نشریه عصب روانشناسی
پیاپی 1 (تابستان 1394)

The present study aimed at investigating the effect of emotional experience induction on the executive functi of attention and working memory with regard to depressive continumm.
In the first stage 449 students of Kharazmi university of Tehran were randomly scrinned by means of second version of the beck depression inventory (BDI-II (and then 34 of them who had obtained equal or up to and equal or lower than -1/5 standard z score were selected as the sample group and were invited to next stage of the research. Then, they were examined individually in three steps. The first stage was related to the basic activity of the executive functions of the attention and working memory before watching emotional movies and the next two stages of the experiment were conducted after watching the selected emotional movies including positive and negative emotional movies.
Findings: The finding indicated that emotional experience induction can affect attention without the main effect of group. Besided, results related to the working memory showed that the performance of the two groups in different emotional situations has significant difference.
Regarding the results of the present study, attention maybe affected under more severe concitions of depression and working memory performance, as an executive function, maybe impaired under the influence of depression. This makes it difficult to select and process information quickly for performing the task.

The present study was done with the objective of determining the efficiency of neuropsychological rehabilitation method of sensory integration in improving executive functions of children with disorder in shortcomings attention/proactive.
The survey is pre-test post-test model with two groups, one experimental group and one control group. The research sample consisted of 30 elementary school boys and girls, at the age of 7 to 11, who were selected from among available children suffering ADHD disorder (Attention Deficit Hyperactivity) in the academic year 1392-1393. This students were equally on the basis of recognizing values and intelligence and were randomly divided to two equal group; i.e. experimental and control groups. The research instruments for gathering the data were the questionnaire of Child Symptom Inventory (CSI-4), and Color Matrixes of Intelligence Test of Riyon. And to evaluate the executive functions (planning, attention, confining response), London Tower Test and Continuous Function test were used, the interrupting remedy was done on the basis of sensing alignment method and consisted of six weeks of exercising (SI).
Findings: the data were analyzed by means of SPSS programs and Covariance analysis methods. The results reveal that sensing alignment in the post-test caused meaningful improvement in executive functions (planning, attention, confining response), (P

The aim of this study was to investigate the effect of neurofeedback training whith Alpha frequency band on the improvemet of the performance of working memory in children with attention deficit and hyperactivity disorder (ADHD).
To perform this study, eight children with attention deficit and hyperactivity disorder (ADHD) were selected by random sampling. They participated in 10 sessions of neurofeedback training with Alpha up training Protocol. To evaluate the working memory, the N-Back Working Memory Test and Wechsler Memory Scale (Direct Numbers) were used. Data were analyzed by covariance analysis (ANCOVA) and SPSS.
Results showed that there was a significant difference between pretest and posttest (p

Disorders of executive functions and working memory are considered as the components of the Attention Deficit and Hyperactivity Disorder (ADHD). Working memory could be remediated by cognitive rehabilitation exercise. The purpose of the current study is to determine the effectiveness of cognitive rehabilitation of working memory in reducing behavioral symptoms of children with ADHD.
The present semi-experimental study, was designed with pre-test and post-test of control and experimental group. Thirty children with ADHD were requited in the study and allocated into two control and intervention groups. The participants were matched in age, verbal and performance IQ. The intervention group received cognitive rehabilitation in 10 one-houre two days a week sessions. The participants of both groups were assessed in the first and the last treatment session with SNAP-IV tests in the first and the last session of intervention. Data were analyzed with T-test and covariance analysis using SPSS 20.
Findings: The results showed that the intervention group has lower score in behavioral symptoms (attention deficit and impulsivity) and the difference between the group was significant (0.001) of ADHD after receiving cognitive rehabilitation of working memory.
It can be concluded that cognitive rehabilitation of working memory leads to the improvement of behavioral symptoms of ADHD in children with ADHD. ​

Humans initial experiences in life affects his brain structure and function as well as his cognitive functions. Music learning can result in significant changes in mental functions (emotional, cognitive and behavioral) of everyday activities. The aim of this study was to investigate and compare neuropsychological characteristics of students with music training and other students in elementary schools.
This study is an ex post facto research. The fifth-grade elementary students at Mashhad made the research population and 30 students under music training (who were dominant in playing musical instrument at least for two years) and 30 students who had no music training, were selected by cluster sampling and were compared. The research instruments included NEPSY scale neuropsychological, Wechsler Intelligence scale for children (WISC), and a clinical interview.
Findings: Results were analyzed by means of Multivariate analysis of variance (MANOVA) and SPSS-16. The results of the study showed that there was a significant difference between the neuropsychological characteristics, (including executive functions, attention, language, memory and learning) of music learners and non-music learners.
This results can be helpful in the identification and planning of neuropsychological interventions for promoting elementary students neuropsychological characteristics.

Depression is a common disorder, therefore, it is very important to identify effective and permanent treatment. The aim of the present research was to compare two cases of new non-invaing treatments, the efficacy of transcranial direct current stimulation therapy and repetitive transcranial magnetic stimulation on depression symptoms’ reduction.
To do so, 20 patient with depression where selected and were randomly assigned to two groups; i.e. transcranial direct current stimulation therapy and repetitive transcranial magnetic stimulation. Subjects completed the Beck Depression Inventory through pretest, posttest and follow up intervals. The data were analyzed using repeated measure of analysis of variance.
Findings: The finding revealed that both treatments were effective in reducing depression symptoms but, no significant difference was found between the two methods. However, there was a difference between the groups in follow up scores. The mean of scores of follow up condition had a change inrelation to the rTMS group.
The results of the study indicated the superiority of the effectiveness of repetitive transcranial magnetic stimulation, the other treatment was more in the course of time.

The purpose of this study was to compare the effect of neurofeedback and mental imagery practice on the performance and learning in darts skill. To achieve this aim, the right-handed, female students of physical education at Urmia University, who had no history of neurofeedback training, mental imagery and darts throwing, 24 individuals were randomly selected and were randomly divided into three groups of 8 people for mental imagery, neurofeedback and control groups. Exercise protocol was done 3 times a week for 5 weeks was and then post-test was performed. Retention test was performed 5 days after the last training session. Findings: Two-way ANOVA with repeated measures revealed that although the participants, performance progressed in the acquisition of both mental imagery and neurofeedback, no significant difference was found between the experimental groups at this stage. On the other hand, the main effect of the test processes was significant in this study but the main effect and interaction of the test group and control group was not significant statistically. Regarding the findings of this study, the role of mental imagery and neurofeedback receives more attention and their use is recommended along with physical exercises for darts throwing.