نشریه عصب روانشناسی
سال هفتم شماره 3 (پیاپی 26، پاییز 1400)

The aim of this study was to investigate the effect of mindfulness-based stress reduction training on EEG and athletic performance of goalball players. In a semi-experimental design, 27 athletes were selected by purposive sampling and randomly assigned to experimental and control groups. The participants in the experimental group underwent mindfulness-based stress reduction intervention for 8 sessions of 120 minutes per week, but the control group did not receive any intervention. Before and after the intervention, brain signals with closed eyes were recorded from Cz, O1, Fz, F3 and F4 regions. Also, two skills of throwing accuracy and orientation were used to measure athletic performance. The results of mixed analysis of variance showed that the experimental group had a significant and increasing change in theta, alpha, SMR and beta waves compared to the control group. The athletic performance of goalball players has also improved. Based on the findings of this study, it seems that MBSR training, in addition to improving athletic performance, it creates adaptations in the nervous system.

In this study the features extracted from EEG signal and Integrated Visual and Auditory test (IVA) was used to determine the level of attention deficit and impulsivity. Participants were selected from children with ADHD using the convenience sampling method. 50 children (32 boys and 18 girls) with mean and standard deviation of age 1.90 ± 9.17 years have been selected. Subjects first participated in the IVA test. Then, EEG signal was recorded with eyes-closed and eyes-open conditions. Spearman correlation and multiple linear regression were used to evaluate the fetures and prediciting attention deficit and impulsivity. Results showed, all parameters extracted from IVA had a significant negative correlation (p<0.05) with the level of attention deficit in ADHD children. Also, theta beta ratio of EEG in the closed-eye condition had a significant positive correlation (p<0.05) with the impulsivity index. In the regression results, the visual focus index of IVA was able to predict attention deficit in children with ADHD (R2=0.391, p<0.00001). Also, the reaction time of children in response to visual and auditory stimuli in IVA test, and the theta beta ratio of brain waves each separately were able to predict impulsivity (R2=0.22, p<0.05). Therefore, IVA variables could have played a more effective role in predicting the level of attention deficit. But the performance of the theta beta ratio of brain waves and the IVA test was similar in predicting the level of impulsivity. Therfore, IVA variables and theta beta ratio of brain waves can play an effective role in predicting ADHD.

The purpose of this study was to constructing , investigating validating of the neuropsychological skills teacher form questionnaire in preschool children.

The research method was descriptive survey. The statistical population consisted of all students of preschools in isfahan city. The research sample was determined according to Cochran ,s formula of 374 preschool children. Corona restrictions prevented the questionnaire from being published online and preschool teachers filled out online questionnaire for 410 children. In order to investigate the construct validity, exploratory factor analysis method in the main components and the varimax variables and confirmatory factor analysis for goodness of fit the model were used.

The results confirmed the face and content validity, discriminant validity and construct validity of the researcher-made test. The reliability of the test by calculating the Cronbach's alpha was 0.921 and with split half method was 0.843.Clinical cut off point were 2.86. Considering eigenvalues greater than 1, eighteen factors in the first order and five factors in the second order were extracted using exploratory factor analysis respectively showing 83.58 and 85.59 percent of the total variance of the scale. Confirmatory factor analysis shows that load factors in all questions were higher than 0.4 and significant as well (p<0.001).

Based on the results of the present study, it can be concluded that the neuropsychological skills teacher form questionnaire has adequate validity and reliability and can be used as a valid tool for the assessment of the neuropsychological skills in preschool children.

VR- based cognitive intervention is a new model of technology-based rehabilitation that seems to be effective in cognitive rehabilitation of patients with acquired brain injury (ABI). The aim of this study was to meta-analyze the effectiveness of VR-based interventions on cognitive functions of ABI patients by examining the moderating role of the cause of brain injury and the type of cognitive function. For this purpose, among the articles published in reputable journals based on inclusion criteria, including randomized controlled trials (RCT), implementation of VR-based interventions, subjects with clinical diagnosis of stroke or traumatic brain injury (TBI) and evaluation outcomes related to cognitive functions, 16 studies were selected and a total of 90 effect size were included in the meta-analysis. The results of analysis using CMA2 software showed that VR-based interventions have a moderate and significant effect size (g = 0.608) on improving the cognitive functions of acquired brain injury patients. The role of moderator in the cause of brain injury and the type of cognitive function was not significant (P>0.05). The effect size of the intervention was 0.582 for stroke patients and 0.704 for TBI. Also, the value of g hedges was calculated to be 0.562 for general cognitive function, 0.699 for attention, 0.442 for memory and 0.674 for executive functions. Therefore, based on the findings of this study, patients with acquired brain injury with cognitive impairment in the attention, memory and executive functions can benefit from the virtual reality-based interventions in the field of cognitive rehabilitation.

Attention-Deficit / Hyperactivity Disorder is one of the most common neuropsychological disorders in childhood. This disorder exposes affected children to many problems in the area of executive functions, including the impaired perception of time. The aim of this study was to evaluate the effectiveness of cognitive rehabilitation based on working memory on time perception of children with attention-deficit / hyperactivity disorder. In terms of applied purpose and in terms of data collection method, the present study was quasi-experimental with a pre-test / post-test design with a control group. The statistical population of the study included all children referred to the counseling center of Yazd University of Science and Art who had the characteristics of Attention Deficit / Hyperactivity Disorder Were located. The computer-time perception test was performed as a pre-test on all individuals. The subjects in the experimental group underwent cognitive rehabilitation based on working memory for 10 minutes, once a week for 45 minutes per session, and the control group remained on the waiting list. The test was performed after the therapy sessions. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance) using SPSS 23 software. Data analysis showed that cognitive rehabilitation based on working memory improves people's performance in estimating time with (p <0.001), time production (p <0.001), and time reproduction (p <0.001), are generally in the perception of time. According to the results of the present study, the use of this treatment method is recommended to experts in this field.

The aim of this study was to evaluate the effectiveness of Captain Log software training on processing speed, working memory and cognitive flexibility in children with attention deficit / hyper-activity disorder.

From children aged 7 to 9 years with attention deficit / hyperactivity disorder referred to health centers of East Azerbaijan province, 30 people were selected using purposive sampling method and in this quasi-experimental study of pre-test-post-test type They participated with two control and experimental groups. Data collection was performed using three subscales tests (cryptographic test, symbolization test and digit memory expanse test) Wechsler intelligence test for children and visual memory subscale of Wexler memory test and Wisconsin card classification test. Mean data and standard deviation were used to analyze the data in the inferential statistics section and repeated measures analysis of variance was used in the analytical statistics section.The mean difference in the three variables showed that processing speed and working memory And cognitive flexibility (P<0/0001) is significant in children trained with software and untrained children.

The results showed that the training of Captain Log cognitive software caused active memory in children with attention deficit / hyperactivity disorder.

Role of executive functions in developing intellectual, personality, social skills and educational achievement is approved. On the other hand, executive dysfunctions including working memory problems and response disinhibiting may lead to impulsivity, inattention, behavioral problems, communication problems and social non-adjustment. So the present research aimed to determine and evaluate neurofeedback and Capitan log on response inhibition and storage of working memory.

This research was semi experimental study with control group and statistical population were all female elementary students in 4grade in Tehran in 2019-2020. Then 90 students were selected by multi stage clustering method and designated into three groups (2 experimental and 1 control) after screening by inclusion criteria. Daneman and Carpenter working memory scale (1980) and Behavior Rating Inventory of Executive Function (BRIEF) were used for measuring before and after and in following up test. Two experimental groups received 20 sessions of interventions and control group didn’t receive any intervention. Covariance analysis and spss21 were used for analysis of data.

Neurofeedback and Capitan log interventions had significant effects on storage of working memory and response inhibition in students (p<0/05) but neurofeedback was more effective than Capitan log.

These interventions can be used to improve working memory and response inhibition to increase educational achievement.