نشریه عصب روانشناسی
پیاپی 3 (زمستان 1394)

Considering the problems that people with Obsessive-compulsive Disorder face in inhibition, new therapeutic methods are needed to inhibition improvement in this type of disorder. Therefore, the aim of this study was to investigate the effectiveness of emotional working memory training on the improvement of behavioral inhibition of people with Obsessive-compulsive Disorder.
For this purpose, 9 people with Obsessive-Compulsive Disorder were selected based on availability sampling method by using 2 instruments (SCID-I & YOCS). The participants underwent emotional working memory training for 20 sessions. All participants were assessed during pre-training and post- therapy by Go/NoGo test.
Findings: The results showed significant reduction in participant's scores in post-test stage compared to pre-test in three components of Go/NoGo test, commitment error, omission error, and reaction time.
According to the results, it can be said that emotional working memory training is an appropriate choice for improvement of behavioral inhibition of people with Obsessive-compulsive Disorder.

The purpose of this study was to examine the effectiveness of verbal self-instruction on cognitive functioning (inhibition, working memory, and set shifting) of ADHD children.
To this end, 40 children with ADHD were selected purposefully from among the clients of Sanandaj Psychological Clinics and were randomly categorized in experiment and control groups. The experimental group received 12 sessions of training in self-instruction, but the control group was kept in waiting-list. Child Symptom Inventory (CSI-4), Wisconsin Card Sorting Test (WCST), Victoria Stroop Color-Word test, and Letter-Number Span test were administered before and after the intervention in both control and experimental groups.
Findings: Analysis of Covariance showed that self-instruction had significant effect on inhibition (reaction time and error interference of Stroop test) and working memory (Letter-Number Span test) of Children with ADHD (p

The purpose of this study was to determine the effectiveness of neurofeedback treatment on decreasing the aggression of children with attention-deficit hyperactivity disorder.
The study was quasi experimental with pre and post tests as well as treatment. Besides, there was a two months follow up. The statistical population composed of 7 to 12 years old male children, selected from among 80 children who had enrolled at Behjou Psychiatry Clinic in 2014-2015 educational year. Using purposive sampling, 40 children with attention-deficit hyperactivity disorder were randomly grouped in two control and experimental groups. Attention-deficit hyperactivity disorder was determined by four instruments including the clinical interviewing review list, based on psychiatric disorders diagnostic and statistical guide, 5th edition, 2013; diagnostic interview with a psychiatrist; Stanford and Turner's audiovisual test; and children's aggression test (Shahim, 2006). Having the goal of theta to beta reduction, beta suppression, theta increase and sensory motor rhythm, Neurofeedback Test was implemented three sessions a week, for ten weeks. Children of both groups were assessed in pre and post-test stages and a two-month follow up.
Findings of single variable and multi variable covariance analyses suggested that neurofeedback treatment leads to a meaningful improvement in verbal, physical and relational aggression.
Overall, the results of this study suggested that educational neurofeedback remedy has a significant effect in reducing the aggression of children with attention-deficit hyperactivity disorder. Furthermore, the effect of the treatment was the same in the follow up test.

The aim of this study was to determine the influence of games on the speed of learning and the transfer of information between the two hemispheres of brain.
The design of the study was quasi-experimental and the sampling estimation was based on Cohen's table. There were 15 patients in each group (experimental group and control) who voluntarily took part in the research and they were tested by pre-test and post-test. In order to measure the speed of data transfer between the hemispheres of the brain and the speed of learning among users, the device of drawing in the mirror was used. To analyze the data ANCOVA was performed by software SPSS 20.
Findings: Results showed a significant relationship between playing games and the learning speed and transfer of information between the two hemispheres of the brain.
Games influence the speed of learning and transfer of information between the two hemispheres of the brain.

Given the importance of education and its impact on various aspects of physical and mental functions as well as lack of evidence on the effects of education on working memory performance, this study aimed to investigate the impact of educational level on the working memory.
In this correlational study, a sample of 202 participants of both sexes aged between 30-41 years who held degrees from diplomas to PhD were selected by convenience sampling and were evaluated using 1-back and 2-back tasks. The data were analyzed and compared by analysis of variances.
Findings: Comparing the scores of 1-back and 2-back tasks, using ANOVA, F was calculated equal to 25.266 and 19.399 (p

The aim of this study was to compare the effectiveness of dictates of hypnosis and cognitive rehabilitation training on improving the status of throwing basketball ball .

Design of the study was quasi-experimental with pretest and posttest as well as experimental and control groups. Population of the study consisted of all high school male students in the city of Tehran who had joined the basketball team of their schools on the first semester of the academic year of 95- 94. The research sample, selected by availability, included 45 students who were classified into three groups: a group of 15 who underwent hypnosis intervention, a second group of 15 who took cognitive rehabilitation therapy with neurofeedback method, and a third group of 15 who acted as the control group. One experimental group was treated for cognitive rehabilitation therapy for 15 sessions by neurofeedback method and the other group received 7 sessions of hypnosis dictates. But the control group received no intervention. To collect data for throwing ball, AAHPERD free-throw basketball test (1984) was used. Data were analyzed by analysis of variance and Bonferroni post-hoc tests.
Findings: The results suggested that there is a significant difference between the effectiveness of cognitive rehabilitation training and indoctrination hypnosis in improving the status of throwing basketball ball (p≤ 0.05). That is, cognitive rehabilitation exercises improve the status of throwing basketball ball significantly better than dictates of hypnosis, although both cognitive rehabilitation training and dictates of hypnosis have a significant impact on the situation (p≤ 0.05).

Based on the results, using activity-based cognitive rehabilitation therapy and hypnosis are both effective for improving athletic performance.

The main objective of this study was to compare the effectiveness of neurofeedback training with schema therapy in reducing symptoms of depression in depressed women of Tehran.
To achieve this purpose, a quasi-experimental study with pre-test, post-test, and control group was designed. The study population included all patients with major depression symptoms who referred to the counseling center in Tehran from spring to winter 1393. From among the women diagnosed with depression, 30 were selected and randomly divided into 3 groups of neurofeedback training, schema therapy, and control group. They filled out the Beck Depression Inventory (ASI) before and after the treatments.
Findings: The results of data analysis showed that neurofeedback training and schema therapy are effective in reducing symptoms of depression.
The final conclusion was that there is no significant difference between the effect size of neurofeedback method and schema therapy in reducing symptoms of depression.