception. Exercises such as visual clarity, shape stability, spatial visual perception, shape discrimination against a background, visual completion, and visual-auditory memory sequence were highlighted. The research results distinctly indicate the effectiveness of the educational intervention. Additionally, the content validity of the educational package was confirmed by ten experts in the field of executive functions and learning disabilities. However, what ensures the sustained positive effects of cognitive interventions beyond the continuity of educational exercises is the role of age. Therefore, age plays a crucial role alongside the continuous practice in educational interventions. Ensuring the long-term effects of visual perception-related exercises relies not only on consistent practice post-education but also on adapting exercises according to the increasing age of children.

The purpose of this research was the effectiveness of mindfulness training on executive functions (working memory and attention) and self-efficacy in patients with anxiety disorders. The sample of this research included 30 people from the mentioned community who were selected by available sampling method. 15 people in the experimental group and 15 people in the control group were randomly divided. The research design was semi-experimental with pre-test-post-test with control and experimental groups. The measurement tools included Gioia et al.'s executive function questionnaire (2000) and Scherer's general self-efficacy. To implement, at first, a pre-test was taken from both groups. Then the experimental group underwent mindfulness intervention during 8 sessions of 90 minutes, then a post-test was taken from both groups. Data analysis was done using multivariate covariance analysis (MANCVA) and one-way covariance analysis (ANCVA). The results of the research showed that mindfulness training has a significant effect on executive functions (working memory and attention) and self-efficacy of patients with anxiety disorders.

Attention and response inhibition is one of the problems of dysgraphia students whose treatment has not been paid much attention, so it requires new psychological interventions including cognitive rehabilitation.

The present study was conducted with the aim of determining the effectiveness of cognitive rehabilitation on the attention and response inhibition of dysgraphia students.

The current research was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. The research population included all second and third grade female students with dysgraphia in the 15th district of Tehran in the academic year of 2021-2022, who were referred to Sharq Counseling Center from regular schools. 14 people were selected by multi-stage cluster random sampling; and they were randomly placed in two experimental and control groups and answered Yaqoubi et al.'s dysgraphia diagnostic questionnaires (2021), Mandy Brackencamp's selective attention, concentration and effort test (2002) and Bruno-Nero Hoffman test (1984). Then the experimental group received the Aram Nejati attention and memory rehabilitation training program (2017) for 10 sessions of 60 minutes, but only school training was provided to the control group. After the training sessions, the post-test was conducted. Analysis of variance with repeated measures was used to analyze the data.

The results showed that cognitive rehabilitation training was effective in improving attention and response inhibition of dysgraphia students compared to the control group. These results continued in the follow-up period(p< 0/01).

Based on the results, counselors and experts can use cognitive rehabilitation training to improve attention and inhibit response of dysgraphia students.

The present study was conducted with the aim of investigating the effectiveness of Captain Log cognitive rehabilitation software on attention and visual spatial and auditory active memory of adults with attention deficit hyperactivity disorder (ADHD). This research was conducted as an experiment with a pre-test-post-test design with a control group with a one-month follow-up. The statistical population of the current study consisted of all adults aged 18 to 40 with ADHD who referred to the clinics of the 2nd district of Tehran in 2022, first a clinic was selected purposefully, then the number of 24 patients of this clinic was randomly selected. They were assigned in two experimental groups (12 people) and control group (12 people). To collect data, Barclay's Adult ADHD Rating Scale, Black's Chair Test, Wechsler's Working Memory Test, Integrated Visual Auditory Performance Test, and Captain Log cognitive software were used to collect data. The experimental group underwent cognitive rehabilitation intervention of Captain Log for one month (12 sessions of 45 minutes). The results of the analysis of variance with repeated measurements showed that the cognitive rehabilitation training of the Captain Log software is effective on the attention and active visual and auditory memory of adults with ADHD and it is suggested that this software be used in neuropsychological rehabilitation clinics, universities and jobs that require It should be used for attention and high active memory.

The aim of present study was to evaluate the effectiveness of school-based cognitive-behavioral therapy on increasing attentional control and reducing attention bias towards threat in anxious children.

The present study was a Single-subject study with Multiple Baseline. The statistical sample of this study included all children aged 9 to 13 referred to the health centers of Qom city and according to the research literature in the field of single subject designs, 3 subjects were considered for the implementation of the treatment protocol. Data was collected using the Kiddie schedule for Affective Disorder and Schizophrenia- Present and Lifetime Version (K-SADS-PL), Attentional Control Scale for Children and Dot Probe Task. The treatment protocol included 8 weekly individual sessions with children and 2 sessions with parents too. Data was analyzed using visual analysis, percentage of improvement and effect size (Cohen's d).

The findings show that all two subjects had an increasing trend in attentional control and all three subjects had a decreasing trend in attention bias, so that the school-based cognitive-behavioral therapy with the effect size (d=0/18) had small effect in increasing children's attentional control, but was effective in reducing attention bias with effect size (d= 2/93).

Based on the results of this research, school-based cognitive-behavioral therapy can be an effective Therapy in reducing attention bias towards threat in children with anxiety disorders, despite the fact that it has a small effect in increasing attentional control.

The present study was conducted to determine the effectiveness of exercises based on multisensory strengthening of cognitive control on reducing memory and attention problems in children with attention-deficit/hyperactivity disorder. The semi-experimental research method was done with a pre-test-post-test and control group. The statistical population of the study was children with attention-deficit/hyperactivity disorder in Tehran in 2023. The sample size of 30 children from Paya Rehabilitation Center was selected by the available sampling method and they were placed in two experimental and control groups, and the experimental group was exposed to activities based on multisensory strengthening of cognitive control, and the control group was subjected to There was no intervention program. The tools used in this research were the Wechsler Children's Intelligence Scale (2013) and the SNAP-Swanson Nolan and Pelham (1980) version four (SNAP-IV) rating scale. The data analysis method was multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the average of the post-test of attention and memory in the two experimental and control groups at a significance level of 0.01. It can be concluded that exercises based on the multisensory strengthening of cognitive control had an acceptable effect in improving working memory problems and the accuracy and attention of children with attention-deficit/hyperactivity disorder.

The purpose of this study was to investigate the effect of modeling reading and attention on reading learning disorders mediated by classroom perception in students. The descriptive-correlation research method was structural equation modeling. A total of 258 students with reading learning disabilities in District 2 of Tehran in 2021-2022 education who were at risk of dyslexia and dyslexia syndrome checklist, were selected as the sample by available sampling method. Data were collected using the Attention Retention Test: Continuous Performance Test (CPT, Rosvold et al., 1956) and Children's Working Memory Test (WMT, Wechsler, 2003), Perception of Classroom Questionnaire (PCQ, Fraser et al., 1996) and Reading Learning Disorder Inventory (RLDI, Salimi Teimouri's, 2007). Data analysis was done using structural equations. The goodness-of-fit indices indicated a relatively good fit of the model with the data. The results showed that working memory and attention were negatively and significantly associated with learning disabilities in children (p<0.01). Also, there was a negative and significant effect between the perception of class on reading learning disorder (p<0.01). The results of indirect pathways also showed that working memory and attention through the perception of class have a significant negative effect on reading learning disorder (p<0.01). Based on the findings of the study, it can be concluded that working memory and attention are effective factors in reading disorders. Therefore, to improve children's reading performance, the level of working memory and attention in students should be strengthened.

Memory and concentration are two main components of cognitive functions that play a significant role in the human learning process. The purpose of this research is to compare the effectiveness of two therapeutic methods of mindfulness training and transcranial electrical stimulation along with N-Back memory strengthening exercise in improving the memory function and concentration of students.

The current research method is applied and the method of data collection is semi-experimental with a pre-test-post-test research design. In order to investigate the objectives of the research, 30 subjects were selected by available sampling method and randomly divided into two groups of 15 people. All participants performed Wechsler clinical memory test and TOVA test. Then one group underwent a mindfulness test and the other group participated in transcranial electrical stimulation sessions along with N-Back memory strengthening exercise. At the end, both groups were re-evaluated.

The results of this research showed that both intervention methods, namely mindfulness training and transcranial electrical stimulation along with N-Back memory strengthening exercise, improve memory and concentration. Both methods had an effect on improving attention performance. In terms of memory components, the two groups differed only in the visual memory component. Based on the results, transcranial electrical stimulation combined with N-Back memory training was more effective than mindfulness training.

According to the results, it seems that both methods are effective in improving attention, but biological treatments perform better. It will be when biological foundations and specific cognitive processes are considered.

The present study was conducted to determine the effectiveness of strengthening working memory on attention, cognitive processing, and emotion regulation strategies of children with specific learning disorders. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who were referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. The statistical sample consisted of 40 children who were selected by purposive sampling method and randomly replaced in two experimental and control groups. Data collection tools included the cognitive processing questionnaire (CPI) of Crouse (1999), the emotion regulation questionnaire (CERQ-K) of Garnefski et al (2012), and the attention questionnaire (JADDI) of Jordan (1992). In this research, the participants of the experimental group received the working memory strengthening program during 16 sessions of 50 minutes in eight weeks (two sessions per week). Data analysis was done using multivariate covariance analysis. The data analysis showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.01 between the average of the post-test attention, cognitive processing, and emotion regulation in the two experimental and control groups. According to these findings, it can be suggested that working memory strengthening intervention has been an effective treatment for improving attention, cognitive processing, and emotion regulation in children.

This study aimed to investigate ego-depletion, attention control, and decision-making in proficient female soccer players. Utilizing a quasi-experimental design with an applied objective, the research was conducted intra-group using a pre-test-post-test methodology. The statistical population comprised proficient female footballers who competed in the Premier League of Tehran Province. This study involved forty proficient female football players, with an average age of 23.09+2.03 years, who had at least eight years of competition experience. The samples were arbitrarily divided into two groups—ego-depletion and non-ego-depletion—using convenience sampling. The data were collected using the personal information questionnaire, General Health Questionnaire, Stroop, and the Decision-making tool. The ego-depletion group’s self-control strength was diminished in two cycles of eighty trials through the prior task, which was the Stroop inconsistent task. They executed a computer-based decision-making task under distracting conditions, which comprised 180 images depicting various football scenarios. The data analysis was conducted using SPSS-21 software and a mixed ANOVA with the SYNTAX command. The results showed that the ego-depletion group made decisions with significantly slower speeds and reduced accuracy (P<0.001). In contrast, the non-ego-depletion group demonstrated a statistically significant improvement in accuracy (P=0.003) but a considerable decline in decision speed (P<0.001). Overall, one could contend that mental fatigue-induced ego depletion undermined the capacity for self-control, which consequently compromised the decision-making abilities of the participants.

The aim of the present study was to investigate the effectiveness of the rehabilitation program on processing speed and attention of children with autism spectrum disorder. This research was semi-experimental with a pre-test, post-test, control group and follow-up design. The statistical population included all autistic students in the academic year 2022-2023 in Tehran. A sample of 20 students were selected by purposive sampling and randomly divided into control and experimental groups. The experimental group received 20 sessions of 30 mins cognitive rehabilitation intervention, twice per week while the control group did not receive any intervention. Integrated Visual and Auditory Continues Performance was used to collect data in three stages (before, after and two months later after the implementation of the cognitive rehabilitation program). The data analyses were done by repeated measurement test. The result showed that the cognitive rehabilitation program had effect on the processing speed and attention of students with autism spectrum disorder. Based on this finding, it is suggested that this program can be used to strengthen and improve executive functions of children with autism spectrum.

The aim of present study was to evaluate the effectiveness of Metacognitive Therapy for Children on increasing attentional control and reducing attention bias towards threat in anxious children. The present study was a Single-subject study with Multiple Baseline. The statistical sample of this study included all children aged 9 to 13 referred to the health centers of Qom city and according to the research literature in the field of single subject designs, 3 subjects were considered for the implementation of the treatment protocol. Data was collected using the Kiddie schedule for Affective Disorder and Schizophrenia- Present and Lifetime Version (K-SADS-PL), Attentional Control Scale for Children (ACS-C) and Dot Probe Task. The treatment protocol included 8 weekly individual sessions with children and 2 sessions with parents too. Data was analyzed using visual analysis, percentage of improvement and effect size (Cohen's d). The findings show that all three subjects had an increasing trend in attentional control and a decreasing trend in attention bias, so that the metacognitive therapy for children with the effect size (d=0/51) was an effective treatment in increasing children's attentional control. As well as, this treatment was effective in reducing attention bias towards threat with effect size (d= 3/37). Based on the results of this research, metacognitive therapy for children can be an effective Therapy in increasing attentional control and reducing attention bias towards threat in children with anxiety disorders.

Preserving the cognitive ability of the elderly is a common issue of concern among researchers and health policymakers (1). Mild cognitive impairment (MCI) is a concerning condition indicating an elderly person's cognitive abilities are less than expected (3-5). Researchers interested in aging research strive to prevent the progression of cognitive problems as much as possible by identifying the cognitive problems of the MCI elderly as early as possible or, if this goal is not met, to compensate for their cognitive problems by developing rehabilitation packages (11). Evidently, cognitive rehabilitation packages cannot be provided without first understanding the cognitive problems of the elderly with MCI (15). According to the previous studies, the majority of those studies conducted for developing cognitive rehabilitation packages for the elderly have used the results of quantitative studies as the basis for choosing cognitive tasks (6, 11, 14, 16-19); this is even though in these studies, the actual view of the elderly themselves, or people who know them well, has never been asked. The current study used a qualitative research method to identify the cognitive problems of the Iranian elderly with mild cognitive impairment (MCI) to address these limitations. Besides, the results can be used to develop a cognitive rehabilitation package for the Iranian elderly with MCI.

The current study was a qualitative thematic analysis study that followed the method proposed by Braun and Clarke (27). The statistical population consisted of all Iranian elderly with MCI. The study sample included 14 elderly subjects with MCI diagnoses, seven relatives of elderly MCI patients (informants), and five specialists in providing mental health services to the elderly (Two psychiatrists, two psychologists, and one nurse), for a total of 26 subjects. The subjects were all Kerman city residents, and the study occurred between the summer and fall of 2021. Data Saturation was used to determine the adequacy of the sample size. The NUCOG test and a semi-structured in-depth interview were used as research tools (28). Guba and Lincoln's four recommended criteria (i.e., Credibility, Dependability, Confirmability, and Transformability) were used to assess the trustworthiness of the research data (31).
The data analysis process was carried out in six comprehensive steps:

Familiarization with the data,
Generation of initial codes,
Search for themes,
Review of the identified themes,
Definition and naming of themes,
Production of the final report.

As Figure 1 illustrates, the cognitive problems of the Iranian MCI elderly fall into two broad categories: Main problems and side problems. The main cognitive problems include four themes a) memory problems, b) attention problems, c) executive function problems, and d) language problems. Besides the main problems, another theme under the title of anxious mood has also been extracted (side problems).

Figure 1. Final thematic map related to the cognitive problems of the Iranian MCI elderly

A more in-depth investigation revealed that the theme of memory problems in the Iranian elderly is more of an episodic memory type; this means that their most common type of forgetfulness is related to forgetfulness in daily affairs. In terms of attention, they have problems in all four general areas of attention, i.e., shifting attention, selective attention, sustained attention, and divided attention. The theme of executive function problems in Iranian MCI elderly was so diverse that it included problems in all three general areas of executive functions, i.e., cognitive flexibility, inhibitory control, and working memory. In addition, the theme of linguistic problems in the Iranian MCI elderly manifested in difficulty finding words. Furthermore, Iranian elderly with MCI demonstrated a high level of emotional and mood problems, prompting the extraction of another theme from the data under the heading of anxious mood theme.

The current study's findings are consistent with previous research that has shown that the MCI elderly have problems with memory (6-8), attention (6-8), executive functions (7-9), and language (7, 8). An intriguing finding from the current study was that the problems of the Iranian elderly were significantly more prominent in some aspects of a cognitive domain than in others. For example, in the field of memory, the problems of the Iranian elderly were mainly of the episodic variety (and not other types of memory such as procedural, semantic, and the like). Similarly, regarding language, the Iranian MCI elderly had more difficulty finding words than other problems (such as Neologism, understanding, and the like). As a result, relying on such findings is critical for developing rehabilitation packages for the Iranian MCI elderly. Another intriguing finding was that, while the study was designed to identify cognitive problems in the elderly with MCI, the majority of subjects raised issues related to mood and emotional aspects of their lives due to the MCI disorder. This prompted the researchers to propose another theme; i.e., anxious mood; something more than the cognitive problems that the current study focused on (the main problems). Indeed, it appears that cognitive rehabilitation programs tailored to the Iranian elderly should include tasks that address both their primary (cognitive) issues, as well as their secondary issues (anxious mood).
Ethical Considerations
Compliance with ethical guidelines
The ethical principles included in this study were the subjects' arbitrary participation in the research, adherence to confidentiality principles, and informed consent. Additionally, the study was approved by the Research Ethics Committee of the University of Isfahan (Approval ID: IR.UI.REC.1400.49).
Authors' contributions
This article is part of Mohammad Ghaderi Rammazi's PhD dissertation at the University of Isfahan (IranDoc tracking code: 1617543). All authors participated in the ideation, writing, editing, and preparation of the article's final version.
Funding
This research was funded with the support of the Cognitive Science and Technologies Council (CSTC; tracking code: 10567).

Acknowledgments
The authors with this express their gratitude to all the participants and people who facilitated the implementation of this research in any way.
Conflicts of interest
This article contains no conflicts of interest.

Many children with math learning disabilities encounter challenges related to attention, response inhibition, and verbal comprehension. Cognitive rehabilitation has been recognized as an effective intervention for enhancing the learning abilities of these children. However, there is a lack of comprehensive research regarding the design, development, and effectiveness of cognitive rehabilitation tools.

This study was conducted with the aim of examining the effectiveness of cognitive rehabilitation on attention, response inhibition, and verbal comprehension in children with mathematical learning disabilities.

This study employed a quasi-experimental design with pre-test and post-test measurements, including a control group. The statistical population consisted of students with math learning disabilities who were referred to centers for learning disorders and cognitive rehabilitation in areas 2, 5, 15, and 18 of Tehran. From this population, a purposive sample of 30 individuals was selected and randomly assigned to two groups: experimental (15 individuals) and control (15 individuals). To diagnose math learning disabilities, the Key-Math examination was used. The experimental group received twelve 50-60 minute sessions of intervention using a researcher-made package called Morva, while the control group did not receive any intervention. The children’s’ performance before and after the intervention was evaluated by the Children’s fourth Wechsler test (Wechsler, 2003) < . Analysis of covariance for the data was conducted in SPSS 22 software.

The results showed that the group receiving cognitive rehabilitation program had a significant improvement compared to the control group in attention and response inhibition variables (p<0.001), but had no significant effect on verbal comprehension (p>0.05)

Considering the positive impact on attention and response inhibition variables in children with math learning disabilities, we recommend the utilization of the MORVA cognitive rehabilitation package as an effective intervention for professionals working in this field.