جستجوی مقالات مرتبط با کلیدواژه « حافظه کاری » در نشریات گروه « روانشناسی »

One of the important cognitive functions is memory. Memory is the process by which information is encoded, stored, and recalled later. Some personality traits, such as perfectionism, due to their positive or negative effects on mood, can act as a mediating or modulating variable on cognitive processes such as types of memory, and even cause cognitive biases in these processes. However, there are few researches on the effect of mood induction regarding the characteristics of maladaptive perfectionism.

The purpose of this study was to investigate the effect of positive and negative mood induction on working, autobiographical, and semantic memory in individuals with maladaptive perfectionism.

This research was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population in this research was all the students of Payam Noor University in the center of Tehran in the academic year 2022-2023. The statistical sample consisted of 30 students who were selected using purposive sampling and randomly assigned to three groups: positive mood (10 people), negative mood (10 people), and neutral mood (10 people). Subjects completed Kirchner’s working memory (N-BACK), verbal fluency (GhasemianShirvan et al, 2018), and historical memory retrieval (Williams & Broadbent,1986) tests before and after mood induction. The data were analyzed by covariance analysis using SPSS-26 software.

The results of data analysis showed that positive mood induction can improve working memory scores in people with maladaptive perfectionism. Also, the induction of negative mood can reduce the scores of working memory and semantic memory in people with maladaptive perfectionism (p<0.05).

Based on the results of the present study, positive and negative mood conditions in interaction with the personality trait of maladaptive perfectionism affect a person's memory.

The present study was conducted with the aim of comparing the feasibility of multisensory instruction and cognitive empowerment on processing speed, working memory and visual-motor coordination of children with Mathematics Learning disorder. The present research was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included all children with mathematics learning disorders from the second to the fifth grade who referred to learning disorder centers in Rasht city in the 2022-2023. The sample size convince sampling included 45 children who received the diagnosis of mathematical learning disorder, who were randomly assigned to Three groups of 15 people (two experimental group and control group). The research tools include the fourth version of the Wechsler Children's Intelligence Scale (WISC-IV, 2003), to evaluate processing speed and working memory, the Key Math test (KMDT, 1988), the Bandar Gestalt visual-motor skills test (BVMGT,1938), and the Raven progressive matrices test (RPMT, 1936). The data was analyzed by multivariate covariance analysis. The findings of the research showed that by controlling the effect of the pre-test, there was a significant difference between the average processing speed, working memory and visual-motor coordination in the two experimental and control groups (p<0.05). In addition, There was no significant difference between the effectiveness of the two interventions (P>0.05). Therefore, both interventions are useful for improving processing speed, working memory and visual-motor coordination of children with math learning disorders.

Mathematics learning disorder is associated with impaired cognitive function. The purpose of this research was to investigate the effectiveness of multisensory instruction on processing speed, working memory and visual-motor coordination of children with mathematics learning disorder. The present research was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included all children with mathematics learning disorders from the second to the fifth grade who referred to learning disorder centers in Rasht city in the academic year of 2022-2023. The sample size purposefully included 30 children who received the diagnosis of mathematical learning disorder, who were randomly assigned to two groups of 15 people (experimental and control groups). The research tools include the fourth version of the Wechsler Children's Intelligence Scale (2003) to evaluate processing speed and working memory, the Iran Kemet diagnostic test (1988), the Bandar Gestalt visual-motor skills test (1938) and the Raven progressive matrices test (1936). The data were analyzed using descriptive (mean and standard deviation) and inferential (analysis of covariance) statistics. The findings of the research showed that multisensory Instruction had a significant effect on processing speed and working memory and visual-motor coordination of mathematics learning disorder. Therefore, multisensory instruction can be used to reduce the problems of children with mathematics learning disorder.

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.

The aim of this study was to determine the effectiveness of neurofeedback on continuous attention, working memory and visual - motor perception in primary school students with specific learning disorder.

The current study was an experimental type with a pre-test-post-test design with a control group. The statistical population of this research included all primary school students in Tabriz city, among them, 30 people diagnosed with learning disorders in Tabriz learning disorders centers were selected by purposive sampling method and using randomly were replaced into experimental and control groups (15 people in each group). In all two groups of N-back, continuous performance test and visual perception -motor Bender-Gestalt as pretest and post-test completion. Neurofeedback was performed in the experimental group for 20 sessions of 30-45 minutes (3 times a week for seven weeks) and the control group received no interventions. Data were analyzed by using multivariate covariance analysis in SPSS.20.

There is only a significant difference between the average pre-test and post-test scores of the experimental and control groups in the variables of continuous attention (p=0.001) and visual-motor perception (p=0.001). This means that neurofeedback training was effective in improving continuous attention, working memory and visual-motor perception.

The use of neurofeedback is recommended in improving continuous attention and visual-motor perception in elementary school students with special learning disorders.

The present investigate was conducted with the aim of the effect of cognitive fatigue on working memory and executive functions in female students.

The present study was a quasi-experimental study with pretest-posttest design with a control group,The statistical population of this research includeds the female students of the first secondary school in Urmia city in the academic year of 1400-1401,which is available by random sampling method 30 students selected and were simple randomly divided into two experimental (n=15) and control groups (n=15). The experiment consisted of second phases.In the first stage, the participants were exposed to cognitive tasks and then in the second stage, the Behavior Rating Inventory of Executive and N-Back working memory test was performed to compare the groups based on the amount of cognitive fatigue.The data were analysed by analysis of Covariance.

The results of data analysis using covariance analysis showed decrease in working memory and executive functions in the experimental group compared to the control group.

In general, the findings of the current research on the role of cognitive fatigue variables, which reduces the amount of working memory and executive functions And on the other hand, this type of fatigue is related to cognitive and brain functions.

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 research was to investigate the effect of resistance and cognitive training on shooting performance and executive functions of semi-skilled shooters. The implementation method was semi-experimental, with a practical purpose and was carried out in a pre-test-post-test manner with a control group. 30 students of a military center in Tehran were the statistical samples of this research and were placed in two experimental and control groups. The pre-test included the task of 60 shots to evaluate the shooting performance and N-back and Stroop tests respectively to evaluate memory. Work and prevention was done. Then, the experimental group performed 2 sessions of combined resistance and cognitive training for 6 weeks. Analysis of covariance test was used to analyze the data. The results showed that there was a significant difference between the two groups in shooting performance, working memory and inhibition variables (p<0.05). The general result of the research showed that a course of resistance and cognitive training interventions has a positive effect on the performance and components of the executive function of shooters. In fact, the performed interventions improved the working memory component and inhibition as the underlying and basic components of various cognitive and motor functions, including shooting.

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.

This paper aims to investigate the impact of working memory capacity and excessive cognitive load on people's confidence after solving the Tower of Hanoi puzzle. For this purpose, two groups with different levels of cognitive load were formed for the study, and Iranian students in the age range of 20 to 40 years from universities in Tehran province were included in this study. After assessing working memory capacity, subjects in both groups solved the computerized version of the Tower of Hanoi problem. At the end, through a questionnaire that was designed and made for this study, they evaluated their confidence in their performance. This study started in 2019 and ended after one and a half years. However, the study did not find any relationship between the capacity of their visual-spatial working memory and their self-confidence, either alone or in interaction with the cognitive load, but there is a two-way relationship between bearing additional cognitive load and increasing final confidence. Therefore, people who bear more cognitive load are more confident about their cognitive performance at the end of the Tower of Hanoi problem-solving process.

The purpose of this research was to develop and validate the educational package of cognitive-emotional empowerment and its effectiveness on working memory and emotional recognition of sixth grade female students. The research method is considered to be fundamental and applied in terms of its purpose, and the research is considered to be hybrid-exploratory. The statistical population of the research in the qualitative part included Persian and English specialized books and articles in the field of cognitive-emotional empowerment in the last 20 years, which were selected by the purposeful sampling method of the sample group. Then the components of cognitive-emotional empowerment were extracted and coded with the qualitative method of thematic analysis. Finally, the package of cognitive-emotional empowerment was compiled during twelve sessions and its formal and content validity was confirmed by experts. The research method in the quantitative part was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research includes all the female students of the sixth grade of elementary school in 1400-1401 who were studying in schools in Tehran. The sample size includes 30 people from the statistical population selected by available sampling method and they were placed in two control and experimental groups. For the experimental group, the developed program of cognitive-emotional empowerment was implemented, while the control group did not receive training. The research tools included numerical span test (Wechsler, 2003) and facial emotion recognition test (Ekman and Friesen, 2003). The results showed that the cognitive-emotional empowerment intervention had a significant effect on improving working memory and emotional recognition in the post-test and follow-up stages.

The present study was conducted with the aim of determining the effectiveness of games based on cognitive executive actions on time perception skills and working memory of children with reading disorders. This research was conducted with a semi-experimental method and with a pre-test and post-test design with a control group. The statistical population of the present study included all children with reading disorders in learning disorder centers in Tehran in the academic year of 1401. The sampling method in this research was available and targeted in terms of entry and exit criteria, and with this method, 30 children with reading disorders who had a higher cut-off in the reading disorder test were selected and divided into two equal groups. 15 people) and control (15 people) were randomly assigned. The research tools included the reading disorder diagnosis screening test (Shafiei et al., 2017), the computerized time reproduction test, and the Cornoldian working memory test (CWMT). did The findings were analyzed using covariance analysis and the results showed that the games based on neurological executive actions improved the time perception skills and working memory of the experimental group.

The present study aimed to compare the effectiveness of brain-based and multi-sensory learning on the working memory of third-grade students with math disorders. The study followed an experimental design with a pre-test and post-test, with a control group. Forty-five third-grade students with math disorders were selected from Sabzevar Learning Disorders Center in the academic year of 2022 through purposeful and accessible sampling, and were randomly divided into three groups of equal size. The experimental groups received separate training in brain-based and multi-sensory learning, while the control group did not receive any training. The research tool was Danmin and Carpenter's Working Memory Scale (1983), and the data was analyzed through a repeated measures design with Benferroni's post hoc test. The results suggested a positive effect of both training methodologies on active memory. The effectiveness of the brain-based learning method was found to be superior to the multi-sensory training in both the post-test and follow-up periods (P<0.05). These findings suggest that both methods can be employed to address working memory difficulties in students with math learning disabilities.

The present study was conducted to investigate the efficacy of cognitive- non motor rehabilitation on the working memory and cognitive flexibility of the children with disability in reading learning. It was a quasi-experimental study with pretest, posttest and control group design. Follow-up period was administered during two months. The statistical population of the study included second- to fourth-grade children with reading learning disability in zone 6 of Tehran in academic year 2021-22. Thirty seven children with learning reading disability were selected through purposive sampling method and randomly accommodated into experimental and control groups. The experimental group received twelve cognitive- non motor rehabilitation sessions during six weeks. The applied instruments in this study included N-BACK software (Jaeggi, et.al. 2008), Tower of London Procedure (Shallice, 1982). The collected data were analyzed via SPSS23 software through mixed ANOVA and follow-up tests. The results showed that cognitive- non motor rehabilitation has significant effect on working memory (p<0001) and cognitive flexibility (p<0001) of the children with reading learning disability. According to the results of the present study it can be concluded that cognitive- non motor rehabilitation can be used an effective method to improve working memory and cognitive flexibility of the children with reading learning disability through influencing cortex and applying purposeful cognitive-motor exercises.

The aim of this research was to investigate the mediating role of tolerance of ambiguity in the relationship between the need for cognition and the need for closure with working memory. In regard to the purpose, this research was applicable and in regard to procedure, it was a correlation study. The study community included all high school students of Tehran City in 2019-2020, among them 385 students were selected as samples by multi-stage cluster sampling. Research questionnaires included: working memory (WMQ- 2013), the need for cognition (NCS- 1996), the need for closure (NFCS- 2008), and ambiguity tolerance (MSTAT- 1993). Structural equation analysis was used to analyze the data. Findings showed that the need for cognition has a significant effect on working memory(P<0.001), the tolerance of ambiguity has a significant effect on working memory (P<0.001), whereas the need for structure (P<0. 1) and need for certainty (P<0. 08)  has no such impact. Also, the results revealed that the need for cognition and the need for closure have an indirect effect on working memory through the mediation of ambiguity tolerance(P<0.001). Thus, interventions based on improving the need for cognition, the need for closure, and tolerance of ambiguity can help increase students' working memory capacity.

The purpose of this study was to investigate the effectiveness of cognitive empowerment training on working memory and visual -spatial processing of students with dyslexia in the elementary second grade. The research method was semi-experimental from the type of pretest-posttest design with control group and purposive sampling method. The study's statistical population consisted all students with dyslexia who were studying at normal schools of Ardakan city, during 2021-2022. The statistical sample of this study was 24 students that, by using purposive sampling, were placed randomly in the experimental group (12 people) and the control group (12 people). The experimental group received cognitive empowerment training for 9 (60-minute) sessions and the control group remained in the waiting list. Data collection was performed based on Daneman and Carpenter working memory tests and Corsi-Block tasks. Data analysis with multivariate analysis of covariance suggested that cognitive empowerment training had a significant effect on increasing the capacity of working memory (P<0.000, F=29.98, η2= 0/612) and visual- spatial attention (P<0.000, F=22.65, η2= 0.544). According to the study's results, it can be concluded that cognitive empowerment training is effective in increasing the capacity of working memory and visual-spatial attention of students with dyslexia. Therefore, cognitive empowerment training can be used along with other interventions to reduce the problems of students with dyslexia.

The aim of this study was to investigate the effect of mindfulness-based education on two structures related to cognition, namely self-blame and working memory in adolescents. The research design was quasi-experimental with a control group. Participants included 30 people (two groups of 15 people) from adolescents aged 14 to 18 years who volunteered to participate in the study. They responded to the Thompson and Containers' Self-Blame Levels (2004), and the Wechsler Active Memory Scale (1945) as pretest and posttest. The experimental group participated in a mindfulness-based stress reduction program for 8 sessions, each session lasting 2 hours and the control group was without intervention. Data were analyzed using analysis of ANCOVA. The results showed that mindfulness intervention had a significant effect on self-blame (P = 0.001) and working memory (P = 0.001) in the experimental group (P <0.05).In a general conclusion, it can be stated that mindfulness-based education can be used in therapeutic and psychological programs to increase working memory and reduce self-blame in adolescents.

The purpose of this study was to compare the effectiveness of cognitive computer games and play therapy based on cognitive rehabilitation on the working memory of children with attention deficit/hyperactivity disorder(ADHD). This research was carried out using a semi-experimental method and a pre-test-post-test-follow-up design with a control group. Among the statistical population of 7 to 12 year old children suffering from ADHD, referred to Razi Counseling Center in Karaj city . 24 cases were selected by available method in 2021-2022. Samples randomly replaced in cognitive computer games, play therapy based on cognitive rehabilitation and control groups (8 cases in each group). The experimental groups received 12 sessions of intervention. Karchner's N-back test was used to collect data. Data analysis was done using mixed analysis of variance and Bonferroni's post hoc test. The findings showed that cognitive computer games and game therapy based on cognitive rehabilitation are effective on working memory of ADHD children and cognitive computer games was more effective than play therapy. According to the research results, cognitive computer game training has a more significant effect on the working memory of ADHD children, and psychologists are recommended to pay more attention to this intervention to strengthen working memory.

The purpose of this work is to look into the impact of the need for closure and cognition on the degree of working memory in Tehran high school students, with the role of attitudes toward learning and ambiguity tolerance as mediating factors. To this end, 385 subjects consisting of 155 girls and 230 boys were selected using multi-stage cluster sampling to complete the questionnaires on working memory (Nejati, 2013), the need for cognition (Cachiupo, 1996), the need for closure (De Baker & Krausson, 2008), attitude toward learning (Eiken, 1979) and ambiguity tolerance (McLean, 1993). The study was descriptive, and a correlation design was given in light of investigating the relationships between the variables using a causal model of route analysis. The results revealed that the need for cognition has an indirect effect on working memory through the mediation of the attitude to learning and ambiguity tolerance. Furthermore, the need for closure has an indirect influence on working memory by the mediation of attitude toward learning and ambiguity tolerance. Similarly, the need for cognition has a significant effect on working memory, whereas the need for closure has no such impact. Additionally, the need for cognition has a significant effect on attitude toward learning and ambiguity tolerance, whereas the need for closure has no significant effect on attitude toward learning and ambiguity tolerance. The findings were explored in depth in the conclusion section.