working memory

The present study was conducted to determine the effectiveness of neurocognitive game therapy on the executive functions of working memory and attention of children with learning disabilities. The present research method was semi-experimental with a pre-test/post-test design with a control group and a two-month follow-up period. The statistical population of the study included all elementary school children with learning disabilities who referred to the centers of learning disabilities in Tehran in the academic year of 2023-2024, of which 30 people were selected through the available sampling method, and were randomly placed in two groups (15 in the control group, 15 in the experimental group). To collect data, Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV, 2003), Coolidge's Neuropsychological Inventory (CNI, 2002), and Cornoldi et al. 's Working Memory Test (CWMT, 1998) were used. The intervention was based on the neuropsychological play therapy protocol in eleven sessions of 60 minutes twice a week. Analysis of variance with repeated measurements was used to analyze the data. The findings showed that there was a significant difference between the mean of the post-test of working memory and attention in the two experimental and control groups. In addition, the results showed that this intervention was able to maintain its effect over time (P<0.0001). As a result, neurological play therapy can be used as an effective approach to increase working memory and attention in children with learning disabilities.

The aim of the research is to determine the difference between some cognitive functions and cognitive regulation of emotion in addicted people treated with methadone maintenance, buprenorphine and normal people. The current research is in the category of applied research in terms of its purpose and in the category of cross-sectional research in terms of its method. The statistical population of all opiate or opioid addicts living in Zanjan who visited substance abuse treatment centers in 1401 and were treated with methadone or buprenorphine maintenance drugs, the total number of addicts living in them being treated was 70 people from these lists. 30 addicts treated with methadone, 30 treated with buprenorphine and 30 normal people were selected. The tools used to collect the BST dual-form task test, the Kersey test, the Wisconsin test, and Garnevsky's cognitive regulation of emotion questionnaire were used. The average cognitive regulation of emotion, response inhibition, flexibility, negative emotion, positive emotion, working memory, homework in people under buprenorphine treatment is higher than in people under methadone treatment, on the other hand, the average of all studied variables in normal people is higher than the average People are treated with buprenorphine and methadone. The value of the significance level obtained in the Wilks's lambda statistic was significant for the cognitive regulation of emotion, response inhibition (P<0.01). Although methadone and buprenorphine both cause deficits in executive nerve functions and emotional regulation, but buprenorphine It preserves the neurological and emotional functions better and it seems that buprenorphine treatment should be emphasized more.

The present study was conducted with the aim of developing an executive function training program and evaluating its effectiveness on improving response inhibition and working memory in preschool children.

The current research was a semi-experimental type of single case and A-B design with follow-up. The statistical population of this research consisted of normal children aged 5 to 6 years old in preschool centers in Karaj province in 2023, and from this population, three normal children were selected through available sampling and based on the entry criteria. The intervention program developed in 16 sessions was implemented individually. To collect data, the Go/No-Go test was used to evaluate response inhibition, and the N-BACK test was used to evaluate working memory. In order to analyze the data, visual analysis was done with trend indicators, percentage of non-overlapping data, and percentage of overlapping data.

The results based on visual analysis and non-overlapping data showed that the executive functions training program had a significant effect on improving working memory and response inhibition in all three subjects.

The executive function training program can be used from preschool age to improve the level of these functions, and this program can be used by parents, teachers, and child therapists.

This study aimed to investigate the relationship between boredom, working memory, and problem-solving with food craving in overweight individuals.

This fundamental and correlational study was conducted through a survey method. The statistical population included adults aged 17 to 70 years with a body mass index (BMI) of 25 or higher. Data collection tools included the Food Cravings Questionnaire-Trait (FCQ-T), the Multidimensional State Boredom Scale (MSBS), the Heppner Problem-Solving Inventory (PSI), and the Daneman and Carpenter Working Memory Test. Data were analyzed using the Kolmogorov–Smirnov test, Pearson correlation, and stepwise regression analysis.

Results indicated a positive and significant correlation between boredom and food craving, and a negative and significant correlation between working memory, problem-solving, and food craving. Working memory alone predicted 15% of the variance in food craving. With the addition of boredom and problem-solving, the explained variance increased to 21%. Furthermore, including age and gender in the model raised the explained variance to 32%.

The findings suggest that working memory, problem-solving skills, and boredom significantly predict food craving, and age and gender further enhance these predictive relationships. These results can inform psychological interventions aimed at controlling food cravings among overweight individuals.

The purpose of this research was to determine the effectiveness of cognitive behavioral game therapy on working memory, sustained attention, impulse control, and aggression in hyperactive adolescents. The present study was a semi-experimental study with a pre-test-post-test design and a control group with a two-month follow-up phase. The statistical population of the research included all hyperactive adolescents who were referred to counseling in the city of Tankabon in the academic year 2023-2024. The research sample consisted of 30 people who were selected by purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). To collect data, the computerized Continuous Performance Test (CPT Rosold (1956), Damine and Carpenter Working Memory Test (DCAMT) (1980), Wilcoxon Impulsivity Questionnaire (WIQ) (1970), Bass and Perry Aggression Questionnaire (AQ, 1992) were used. The data were analyzed using the method of analysis of variance with repeated measurements and Ben Feroni's post hoc test. The findings showed that the difference between the pre-test and the post-test (educational intervention effect) and the difference between the pre-test and the follow-up (time effect) were significant in all components. was (P<0.001) and the difference between the intervention group and the control group is significant in terms of the average scores of active memory, sustained attention, impulse control, and aggression in the entire study stages (P<0.001). Cognitive-behavioral is one of the effective methods in promoting active memory and sustained attention and reducing impulsiveness and aggression in hyperactive teenagers.

The aim of this study was to analyze the psychological consequences of working memory impairment among secondary school students in Yasuj.

Methods and Materials: 

This research was conducted using a qualitative design and a descriptive phenomenological approach. Twenty-eight students with working memory difficulties were selected through purposive sampling, and semi-structured interviews were conducted. Data collection continued until theoretical saturation was achieved, and data were analyzed using thematic analysis with the aid of NVivo software.

Data analysis revealed three main themes, including emotional consequences (academic anxiety, sense of failure, increased emotional sensitivity), cognitive consequences (reduced concentration, decision-making difficulties, decreased cognitive self-efficacy, increased negative thoughts, slowed information processing), and social consequences (reduced social interactions, social isolation, feelings of rejection, reduced self-confidence in relationships, peer bullying experiences, increased dependency on family). The findings indicated that working memory impairment is associated with significant emotional, cognitive, and social challenges among students.

The results highlight the importance of addressing working memory impairments within educational settings and emphasize the need to design cognitive, emotional, and social interventions to support vulnerable students.

The present study aimed to determine the effectiveness of the executive functions training program on working memory, response inhibition, and selective attention of students with intellectual disabilities. The current research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research included all students with low intelligence in Babak City in the academic year 2024-2025. 30 students with intellectual disabilities were included in the study by purposeful sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tools included the Stroop color-word test scale (1935, SCWT), the N-BACK Kirchner working memory test (1958), and Hoffman's go/ nogo test (1984). The research data were analyzed using multivariate analysis of covariance using SPSS-24 software. The findings showed that by controlling the pretest effect between the mean posttest of working memory components (response time and correct response), response inhibition (response time, committed error, and total response inhibition), and selective attention (interference score, correct number, error number, reaction time and interference time) in the experimental group compared to the control group, there is a significant difference at the significance level (p<0.05). It can be concluded that the executive functions training program had an acceptable effect on improving working memory, response inhibition, and selective attention of students with intellectual disabilities.

This study aimed to determine the effectiveness of critical thinking training on working memory, cognitive flexibility, and cognitive emotion regulation in students.
 
A true-experimental pre-test-post-test design with a control group and follow-up was employed. The statistical population included all 12th-grade male students of Nikan School in one education district of Tehran during the 1400-1401 academic year. A total of 30 students were randomly selected using the available sampling method and assigned to either the experimental or control group (15 students per group). The experimental group received a 10-session critical thinking training program, with each session lasting 30 minutes. Participants completed the Working Memory Questionnaire (Daneman & Carpenter, 1980), the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2006) at three time points: pre-test, post-test, and one-month follow-up.
 
The results of a mixed factorial ANOVA indicated that critical thinking training significantly improved working memory, cognitive flexibility, and adaptive cognitive emotion regulation strategies while reducing maladaptive cognitive emotion regulation strategies (p < 0.05).
 
The findings suggest that teaching critical thinking skills enhances students' cognitive and emotional resources, thereby improving their cognitive and emotional regulation abilities. Strengthening mental capital and coping strategies through critical thinking training can contribute to better academic and psychological outcomes.

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.

The aim of this study was to investigate the effectiveness of working memory training on improving problem-solving, cognitive inhibition, attitudes toward mathematics, and mathematics anxiety in students with mathematical learning disorders.
 
The research employed a quasi-experimental design with pre-test, post-test, and follow-up phases. The statistical population included all male and female students with mathematical disabilities who had been referred to elementary school learning disability centers in Isfahan City during the 2021-2022 academic year. From this population, 30 students were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received working memory training during 14 sessions, each lasting 60 minutes. Before and after training, participants completed a researcher-made problem-solving questionnaire, the John Ridley Stroop Test (1935), Ikon’s Attitude Towards Mathematics Scale (1971), and the Chiu and Henry Mathematics Anxiety Scale (1990).
 
The results of the mixed-design analysis of variance showed that working memory training significantly increased problem-solving skills, reduced cognitive inhibition, improved attitudes toward mathematics, and reduced mathematics anxiety (p < 0.01).
 
Working memory training effectively improves the cognitive and affective abilities of students with mathematical learning disorders.

The present study was conducted with the aim of comparing the performance of cognitive profile functions in children with attention Deficit/hyperactivity disorder and special learning disorder. The statistical population of this descriptive and comparative causal research is all male students (ages 8-12 years old) who were studying in Tabriz city (1399-1400) and by using the purposeful sampling method, 30 students for Each group was selected. The research tools were cognitive flexibility (CFI), sensory processing (SPM), child and adolescent emotional regulation (ERQ-CA) and working memory questionnaires by Daneman and Carpenter. In order to analyze the data, descriptive indices and multivariate analysis of variance (MANOVA) were used. The results showed that there is a significant difference between the performance of the studied groups and their subscales (F=263.946, P<0.001). Although children with hyperactivity showed a weaker performance in the general scales of cognitive flexibility, sensory processing and emotional regulation of re-evaluation, on the other hand, children with learning disorders also showed an obvious weakness in the general variable of working memory and They showed suppressed emotional regulation. These results have provided important implications in the field of effective therapeutic interventions and correct selection of training and rehabilitation programs to improve executive functions.

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.

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.

The purpose of this study was to investigate the relationship between motor imagery and the working memory capacity of young and older adults. The research sample included 40 participants (20 older adults and 20 young). The N-back test was used to measure working memory and the motor imagery questionnaire was used to check motor imagery ability. Participants completed the mentioned tests in a quiet environment. Among the components of the N-back test, four components were selected for both the young and the elderly: the number of correct answers, the percentage of correct answers, the standard deviation of response time, and the mean of response time. In addition, the relationship of these components with the subscales of visual and motor imagery was investigated. Also, the components of working memory and motor imagery were compared in young and older adults. Results showed that in the youth group, motor imagery was negatively correlated with time components of the working memory test. In the older group, the motor imagery subscale was positively correlated with the accuracy subscales of the working memory test. However, the visual imagery ability in the young group had no significant correlation with any subscale of the working memory test. This subscale was correlated with the percentage of correct answers in the older adult participants. It is possible that younger participants used a time-sensitive strategy and older participants used an accuracy-dependent strategy. Also, it is possible that the participants used more of their kinesthetic sense in creating motor images in the mind.

The purpose of this study was to examine the impact of emotion-focused therapy on executive functions in individuals who have experienced sexual trauma. The target population was all sexually assaulted individuals who visited the Iran Trauma Institute in Mashhad in 2021. The research method was practical in nature, and the data collection was quantitative and experimental. Three of the ten individuals selected as samples were women, as determined by the entry criteria. Childhood trauma questionnaires (CTQ), Emotional visual working memory capacity (EVWMC) were implemented in this investigation. Visual analysis of the graphs depicting the changes in the research variables and the effect size of each variable on the clients, as well as the percentage of improvement and the percentage of reduction in their score changes, were employed to conduct the data analysis using the appropriate formulas in the SPSS-26 software. The effect sizes of emotion-focused therapy of trauma (EFTT) on the working memory capacity of individuals with sexual trauma were relatively high in all three participants during both the intervention and follow-up periods. The results indicated that EFTT enhanced the executive function of working memory capacity in sexually traumatized individuals from a clinical perspective, thereby preventing sexual revictimization.