Showing 21 results for Working Memory
Ali Akbar Arjmandnia, Mohsen Rafikhah,
Volume 1, Issue 3 (3-2015)
Abstract
Objective: This research was conducted for studying role of working memory on executive functions in students with learning disabilities (LD). Methods: The sample was consisted of 40 students with LD (20 students with impairment in working memory and 20 students without impairment) and 20 students without LD. The research tools were Raven intelligence test, WMTB-C, tower of London and Wisconsin Card Sorting Test. Results: The results revealed that students with LD having impairments in working memory acquired significantly lower scores on the planning. Results also shows there was no significant difference between learning disability students with impairments in working memory and normal group on the planning. As well as both learning disability groups performed more poorly than normal group on the Flexibility component. Conclusion: This study showed that working memory as a main factor influences on executive function performance in student with learning disabilities.
Maryam Bahri, Ezzatollah Ahmadi, Maede Bahri,
Volume 2, Issue 3 (12-2015)
Abstract
Background: Much effort has been made to explain theoretically the impact of anxiety on cognitive functions, one of these theories is attentional control theory. The purpose of this study was to compare the performance of working memory in two groups of normal and anxiety students according to the attentional control theory. Materials and Methods: Method of research was causal-comparative. the statistical society was female student dormitory of azarbaijan shahid madani university in 2013- 2014 , which were selected using convenience sampling . 178 students first completed the State Trait Anxiety Inventory. After scoring a total of 67 students from 25 high percentage of distribution (people with high trait and state anxiety) and 25 percent lower distribution (those with low trait and state anxiety) were selected and divided into two groups of high anxiety and low anxiety. Results: The results showed that there were significant differences between two groups of high anxiety and low anxiety(p<0/05). The data was analyzed using t student. Conclusion: Based on these Results, we can conclude that anxiety has significant effects on students working memory performance.
Maede Bahri, Maryam Bahri,
Volume 3, Issue 3 (11-2016)
Abstract
Introduction: Prospective memory is an important precursor for independent living adolescents and can dependent on other executive functions.
Purpose: To this end, this study aims to investigate the role of executive functions (working memory and inhibition) in predicting the event- based and time-based prospective memory of the adolescents.
Methods: This study was conducted in the form of a correlation pattern. The study population consists of high school students in Azarshahr city in the academic year 1393-94. In this study, 150 students (male=67 and female=83) with a mean age of 16.5 year were selected by multistage cluster sampling. Prospective memory testing, working memory and continuous performance testing was used in order to collect data. Then, data were analyzed by Pearson correlations and multi-variable regression.
Results: The results showed that the executive functions (working memory and inhibition) with a correlation coefficient of about 0/52 could define 0/27 percentage changes of event- based prospective memory and with a correlation coefficient 0/37 could only define 0/13 percentage changes related to time-based prospective memory. Meanwhile, only working memory and standard deviation of reaction time of visual continuous performance testing could predict event- based prospective memory positively. Furthermore, only working memory could predict time-based prospective memory.
Conclusion: As a result, we can say that working memory operates as an underlying mechanism in the improvement of prospective memory.
Maryam Bahri, Maede Bahri,
Volume 4, Issue 1 (4-2017)
Abstract
Introduction: Being bilingual from the beginning of life affects cognitive functions including working memory and inhibitory functions of the frontal lobe.
purpose: Thus, the aim of this study is to compare verbal working memory and inhibitory function of frontal lobe in the young bilingual and monolingual.
Methods: The method of research was causal-comparative. The Sample of this study included female college students who was bilingual(Azeri language- Persian language) and monolingual(Persian language) at Azarbaijan Shahid Madani University during 2014- 2015. For this purpose, 30 female bilingual students and 30 female monolingual students from whom were selected by convenience sampling method. Computerized test was used for collecting data to measure in this study. To measure the inhibitory function of the frontal lobe we have used the Stroop task, and computer software was used to measure working memory task from laboratory cognitive psychology. The gathered data were analyzed by SPSS 22 software. Descriptive statistics and data were analyzed by using t student.
Results: The results showed that verbal working memory performance in young bilinguals and monolinguals was not significantly different(p<0/05). And Inhibitory frontal lobe function in young bilinguals and monolinguals was significantly different(p<0/05).
Conclusion: Based on these Results, we can conclude that Bilingualism does not increase verbal working memory performance. On the other hand, bilingualism enhances the performance of bilingual people in the inhibitory function of frontal lobe; in fact, bilinguals perform duties related to executive function inhibition better than monolinguals.
Maede Bahri, Gholamreza Chalabianloo, Maryam Bahri,
Volume 4, Issue 3 (10-2017)
Abstract
Abstract
Introduction: The relationship between cognition and emotion has always been of interest for researchers. Although each area is considered to be separate, but they interact with each other.
Purpose: Therefore, this study aims to investigate the induced impact of the emotions of shame and guilt on working memory performance.
Methods: This study was quasi-experimental in which pretest-posttest design has been used. The population in this study includes all the female college students at Azerbaijan Shahid Madani University in 2014-2015 academic year. Firstly, 100 students between 19-23age groups were selected by convenient sampling to complete demographic questionnaire and to do the dual paper-pencil task for the evaluation of the working memory performance. Then , a group of 96 students was matched in three groups of the emotion of shame (N = 32), emotion of guilt (N = 32) and neutral group (N = 32) based on age and working memory performance. Afterwards, participants were asked to carry out the task of recalling emotional memories and dual paper-and-pencil task. The gathered data were analyzed using SPSS 22 software, the descriptive statistics and analysis of covariance.
Results: The results obtained through the use of covariance method showed that after modifying the pre-test scores, the emotions of shame and guilt significantly affected the individual`s working memory(F= 4/95، p<0/01).
Conclusion: Based on these Results, we can conclude that emotions affect working memory performance, and exposure to negative emotional memories (shame and guilt) interfere with working memory.
Ghafour Ahrari, Rahim Badri Gargari, Serwah Abdollahi, Parwaneh Porkar, Hiwa Yousefi,
Volume 5, Issue 3 (9-2018)
Abstract
Introduction: Creativity as a prominent human characteristic and its relationship with different variables reflected in various studies, but not so much with BEF.
Aim: The purpose of this study was to check the relation between creativity and brain executive functions in a sample of Saghez’s guidance school students, based on contradicting results.
Method: 318 guidance school students completed four questionnaires: Abedi’s creativity test, Wechsler's intelligent subscale tests of reasoning and memory digit, and Andre Rey's organization test. Simple correlation and multiple regression tests were used to analyze the data.
Results: The findings of this study showed significant relationship between reasoning and creativity (r=0.149) and could predict 2.43 of its variance. There was a positive relation between flexibility and reasoning (r=0.198) and indirect memory digits (r=0.156).
Conclusion: This study showed that brain executive functions, specifically reasoning can predict creativity. This would provide implications for fostering students’ capabilities and the how of thises relations.
Mohsen Alinezhad, Parviz Sabahi, Hamid Kargarbarzi, Meysam Mobin,
Volume 5, Issue 6 (1-2019)
Abstract
Introduction: Weakness in cognitive restraint leads to insufficiency in verbal and non-verbal memory, excitement and control attention, it needs more attention.
Aim: The purpose of this study was to determine the effectiveness of Working Memory improving on cognitive restraint of students.
Method: The method this research was quasi –experimental with per –test and post–test design whit control and experimental groups. The statistical population consisted of all boy students in Allame Tabatabaii University in Tehran in the academic year 2017-2018 that among they 30 people selected with available sampling and were randomly divided in to an experimental and a control group (15 each). For experimental group conducted working memory improving intervention (by En-Back Software) in ten sessions. All subject assessed in each group by Wechsler Intelligence Scale and word- color stroop test at pre and post test.
Results: The result of analysis of covariance showed that at post test, the experimental group
showed a significant improvement in cognitive restraint scores (p <0.05).
Conclusion: According to the finding this research could use from working memory improving intervention on improve cognitive restraint in students.
Rogayeh Bahri, Behzad Shalchi, Hassan Bafandeh Garamaleki,
Volume 6, Issue 4 (10-2019)
Abstract
Introduction: Postpartum depression is one of the main problems in women's general health, which has a significant effect on the health of mother and child.
Aim: The general purpose of this study was to compare the executive functions of problem solving and working memory in women with postpartum depression and women without postpartum depression.
Method: The mothers that referred to Tabriz health centers in 1396, were those who came there 30-40 days after their delivery time. 35 people, who were selected by available sampling method and screened by responding to the postpartum depression questionnaire, were placed in two sample groups; 16 mothers with postpartum depression and 19 healthy mothers matching in terms of age and education. The measuring tools included: Computerized test of the Hanoi Tower for problem-solving and N-Back note test for measuring working memory. Data were analyzed using multivariate analysis of variance (MANOVA).
Results: The results showed that in executive functions of problem solving and working memory both groups did weaker. It can be said that postpartum depression can create different conditions in terms of cognitive-neurological functions in individuals.
Conclusion: Identifying and understanding these factors can lead to a variety of therapies, in addition to helping them better understanding the disorder.
Mohammad Ashori, Ashkan Tajvar Rostami,
Volume 6, Issue 6 (1-2020)
Abstract
Introduction: Hearing loss affects different aspects of life, while the use of a cognitive rehabilitation program based on memory is associated with desirable outcomes.
Aim: The aim of present study was to investigation the effectiveness of cognitive rehabilitation program based on memory on the working memory profile and prospective memory in hearing loss students.
Method: The present research was a quasi-experimental study with pre-test, post-test design and control group. The participants were 24 male hearing loss students from schools in Shahr-e-Kord city who selected through convenient sampling method. Subjects were divided into experimental and control groups, each group consisted of 12 students. The experimental group received 10 sessions of cognitive rehabilitation program based on memory, while the control group did not. The instruments of research were working memory test battery for children and prospective and retrospective memory questionnaire. Data were analyzed by MANCOVA.
Results: The results showed that cognitive rehabilitation program based on memory had a significant effect on the working memory and prospective memory in the experimental groups (P<0.0001).
Conclusion: According to the findings, cognitive rehabilitation program based on memory improved working memory profile and prospective memory in hearing loss students. So, this program can be used to improve of working memory profile and prospective memory of these students and planning for providing of cognitive rehabilitation program based on memory for them have special importance.
Sadegh Bakhtiary Javan, Noor Ali Farrokhi, Sajjad Bakhtiary Javan, Rahman Sadeghi,
Volume 7, Issue 5 (11-2020)
Abstract
Introduction: Internet addiction can be explained by various factors, including executive functions as multifunctional neuropsychological structures.
Aim: The purpose of this study is to predict internet addiction through executive functions among students of Allameh Tabataba'i University.
Method: The present study is a correlational study and its statistical population consists of students of Allameh Tabataba’i University who have studied in the second semester of the 2019 academic year. The statistical sample of the study included 206 Undergraduate Student who were selected by available sampling in this study. In order to measure Internet addiction, the Young Internet Addiction Questionnaire was used and to evaluate the executive functions Go/No Go Task, N-Back Task and Wisconsin Card Classification Task (WCST) were used. Correlation and regression analysis were used to analyze the data. Data were analyzed using SPSS 25 statistical software.
Results: The results of the analyzed data show that there was no relationship between working memory components (N-Back Test Series n2) and Internet addiction (P<0.05). However, there is a significant negative relationship between internet addiction (first-series N-BACK), working memory and disinhibition and a significant positive relationship between internet addiction and cognitive flexibility. (P<0.05)
Conclusion: The results of this study showed that executive functions can predict internet addiction in students. Executive functions can also be considered as one of the contributing factors to the persistence of Internet addiction.
Ali Akbar Arjmandnia, Sogand Ghasemzadeh, Fatemeh Esmaili, Elham Shafiee,
Volume 7, Issue 5 (11-2020)
Abstract
Introduction: Among learning disorders, mathematics disorder can be mentioned. Mathematics disorders affect the ability to learn and apply mathematical concepts and skills.
Aim: The aim of the present study was to investigate the effectiveness of visual-spatial working memory intervention on emotional working memory of students with mathematics disorders.
Method: This research was quasi-experimental study with the design of pre-test, post-test and control group. The statistical population was the whole students in primary schools, at risk for mathematics disorders in Alborz province in 2017-2018. The method of sampling was available sampling and consisted of 20 boy students and randomly assigned to experimental and control group. The experimental group received the visual-spatial working memory intervention in 24 sessions. Also, in order to evaluate mathematics disorders and emotional working memory, the Iran Key Math test (1988) and The Researcher made of Emotional working memory questionnaire (2018) were used. The gathered data were analyzed through covariance analysis with SPSS.
Results: The results indicated that the visual-spatial working memory intervention improved the performance of working emotional memory in students (P<0.05)
Conclusion: According to the findings of the present study, it can be concluded that the visual-spatial working memory intervention was effective on emotional working memory and computed mathematics performance (addition, subtraction, multiplication and division) in students.
Azad Mam Khezri, Farzaneh Mikaeli Manieh,
Volume 8, Issue 3 (7-2021)
Abstract
Introduction: Lumosity is a computer game for enhancing and improving the memory and brain efficiency of the elderly.
Aim: This study aimed to investigate the effects of Lumosity on working memory, visual memory, and executive functions of the elderly living in nursing homes.
Method: The present was an experimental study based on a pretest-posttest design. The statistical population consisted of all the elderly aged 65-70 years living in nursing homes of Bukan, in 2019. Some of them who were able to read and write were selected as the sample by using purposive sampling and then they were randomly assigned to the control and test groups. In this study, the Stroop Color and Word Test (SCWT), the Wisconsin Card Sorting Test (WCST), and the Wechsler Memory Scale (WMS) were employed for measuring working memory, executive functions, and visual memory, respectively. The data were finally analyzed by the analysis of covariance (ANCOVA) in SPSS-24.
Results: The results showed that Lumosity was effective in working memory (F=18.856, P=0.001), visual memory (F=7.97, and p=0.009), and executive functions (F=9.94, p=0.004) at the 95% level of confidence. The results also indicated that there was a significant difference between the pretest and posttest mean of the studied variables, revealing the positive effects of Lumosity on working memory, visual memory, and executive functions of the participants.
Conclusion: Since the use of computer games, including Lumosity, can improve major cognitive functions, such as executive functions and memory, such games are recommended to be applied in nursing homes for rehabilitating the elderly.
Farzaneh Bayat Shahbazi, Ali Akbar Arjmandnia, Reyhaneh Nemati,
Volume 8, Issue 6 (1-2022)
Abstract
Introduction: Specific learning difficulties are the existence of disorder in one or more of the basic psychological processes which play a role in the process of understanding and using spoken or written language.
Aim: The current study aimed to investigate the effect of working memory intervention on visual-spatial working memory performance among the preschool children at risk of learning disabilities.
Method: This study was a quasi-experimental study including pretest and posttest design with a control group. The statistical population comprised all children who were studying in preschool centers and kindergartens (2016-2017) in Tehran (District 14). A sample of 20 preschool students who were selected through purposive sampling participated in this study. They were randomly divided into two experimental and control groups (10 participants in each group). The experimental group participated in working memory program to 60-minute 12 sessions during the three months. In order to measure the performance of working memory, the working memory subset of IQ scale, Tehran-Stanford-Binet test and N-Back test were used. The data were analyzed by SPSS-22 and t-Test.
Results: The mean and standard deviation of the subjects age are 6.2 and 0.45, respectively. The results showed that the working memory intervention caused the improvement on visual-spatial working memory performance of children (P<0.001).
Conclusion: Considering the findings of the present study, it seems that visual-spatial working memory intervention can improve the working memory of preschool children and it can be used to enhance the visual-spatial working memory function of children and prevent the learning problems.
Zohre Naderi, Faramarz Sohrabi, Ahmad Borjali, Ali Delavar,
Volume 9, Issue 2 (5-2022)
Abstract
Introduction: Anxiety disorders are the most common problems among children, with several adverse consequences.
Aim: The present study aimed to develop and validate a psychomotor intervention program and to investigate its effectiveness on anxiety, working memory, and attention in anxious female students.
Method: This study was performed in two stages. First, a psychomotor intervention program was developed, and for validation, its content validity was examined. Next, the quasi-experimental method with a control group, pretest-posttest follow-up design was used. The statistical population of the study included all female elementary school students in District 6 of Tehran, Iran, in 2021. A total of 40 students were purposefully selected and assigned to the experimental and control groups. The psychomotor intervention was performed in 10 sessions (60 minutes per session). The Overt Anxiety Questionnaire, Stroop Test, Wechsler Subtests, and Visual Memory Test were used to collect data. For statistical analysis, repeated measures analysis of variance was performed in SPSS-22.
Results: The results showed that the intervention program had adequate content validity and could significantly reduce anxiety (F=224.28, P<0.001) and improve working memory (F=24.25, P>0.001) and attention (F=9.67, P<0.001); its effects persisted until the follow-up.
Conclusion: Overall, psychomotor therapy could improve anxiety, attention, and working memory. Therefore, it may be used as a valid and effective intervention for managing anxiety and improving the students cognitive function.
Arezou Tahan, Alireza Farsi,
Volume 9, Issue 2 (5-2022)
Abstract
Introduction: Fatigue is a gradual and cumulative process. This mindset is related to the lack of motivation to make any effort, as well as decreased efficiency, attentiveness, and, eventually, malfunction.
Aim: The present study aims to investigate how mental and muscle fatigue affects spatial working memory.
Method: The research method was quasi-experimental and was performed using the pretest-posttest design. The participants in this study were 20 to 30 year old male students of Shahid Beheshti University of Tehran in 2021, of whom, 14 subjects were selected by convincing method as the sample using the G-Power approach and previous investigations. The Mental Fatigue Self-Assessment Scale, Corsi Block software, Stroop software, and the Monark Bike Ergometer were utilized. In addition, the repeated measurement analysis of variance test in SPSS-23 was used to analyze the data.
Results: The results indicated that mental fatigue condition had a significant effect on working memory (P=0.002); and has reduced the efficiency of working memory. But muscle fatigue conditions had no significant effect on assessing working memory, and in these conditions there was a better performance in working memory (P=0.065).
Conclusion: The findings of this study emphasize the importance of mental fatigue in reducing working memory performance, even though this type of fatigue is related to cognitive and cerebral functioning. Accordingly, the findings are in line with a top-down approach, as well as cognitive perspectives such as generalized motor program theory.
Marzieh Heidarifatasmi, Haidar Ali Zarei, Tavakol Mosazadeh,
Volume 10, Issue 2 (4-2023)
Abstract
Introduction: Oppositional Defiant Disorder (ODD) is one of the common childhood disorders with extensive negative effects on people emotional, metacognitive, cognitive, and communication processes.
Aim: This study aimed to investigate the effectiveness of cerebellar training in the theory of mind and working memory of children with ODD.
Method: This semi-experimental study utilized a pretest-posttest and follow-up design with a control group. The statistical population included all 5-6-year-old children with ODD in Gonbad-e Kavus city in 2022. A convenience sample of 40 people was assigned to experimental and control groups. The experimental group underwent cerebellum training in 20 sessions of 40 minutes, three sessions per week, while the control group did not receive any training. The research instruments included the Disorders of Children Symptom Inventory-4 (CSI-4) (1994), Theory of Mind Test (1999), and Counting Span Test (2003). The data were analyzed by SPSS-24 software using the repeated measures analysis of variance.
Results: Cerebellar training significantly improved working memory and theory of mind in the posttest and follow-up stages (P<0.01). Also, 31.7% of the difference between the groups in the theory of mind, 21.5% in the forward memory span, and 17.9% in the backward memory span was due to the intervention effect.
Conclusion: Cerebellar training was effective on working memory and theory of mind of children with ODD. This research provides useful information regarding the cerebellum training package. Counselors and psychologists can use this intervention to improve working memory and the theory of mind of children with ODD.
Nazin Behaein, Alireza Farsi, Elizabeth Franz, Mariusz Lipowski,
Volume 10, Issue 3 (7-2023)
Abstract
Introduction: Research has shown that neglecting psychological skills such as mindfulness leads to a decline in physical and psychological performance in people.
Aim: The aim of this study was to investigate the effects of a course of mindfulness exercises on working memory indexes in adolescents.
Method: The present study was a semi-experimental study with two experimental and control groups. The statistical population consisted of teenagers aged 14 to 18 years in the first district of Tehran city in 2022. The participants included 20 adolescents (10 girls and 10 boys) who were available, selected, and randomly divided into two 10-member mindfulness and control groups. The mindfulness group exercises lasted 20-45 minutes per session for 6 weeks. Corsi Block software was used to measure working memory indexes. Mixed analysis of variance and independent and paired t-tests were used to analyze the data. All statistical analyzes were performed with SPSS software version 21 at the P<0.05 level.
Results: The results for the number of correct responses showed that the main effect of stage (F=26.85, P=0.0001, η2=0.59) and the interactive effect of stage-group (F=10.87, P=0.004, η2=0.37) were significant, but the main effect of group (F=0.23, P=0.59, η2=0.01) was not significant. The results of the paired-samples t test showed that the mindfulness group showed significant progress from the pretest to the posttest (P=0.0001).
Conclusion: The results of this study show the effect of mindfulness exercises on working memory indicators in adolescents. This type of intervention can be of great help to professionals in this field to improve people's cognitive and motor performance. Therefore, it is suggested to use mindfulness exercises to improve working memory and its effect on the process of cognitive decisions.
Parisa Motamedi, Zahra Entezari Khorasani, Saleh Rafiee, Mohammad Vaez Mousavi, Shahab Parvinpour,
Volume 10, Issue 6 (2-2024)
Abstract
Introduction: MS is an autoimmune and destructive disease of the central nervous system with different disease progressions that lead to physical and cognitive disabilities.
Aim: The purpose of this research was to investigate the effect of exercise in interactive levels, cognitive rehabilitation, and selected sports exercises on the cognitive functions in patients with MS.
Method: The present study was a semi-experimental project with a pre-post test design. The statistical population included all women with MS in Tehran in 2021. The sample included 30 women with MS aged 25-45 years who were randomly assigned to three groups for cognitive rehabilitation, selected sports, and interactive activities. Then, for 8 weeks and every week, 3 sessions of 90-minute, people in each group did the specific exercises of their group. The neuropsychological assessment tests of Kontab (1980) and the degree of disability progression questionnaire (1995) were used for data collection. Data analysis was performed using ANOVA with repeated measures, Bonferroni post hoc test, and dependent t in SPSS-21.
Results: The results showed that training on interactive levels led to greater improvements in the cognitive indices of reaction time and selective attention than cognitive rehabilitation and sports training (P<0.05). While all three training methods led to the same extent to the development of the cognitive indicators working memory and cognitive flexibility, no significant difference was found between the effectiveness of these methods (P>0.05).
Conclusion: Overall, the results showed that interactive exercises have the greatest impact on improving cognitive function in people with MS. Thus, it seems that the use of this type of exercise leads to the induction of cognitive load, so it is recommended to use this type of exercise in the rehabilitation of people with MS.
Kianoosh Sharifiazar, Mehdi Namazizadeh, Kazem Mousavi Sadati, Molanurozi Molanurozi,
Volume 11, Issue 1 (3-2024)
Abstract
Introduction: Cognitive decline is one of the basic problems of adults, the cost of diagnosis and treatment is high, and despite the high importance of physical and mental health in facing this disease, no comprehensive research has been done on the role of psychological well-being and sports history on this disorder.
Aim: The purpose of the research was to design a model of the mediator role of psychological well-being in the causal relationship between sports history and mild cognitive impairment.
Method: This research was applied and correlational. The statistical population was 55 to 84-year-old men of Tehran with a history of physical activity, and 396 of them were selected based on criteria. The research tools were Wechsler's working memory test software (1945), Reif's psychological well-being questionnaire (1989), and self-reported sports history questionnaire. To analyze the data, descriptive statistics were used in spss23 and structural equation modeling and Sobel tests were used in smartPLS3.1.1 at a significance level of 0.05.
Results: Psychological well-being has a positive and significant relationship with sports history (p=0.001; t=23.280) and working memory (p=0.001; t=18.227). Also, sports history has a positive and significant relationship with working memory (p=0.001; t=31.429) and the research model has a good fit and psychological well-being plays a mediating role in the relationship between sports history and working memory (p=0.001; t=10.55).
Conclusion: Engaging in proper physical activity and having psychological well-being can reduce the amount of mild cognitive impairment in adults, so these people should always think about their physical and mental health.
Mahsa Ostadpour, Seyedah Olia Emadian, Mohammad Kazem Fakhri,
Volume 11, Issue 2 (5-2024)
Abstract
Introduction: Considering the increase in the number of children suffering from attention deficit/hyperactivity disorder compared to previous years, as well as the need of the scientific community to have correct and accurate scientific information about this disorder, it is necessary to carry out scientific research and more detailed investigations in the society for treatment. This disorder should be treated.
Aim: This research was conducted with the aim of comparing the effectiveness of computerized cognitive rehabilitation and practical neuropsychological exercises on working memory and clinical symptoms of children with attention deficit/hyperactivity disorder.
Method: The research method was semi-experimental with a pre-test, post-test and follow-up plan with a control group. The population of this research was all children aged 7 to 11 with attention deficit/hyperactivity disorder who referred to pediatric psychiatrists and child psychologists in Tehran in the months of April to September 1401, and among them, 45 children were selected using a targeted sampling method. They were randomly selected and replaced in three equal groups of 15 people. To collect data, the Wechsler Working Memory Test (WISC-R), Children's Illness Symptoms Questionnaire (CSI-4), the fourth edition of the Swanson, Nolan and Pelham SNAP-IV scale and the Wechsler Children's Scale WISC-V DS21 subtest were used. SPSS software and multivariate covariance analysis tests were used for data analysis.
Results: The results showed that both computerized cognitive rehabilitation intervention and neuropsychological practical exercises showed a significant difference in the post-test stage and follow-up on working memory and clinical symptoms of children with disorders. They have created attention deficit/hyperactivity disorder.
Conclusion: The results show that in working memory variables and clinical symptoms, computerized cognitive rehabilitation training and practical neuropsychological exercises have the same effectiveness.
