The Effectiveness Training of Emotional Working Memory on Reducing Behavioral Problems and Behavioral Inhibition in Students

Subject Areas : Educational Psychology

Maryam  Ghahraman ¹ (Tabriz)
Ramin  Habibi-Kaleybar ² (Tabriz)
Abolfazl  Farid ³ (Tabriz)

Received: 2019-01-20 Accepted : 2020-06-21 Published : 2020-05-21

Keywords: behavioral problems, Behavioral Inhibition, Emotional Memory,

Abstract :

The aim of this study was to evaluate the effectiveness of emotional memory training on reducing behavioral problems and behavioral inhibition of female high school students. This study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all first year high school students in the 5th district of Tabriz in the academic year 2017-2018. From this community, a sample of 30 people with behavioral problems was selected based on targeted sampling and randomly assigned to two experimental (15) and control (15) groups. To collect the data, the Ruther Form of parents and teachers' behavioral problems questionnaire Go/NoGo and emotional work memory software were used. Data analysis was performed using covariance statistical analysis. The results showed that teaching emotional working memory has a significant effect on behavioral problems and behavioral inhibition of students (P<0.05). In fact, teaching emotional working memory reduces behavioral problems and improves behavioral inhibition in students. Therefore, according to the results of the present study, emotional memory training plays an important role in behavioral problems and behavioral inhibition in students

References:

امیرطهماسب، گلناز؛ باقری، فریبرز و ابوالعمالی، خدیجه (1397). اثربخشی روش فرزندپروری مثبت بر مشکلات عاطفی-رفتاری کودکان با اختلال یادگیری در دوره ابتدایی. مجله علوم روانشناختی، 17(69)، 601-609.

حسنی، مژگان؛ نادی، محمدعلی؛ و سجادیان، ایلناز (1398). اثر بخشی آموزش مداخله شناختی-هیجانی-اجتماعی حافظه فعال بر بهبود تنظیم شناختی هیجان دانش‌آموزان دختر پایه پنجم دبستان‌های تهران. مجله آموزش و ارزشیابی، 12(47)، 39-66.

صمیمی، زبیر؛ رامش، سمیه؛ افزون، جواد و کاظمی­رضایی، سیدعلی (1396). اثربخشی آموزش حافظه کاری هیجانی بر بهبود حافظه نوجوانان مبتلا به اختلال استرس پس از سانحه. مجله روانشناسی شناختی، 5(1)، 66-76.

کردتمینی، مسلم (1394). تأثیر آموزش حافظه کاری هیجانی در توانایی مهار شناختی- عاطفی و نظم جویی هیجان افراد دارای اضطراب صفت بالا.پایان­نامه کارشناسی‌ارشد، دانشکده روانشناسی و علوم تربیتی دانشگاه فردوسی مشهد.

کردتمینی، مسلم؛ صمیمی، زبیر و رامش، سمیه (1394). اثربخشی آموزش حافظه کاری هیجانی در  بازداری رفتاری مبتلایان به اختلال وسواس فکری ـ عملی. مجله عصب روانشناسی، 1(3)، 9-22.

مسعودنیا، ابراهیم و پوررحیمیان، الهه (1395). بررسی رابطه بین بازی های رایانه­ای و بروز اختلالات  رفتاری در میان دانشآموزان پسر دبستانی. مجله جامعه شناسی کاربردی، 27(3)، 117-134. 

نجاتی، وحید و ایزدی­نجف آبادی، سارا (1391). اختلال روانی کلامی و حافظه کاری بستگان درجه یک   کودکان مبتلا به اوتیسم. مجله علمی دانشگاه علوم پزشکی گرگان. مجله دانشگاه علوم پزشکی گرگان، 14(3)، 109-114.

Amirtahmaseb, G., Bagheri, F., & Abolmaali, K. (2018). Effectiveness of positive parenting method on affective-behavioral difficulties of primary school children with learning disorders (disability). Journal of Psychological Science, 17(69), 601-609 [In Persian].

Bannon, S., Gonsalvez, C. J., Croft, R. J., & Boyce, P. M. (2002). "Response inhibition deficits in obsessive compulsive disorder". Psychiatry Research, 110(4), 165–174.

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94.

Best, J. R., & Miller, P. H. (2010). "A developmental perspective on executive function". Child development, 81(6), 1641-1660.

Bomyea, J., & Lang, A. J. (2016). Accounting for intrusive thoughts in PTSD: Contributions of cognitive control and deliberate regulation strategies. Journal of affective disorders, 192, 184- 190.

Chambers, C. D., Garavan, H., & Bellgrove, M. A. (2009). Insights into the neural basis of response inhibition from cognitive and clinical neuroscience. Neuroscience & bio behavioral reviews, 33(5), 631- 646.

Charach, A., McLennan, J. D., Belanger, S. A., & Nixon, MK. (2017). Screening for disruptive behavior problems in preschool children in primary health care settings. Journal of Can Acad Child Adolesc Psychiatry, 26(3), 172-178.

Fauth, R.C., Platt, L. & Parsons, S. (2017). The development of behavior problems among disabled and non-disabled children in England. Journal Appl Dev Psychol, 52(17), 46-58.

Friedman, N. P., & Miyake, A. (2004). The Relations among Inhibition and Interference Control Functions: A Latent-Variable Analysis. Journal of Experimental Psychology: General, 133(1), 101–135. 

Hasani, M., Alinadi, M., & Sajadian, I. (2019). Examining the effectiveness of the cognitive-emotional-social working memory training intervention of on cognitive emotion regulation of 5th grade female elementary school students in Tehran. Journal of Education and Evaluation, 12(47), 39-66 [In Persian].

Joormann, J., Levens, S. M., & Gotlib, I. H. (2011). "Sticky thoughts depression and rumination are associated with difficulties manipulating emotional material in working memory". Psychological science, 22(8), 979-983.

Kordtamini, M. (2015). The effect of emotional memory training on cognitive-emotional inhibition and emotion regulation of people with high anxiety. Master Thesis, Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad [In Persian].

Kordtamini, M., Samimi, Z., & Ramesh, S. (2016). The effectiveness of emotional working memory training on the improvement of behavioral inhibition of people with obsessive compulsive disorder. Neuropsychology, 1(3), 9-22 [In Persian].

Krause-Utz, A., Elzinga, B. M., Oei, N. Y., Paret, C., Niedtfeld, I., Spinhoven, P., & Schmahl, C. (2014). Amygdala and dorsal anterior cingulate connectivity during an emotional working memory task in borderline personality disorder patients with interpersonal trauma history. Frontiers in Human Neuroscience, 848(8), 1-18.

López-Caneda, E., Holguín, S. R., Cadaveira, F., Corral, M., & Doallo, S. (2014). Impact of alcohol use on inhibitory control (and vice versa) during adolescence and young adulthood: a review. Alcohol and alcoholism, 49(2), 173-181

Amirtahmaseb, G., Bagheri, F., & Abolmaali, K. (2018). Effectiveness of positive parenting method on affective-behavioral difficulties of primary school children with learning disorders (disability). Journal of Psychological Science, 17(69), 601-609 [In Persian].

Bannon, S., Gonsalvez, C. J., Croft, R. J., & Boyce, P. M. (2002). "Response inhibition deficits in obsessive compulsive disorder". Psychiatry Research, 110(4), 165–174.

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94.

Best, J. R., & Miller, P. H. (2010). "A developmental perspective on executive function". Child development, 81(6), 1641-1660.

Bomyea, J., & Lang, A. J. (2016). Accounting for intrusive thoughts in PTSD: Contributions of cognitive control and deliberate regulation strategies. Journal of affective disorders, 192, 184- 190.

Chambers, C. D., Garavan, H., & Bellgrove, M. A. (2009). Insights into the neural basis of response inhibition from cognitive and clinical neuroscience. Neuroscience & bio behavioral reviews, 33(5), 631- 646.

Charach, A., McLennan, J. D., Belanger, S. A., & Nixon, MK. (2017). Screening for disruptive behavior problems in preschool children in primary health care settings. Journal of Can Acad Child Adolesc Psychiatry, 26(3), 172-178.

Fauth, R.C., Platt, L. & Parsons, S. (2017). The development of behavior problems among disabled and non-disabled children in England. Journal Appl Dev Psychol, 52(17), 46-58.

Friedman, N. P., & Miyake, A. (2004). The Relations among Inhibition and Interference Control Functions: A Latent-Variable Analysis. Journal of Experimental Psychology: General, 133(1), 101–135. 

Hasani, M., Alinadi, M., & Sajadian, I. (2019). Examining the effectiveness of the cognitive-emotional-social working memory training intervention of on cognitive emotion regulation of 5th grade female elementary school students in Tehran. Journal of Education and Evaluation, 12(47), 39-66 [In Persian].

Joormann, J., Levens, S. M., & Gotlib, I. H. (2011). "Sticky thoughts depression and rumination are associated with difficulties manipulating emotional material in working memory". Psychological science, 22(8), 979-983.

Kordtamini, M. (2015). The effect of emotional memory training on cognitive-emotional inhibition and emotion regulation of people with high anxiety. Master Thesis, Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad [In Persian].

Kordtamini, M., Samimi, Z., & Ramesh, S. (2016). The effectiveness of emotional working memory training on the improvement of behavioral inhibition of people with obsessive compulsive disorder. Neuropsychology, 1(3), 9-22 [In Persian].

Krause-Utz, A., Elzinga, B. M., Oei, N. Y., Paret, C., Niedtfeld, I., Spinhoven, P., & Schmahl, C. (2014). Amygdala and dorsal anterior cingulate connectivity during an emotional working memory task in borderline personality disorder patients with interpersonal trauma history. Frontiers in Human Neuroscience, 848(8), 1-18.

López-Caneda, E., Holguín, S. R., Cadaveira, F., Corral, M., & Doallo, S. (2014). Impact of alcohol use on inhibitory control (and vice versa) during adolescence and young adulthood: a review. Alcohol and alcoholism, 49(2), 173-181