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Open Access Article
1 - اثربخشی درمان مبتنی بر پذیرش و تعهد بر حافظه فعال در افراد مبتلا به اختلال وسواس فکری و عملی
فیروزه صدیق سید عباس حقایق اسماعیل موسوی هادی فرهادی -
Open Access Article
2 - اثربخشی آموزش راهبردهای شناختی و فراشناختی، آموزش حرکات ایروبیک و آموزش همزمان بر حافظه فعال کلامی دانش آموزان با ناتوانی ویژه یادگیری نوشتن
محیا حسینی حسین مهدیان فریده حمیدی -
Open Access Article
3 - مقایسه اثربخشی آموزش یوگا با آموزش تنظیم هیجان بر مدیریت خود وحافظه فعال
سامیه فخاری نژاد مینا مجتبایی مالک میرهاشمی -
Open Access Article
4 - بررسی رابطه مؤلفه های عصب روان شناختی حافظه فعال دیداری فضایی و بازداری پاسخ با عملکرد باورکاذب کودکان7تا 12سال
هادی تقی زاده حلیمه زاهدی راد عفت یاسی -
Open Access Article
5 - The Effect of Induced Stress on the Number of Mistakes in Visual Working Memory for Emotional & None Emotional Stimuli
Zahra Khayyer Vahid Nejati Jalil FathabadiThe purpose of the study was to evaluate the effect of induced stress on the number of students’ visual working memory mistakes for emotional & none motional stimuli. This experimental study used a post-test with control group design. 60 students were selected through a MoreThe purpose of the study was to evaluate the effect of induced stress on the number of students’ visual working memory mistakes for emotional & none motional stimuli. This experimental study used a post-test with control group design. 60 students were selected through available sampling and randomly assigned into experimental and control groups. Through Socially Evaluated Cold-Pressor Test, stress was induced and perceived stress was measured by using a scale consisted of 100 points and then the level of Physiological signs of participants were checked. Afterward, an n-back task (Kirchner, 1958) was used to evaluate the visual working memory. Finally, the participants’ mental attempts were evaluated by another scale (Zijlstra, 1993). Each participant, through a between groups design, completed different stages of the study. Mixed-model ANOVA and Paired t-test were used to analyze the data. According to the results, the number of omission errors in emotional stimuli were significantly more than none emotional stimuli, in which negative stimuli (P=0.01) were wrongly selected more than positive ones significantly (P=0.001). Also, males (M=10) made more omission mistakes than females (M=9.23). It seems that the function of visual working memory under stress is not as normal condition, especially for negative stimuli. Generally, by impairing the function of visual working memory, stress increases the rate of mistakes in remembering the presented stimulus. Manuscript profile -
Open Access Article
6 - Investigating Construct Validity of Emotional Working Memory via the Cognitive–Emotional-Social Working Memory Training Package in 5th Grade Female Elementary School Students in Tehran
mozhgan hassani mohammad ali nadi ilnaz sajjadianThis study aimed to investigate construct validity of emotional working memory via the cognitive–emotional-social working memory training package in 5th grade female elementary school students in Tehran. The research employed a pretest-posttest and follow-up semi- MoreThis study aimed to investigate construct validity of emotional working memory via the cognitive–emotional-social working memory training package in 5th grade female elementary school students in Tehran. The research employed a pretest-posttest and follow-up semi-experimental research design with the control group. The statistical population consisted of all 5th grade female students of Tehran during the academic year 2015-2016. Those students with working memory impairment were selected via multi-stage cluster random sampling using the Wechsler Software Working Memory Scale. Then, from among them, 40 students were randomly selected and divided into two 20-participant experimental and control groups. The cognitive-emotional-social working memory training was performed in 20 sessions for the experimental group. Before and after the intervention and two months later (follow up), participants answered to the Wechsler Software Working Memory Scale (Khodadadi, Mashhadi and Amani, 2009) and emotional working memory (Ladouceur, Silk, Dahl, Ostapenko, Kronhaus, & Phillips, 2009). The research data were analyzed using ANCOVA. According to the results of the study, the cognitive-emotional-social working memory training significantly improved the attention performance and emotional working memory (P > 0.01). As a result, emotional working memory enjoys acceptable construct validity. Manuscript profile -
Open Access Article
7 - Investigating the relationship between Visual- spatial Processing and working memory with creativity and math anxiety: mediation of math self-efficacy and social intelligence
Zahra Mahdavi Najmabadi Parvin Kadivar Aliakbar Arjmandnia Kambiz PoshenehPurpose: In this study, the relationship between spatial visual observation and working memory with creativity and math anxiety has been investigated through mediation of mathematical self-efficacy and social intelligence among female students. Methodology: The method i MorePurpose: In this study, the relationship between spatial visual observation and working memory with creativity and math anxiety has been investigated through mediation of mathematical self-efficacy and social intelligence among female students. Methodology: The method is correlation with a path analysis. A total of 477 students were selected randomly from a multi-stage cluster randomly from all female students of fifth grade elementary school in public schools in Tehran during the academic year of 2017-18. Students were examined by the non-verbal creativity questionnaire of Torrance Form A, MARS-R Mathematic Anxiety Scale, working Memory for Children (SMBK), Liv, Kivevala and May,s Mental Self-Efficacy, Traumous Social Intelligence (TSIS), and Processing Test Binet's spatial visualization completed. In order to analyze the data, Pearson correlation and path analysis were used .Results: Based on the proposed model (RMSEA = 0.001), in this study, Visual- spatial Processing variables were only indirectly mediated by social intelligence and math self-efficacy variables on math anxiety (P-value <0.05, = β) and showed a relationship with social intelligence mediating with creativity (P-value <0.05). Also, the working memory variable was displayed only directly (P-value = 0.03, β = 099) with creativity. Conclusion: Considering the confirmation of the main goal of this study, one can mention the two variables of social intelligence and mathematical self-efficacy as the variables that influence the educational priorities of the educational system in order to increase creativity and reduce the math anxiety Manuscript profile -
Open Access Article
8 - Investigating the effective educational factors on the growth of creativity among high school students in Takab city
Sajad Nemati Noredin Mirzai Rasol DavodiCreativity as a valuable educational goal or goal is never achieved in a vacuum, but its achievement and manifestation in various fields requires the preparation of a set of basic contexts and conditions, and considering the problems and bottlenecks in our educational s MoreCreativity as a valuable educational goal or goal is never achieved in a vacuum, but its achievement and manifestation in various fields requires the preparation of a set of basic contexts and conditions, and considering the problems and bottlenecks in our educational system in There is a background for the growth and emergence of creativity in educational centers. This study seeks to analyze the role and position of effective factors in the growth of creativity of high school students. This research is a descriptive survey in terms of practical purpose and method and nature of data collection. Data collection included Torrance Spatial Visual Processing Questionnaire (1979), Pham and Taylor Students' Academic Performance Questionnaire; 1999, Cornwald Active Memory Questionnaire (1995), Metacognitive Questionnaire by Wells in 1997, Phillips Social Support Questionnaire 1986, in which convergent validity and reliability were calculated using Cronbach's alpha coefficient. The statistical population of this study included all teachers, principals and members of secondary education. The sample size was based on Cochran's formula 136 and the stratified cluster random sampling method was proportional to the sample size. The method was data analysis and structural equation modeling. . In order to collect information, library and field methods such as questionnaires were used. In order to investigate the effect of academic performance and working memory mediated by metacognition, cognition and emotional dimension on the growth of creativity of high school students was used. The results showed that academic performance and working memory mediated by metacognition, cognition and emotional dimension have a positive and significant effect on the growth of creativity of high school students. The results also showed that the analysis of academic performance was directly 0.09 and mediated by metacognition, cognition and emotional dimension respectively 0.594, 0.194 and 0.260, working memory directly by 0.081 and mediated by Metacognition, cognition and emotional dimension explain 0.606, 0.254 and 0.209, respectively. Manuscript profile -
Open Access Article
9 - Comparison of Personality Traits and Working Memory in Slow-Moving Adults with Down Syndrome and without Alzheimer's Disorder in Tehran and Baku
Leila Maleki Samian Gholamali Afrooz masuod Gholamali Lavasani Hadi BahramiPurpose: The aim of this study was to investigate personality traits and working memory in slow-moving adults with Down syndrome with and without Alzheimer's disease selected in Baku and Tehran. Methodology: The present study was a "causal-comparative" post-event resear MorePurpose: The aim of this study was to investigate personality traits and working memory in slow-moving adults with Down syndrome with and without Alzheimer's disease selected in Baku and Tehran. Methodology: The present study was a "causal-comparative" post-event research in terms of quantitative method, applied purpose and data collection. The statistical population of this study includes adults with Down syndrome with Alzheimer's disorder and without Alzheimer's disease over 40 years, which is purposefully and accessibly available to 40 adults with Down syndrome in Baku, 20 cases of Alzheimer's disease and 20 cases without Alzheimer's disorder and 40 adults with Down syndrome in Iran (20 cases of Alzheimer's disorder and 20 cases without Alzheimer's disorder) were selected as a statistical sample. To collect the necessary information in this study, a personality traits questionnaire and working memory scale were used. Findings: The results showed that the differences between personality traits and working memory of slow-acting adults with Down syndrome with and without Alzheimer's disease in Tehran and Baku were significant, as well as the mean of personality traits, conscientiousness, flexibility, receptivity and Active memory in adults with Down syndrome without Alzheimer's disorder compared to adults with Down syndrome and Alzheimer's disorder in Baku was higher than in Iran except for neuroticism. Conclusion: Based on this, it is suggested that behavioral intervention programs based on cognition and mindfulness be designed and used in the field of strengthening personality traits and working memory for parents of children with Down syndrome and Alzheimer's disorder. Manuscript profile -
Open Access Article
10 - The Effectiveness of Therapeutic Interventions Based on Brain Gymnastics on Working Memory and Processing Speed of Students with Special Learning Disabilities
Afsaneh Mehrabi Ghodratollah Abasi Fakhri Mohammad KazemPurpose: The purpose of this study was to investigate the effectiveness of therapeutic intervention based on brain gymnastics on working memory and processing speed of students with specific learning disorders. Methodology: The research method was semi-experimental wit MorePurpose: The purpose of this study was to investigate the effectiveness of therapeutic intervention based on brain gymnastics on working memory and processing speed of students with specific learning disorders. Methodology: The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included elementary school boys and girls with learning disabilities in Tonekabon city who referred to the health learning disability center of that city in the academic year of 2018-2019. The sampling method of this research was available, after selecting 30 people, they were randomly assigned to two groups of 15 people for testing and control. Data collection tools were clinical interview and Wechsler IQ scale 4 (2003). Multivariate analysis of variance was used for data analysis. The above tests were performed using SPSS software version 22. Findings: The results of the research showed that the treatment based on brain gymnastics had a positive and significant effect on the working memory and processing speed of students with specific learning disorders. Conclusion: The results of the research showed that therapeutic interventions based on brain gymnastics are not effective on the working memory of students with specific learning disorders. Manuscript profile -
Open Access Article
11 - The effectiveness of child-centered play therapy on improving working memory and attention in children with math disorders
پگاه نفریه علیرضا پیرخائفیAbstract One of the problems of students with math disorder is lack of attention and difficulty in active memory, which can be increased with play therapy. This research was conducted in order to investigate the effectiveness of child-centered play therapy on improving MoreAbstract One of the problems of students with math disorder is lack of attention and difficulty in active memory, which can be increased with play therapy. This research was conducted in order to investigate the effectiveness of child-centered play therapy on improving working memory and attention of children with math disorders. The method of this research was semi-experimental and pre-test-post-test with a control group. The statistical population of this research included all students with math disorders in the first half of 2019. The research sample consisted of 30 people who were selected by available sampling method and were randomly divided into two experimental (15 people) and control (15 people) groups. And they answered the questionnaires of the Iran Key Math diagnostic test (2001), children's working memory by Pickering and Gathercole (2001) and color word Stroop (2006) before and after the intervention. The experimental group underwent child-centered play therapy intervention for 8 sessions of 45 minutes, and the control group did not receive any training. The research data was analyzed using correlation. The results of covariance analysis showed that child-centered play therapy has a positive effect on working memory and attention of students with math disorders. The effect on working memory was 0.55 and on attention was 0.61 (P<0.01). Play therapy is effective in improving working memory and attention of children with mathematical disorders. Therefore, this type of education can be used to reduce the problems of children with math disorders. Manuscript profile -
Open Access Article
12 - Comparison of executive actions "Cognitive Planning, Inhibition of Response, Continuous Functionality and Active Memory" in students with and without disorder
hadi taghizadeh amanollah soltani hamdollah manzari zahra zeynoddiniAbstract Objective: This study aimed to compare the executive functions (, response inhibition, sustained attention and working memory) in students with learning disabilities are dysgraphia normal counterparts. Methods: This descriptive study is causal-comparative. The MoreAbstract Objective: This study aimed to compare the executive functions (, response inhibition, sustained attention and working memory) in students with learning disabilities are dysgraphia normal counterparts. Methods: This descriptive study is causal-comparative. The study population included all male students in primary Mqth with and without learning disabilities in the city of Mashhad. To measure the variables of CPT and subscale of Wechsler Digit was used. Data using multivariate analysis of variance (MANOVA) were analyzed. Results: The results showed that children with disabilities disorder, dysgraphia than normal children have lower performance in executive function (response time, response inhibition, sustained attention and working memory) are. There was a significant difference between the two groups. Conclusion: It seems that this weakness will lead to problems in decision-making and lack of proper judgment, problems with innovation and change, distraction and problems in various aspects of memory. nse inhibition, sustained attention and working memory) are. There was a significant difference between the two groups. Conclusion: It seems that this weakness will lead to problems in decision-making and lack of proper judgment, problems with innovation and change, distraction and problems in various aspects of memory. Manuscript profile -
Open Access Article
13 - The Effectiveness of Rhythmic Poetry Training on Improving of Working Memory, decreasing of Severity of Stuttering and Anxiety in Children with Stuttering
Samad Rahmati Reyhaneh Jabbari Tahereh SaminThe purpose of this study was to the effectiveness of rhythmic poetry training on improving of working memory and decreasing of severity of stuttering and anxiety in children with stuttering. The experimental design was semi-experimental with pre-test, post-test and fol MoreThe purpose of this study was to the effectiveness of rhythmic poetry training on improving of working memory and decreasing of severity of stuttering and anxiety in children with stuttering. The experimental design was semi-experimental with pre-test, post-test and follow-up with the control group. The statistical population included all children 12-6 year old with stutterers referring to speech therapy centers in Ahvaz in the year 1396. Among the statistical population of this study were selected 30 people using convenience sampling, and were placed randomly in experimental (n=15) and control (n=15) groups; and responded to Stuttering Severity Instrument (Reynolds & Richmond, 1985),Nonword Repetition test (Barikroo et al., 2011) and Revised Children's Manifest Anxiety Scale (Riley, 1994). The control group was awaited and rhythmic poetry training for the experimental group was carried out in 16 sessions of 60 minutes each week for 2 sessions; Then, at the end of the therapeutic interventions and again 2 months later, the subjects of the experimental and control groups were evaluated by questionnaires. Data were analyzed using mixed variance analysis with repeated measures. The results showed that rhythmic poetry training improved the function of active memory and decreased stuttering and anxiety in children with stuttering and this effect remained stable at follow up stage. rhythmic poetry training by strengthen the role of the right hemisphere in language control and increase nerve branches by forming and activating the cerebral cortex leads to improved the function of active memory and reduced stuttering and anxiety in children with stuttering. Manuscript profile -
Open Access Article
14 - The effectiveness of active memory computer intervention on math anxiety, working memory and math performance of students with math learning disorders
Afsaneh zarco Zahra Eslami Giski eshrat karimiچکیده مقدمه: دانش‌آموزان دارای اختلال یادگیری دارای مشکلات شناختی می‌باشند که جهت کاهش آن نیاز به مداخلات آموزشی دارند. هدف از پژوهش حاضر بررسی اثربخشی مداخله رایانه‌یار حافظه فعال بر اضطراب ریاضی، حافظه فعال و عملکرد ریاضی دانش آموزان دارای اختلال یادگیری ریاضی بود. Moreچکیده مقدمه: دانش‌آموزان دارای اختلال یادگیری دارای مشکلات شناختی می‌باشند که جهت کاهش آن نیاز به مداخلات آموزشی دارند. هدف از پژوهش حاضر بررسی اثربخشی مداخله رایانه‌یار حافظه فعال بر اضطراب ریاضی، حافظه فعال و عملکرد ریاضی دانش آموزان دارای اختلال یادگیری ریاضی بود. روش: پژوهش حاضر از لحاظ هدف جزء پژوهش‌های کاربردی و از لحاظ روش از نوع مطالعات نیمه‌آزمایشی از نوع پیش‌آزمون، پس‌آزمون با گروه آزمایش و گواه است. جامعه پژوهش را کلیه دانش آموزان پایه پنجم دارای اختلال ریاضی شهرستان کرمان که در سال تحصیلی 1399 تشکیل دادند که از بین آنها به صورت تصادفی خوشه-ای چند مرحله‌ای 30 نفر به عنوان نمونه انتخاب و به دو گروه 15 نفری تقسیم شدند. ابزارهای این پژوهش شامل پرسشنامه آزمون ماتریس‌های پیش رونده ریون (1938)، آزمون ریاضی کی‌مت (1985)، مقیاس اضطراب ریاضی (2009)، آزمون حافظه فعال back-N (1985) و آزمون عملکرد ریاضی پایه پنجم (1398) بود. داده‌ها با استفاده از روش‌های آماری نظیر میانگین، انحراف استاندارد و تحلیل کواریانس تجزیه و تحلیل شد. یافته‌ها: یافته‌ها نشان داد که آموزش مداخله رایانه‌یار حافظه فعال بر اضطراب ریاضی، حافظه فعال و عملکرد ریاضی دانش‌آموزان دارای اختلال یادگیری ریاضی پایه پنجم در سطح 01/0P< تاثیر معنادار دارد. نتیجه‌گیری: نتیجه می‌شود که آموزش مداخله رایانه‌یار حافظه فعال موجب کاهش اضطراب ریاضی، افزایش حافظه فعال و عملکرد ریاضی دانش‌آموزان دارای اختلال یادگیری ریاضی پایه پنجم شد. واژه‌های کلیدی: اختلال یادگیری ریاضی، اضطراب ریاضی، حافظه فعال، مداخله رایانه‌یار Manuscript profile -
Open Access Article
15 - The role of achievement goals, working memory and cognitive learning styles (field dependent, independent of context) in anticipation of the first secondary grade seven math achievement of students in Mashhad
hadi taghi zadeh noshiravan khezri moghadam hamdolalah manzari tavakoli zahra Zinedine MeymandThis study examined the role of achievement goals, working memory and cognitive styles in predicting academic achievement in math. Among all students in grade seven high schools in the two cities of Mashhad, 264 people sampling multi-stage cluster were selected and ques MoreThis study examined the role of achievement goals, working memory and cognitive styles in predicting academic achievement in math. Among all students in grade seven high schools in the two cities of Mashhad, 264 people sampling multi-stage cluster were selected and questionnaires cognitive styles dependent on context and unrelated to the fields, inventory goal orientation Midgley et al (1998 ) and full questionnaire responded memory. To analyze the data, Pearson correlation and regression analysis were used. The results showed that cognitive styles, achievement goals and working memory there is a significant positive correlation with math achievement and predicted mathematics achievement is the highest share in working memory. Cognitive styles of students who are independent, have reported the amount of memory span more active. Students with independent stylistic mastery goals are more or average score. Students with field dependent cognitive style are more avoidant score goals. Working memory is a significant relationship mastery goals. - The relationship between working memory span and approach the target score in order to direct significant relationship exists between working memory span and score the aim of avoiding significant negative relationship exists Dard.ntayj research shows that mathematical achievement of the goals of progress , stylistic and working memory predictable. But regression analysis revealed that the share of working memory span is a goal of developing cognitive styles. Manuscript profile -
Open Access Article
16 - Designing and Evaluating Psychometric Properties of Persian Version of Hassani’s Emotional Active Memory Software Test in Fifth Grade Female Students
ilnaz sajadian mozhgan hassani mohamadali nadiAbstract The present study aimed at designing and evaluating the psychometric properties of Hassani’s Emotional Active Memory Software Test on a sample of 80 fifth grade female students in public schools of Tehran during the academic year 2016-2017. They were sel MoreAbstract The present study aimed at designing and evaluating the psychometric properties of Hassani’s Emotional Active Memory Software Test on a sample of 80 fifth grade female students in public schools of Tehran during the academic year 2016-2017. They were selected via two multistage cluster sampling and purposive methods. The test consists of 8 blocks, each consists of 12 exercises. 3 blocks is performed for each subject selected randomly. The stimuli have a number of emoji with emotional loads and marks. To investigate the psychometric properties, test-retest reliability coefficient with 20 days interval was employed. The correlation coefficients ranged from 0.68 to 0.75. In addition, validity of the test was assessed using content validity and criterion validity techniques by comparing "matched groups". The first group consisted of 20 normal students, and the second group included 20 students with active memory deficits and low cognitive emotion regulation. The second group’s subjects were identified by two the Wechsler Memory Scale (WMS) and Garnefski’s Cognitive Emotion Regulation Questionnaire (CERQ). The results of comparing mean scores of the two groups in different parts of the test showed a significant difference between the performance of them (p = 0.001). Therefore, Hassani’s Active Memory Software Test has good reliability and validity and can be used to measure emotional memory in psychological studies in the mentioned age range. Manuscript profile -
Open Access Article
17 - The relationship between working memory, anxiety and students academic performance
Mohammad Mojtabazadeh Hasan Asadzadeh Yousef Karimi Ali Delavar In the present research, the relationship between working memory capacity, level of anxiety and academic achievement were examined. The overall objective of the present study is practical and in terms of method is correlational descriptive. By t More In the present research, the relationship between working memory capacity, level of anxiety and academic achievement were examined. The overall objective of the present study is practical and in terms of method is correlational descriptive. By the use of a multistage cluster sampling from high schools of Zanjan Educational Organization, a number of 304 third grade students from secondary schools were selected. The research tool consisted of the following: (a) Daneman and Carpenter Working Memory Test (1980), and (b) the Zung's Self-Rating Anxiety Scale (1970). In addition, the students’ average score was used as an indicator of academic achievement. The collected data, through a significant test of Pearson correlation coefficient and multiple regressions were analyzed. The results showed that there is a significant relationship between capacity of working memory, anxiety and academic achievement. The other finding showed there was a significant relationship between academic achievement, level of processing and level of reservation, and between the level of anxiety, level of processing and Level of reservation. Manuscript profile -
Open Access Article
18 - Social Anxiety and the Role of Boys and Girls Working Memory Function
Hassan Ashayeri Fatemeh Jafari Shiva DolatabadiThis study aims to examine gender differences in the level of social anxiety and social anxiety role in the performance of working memory was evaluated. To accomplish this goal of 8 high school students in public high schools in Tehran were selected first. Screening 600 MoreThis study aims to examine gender differences in the level of social anxiety and social anxiety role in the performance of working memory was evaluated. To accomplish this goal of 8 high school students in public high schools in Tehran were selected first. Screening 600 individuals who were selected in a manner cluster ultimately impaired and normal people were identified. Of those, two groups of 15 subjects were randomly selected. Tools Laybvytz questionnaire of social anxiety, working memory subtests Stanford intelligence test Bynh- Tehran. Results showed that significant differences in overall social anxiety and cognitive factors (fear) and behavioral (avoidance) among the sexes does not exist. It is also a significant difference in the performance of working memory and its components among groups and individuals with social anxiety is normal. In general, based on the findings of this study, stress can interfere with memory function was activated. Finally, stress can be a factor in determining the variables affecting a significant proportion of the variance in cognitive function, particularly memory and attention examined. Manuscript profile -
Open Access Article
19 - 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
mozhgan Hassani Mohammad Ali Nadi Ilnaz SajjadianThe study aimed to investigate the effectiveness of the cognitive-emotional-social working memory training intervention on improving Cognitive Emotion Regulation in female students with poor performance in working memory. The research employed a pretest-posttest and fol MoreThe study aimed to investigate the effectiveness of the cognitive-emotional-social working memory training intervention on improving Cognitive Emotion Regulation in female students with poor performance in working memory. The research employed a pretest-posttest and follow-up semi-experimental research design with the control group. The statistical population consisted of all 5th grade female students of Tehran during the academic year 2016-2017. Those students with working memory impairment were selected via multi-stage cluster random sampling using the Wechsler Software Working Memory Scale (Khodadadi, Mashhadi and Amani, 2009). Then, from among them, 40 students were randomly selected and divided into two 20-participant experimental and control groups. The cognitive-emotional-social working memory training was performed in 20 sessions for the experimental group. Before and after the intervention and two months later (follow up), participants answered to the Cognitive Emotion Regulation Questionnaire (Garnefski & et al, 2002). The research data were analyzed using ANCOVA. According to the results of the study, the cognitive-emotional-social working memory training significantly improved the Cognitive Emotion Regulation(P = 0.001). Manuscript profile -
Open Access Article
20 - The effect of computer based cognitive empowerment on active memory performance, attention, language ability, visual-spatial abilities and eloquence and fluency in elderly people
Rana Atri Ebrahimpour Jalil Babapour Kheyradin Mohsen AhmadiThis study aimed at considering the effect of computer-based cognitive empowerment on active memory performance, attention, language ability, visual-spatial abilities and eloquence and fluency in elderly people. This research method was experimental in which cognitive p MoreThis study aimed at considering the effect of computer-based cognitive empowerment on active memory performance, attention, language ability, visual-spatial abilities and eloquence and fluency in elderly people. This research method was experimental in which cognitive performance (active memory, attention, time of visual / auditory reaction) were taken into account before and after presenting computer-based cognitive empowerment on experimental group for 20 thirty-minute sessions within 8 weeks. Statistical population included elderly people of Khuban sanatorıum of Tabriz with the age range of 60-65. Regarding the experimental the sample included 30 people (15 people for experimental group and 15 people for control group) that were chosen out of the elderly people by available sampling method and were randomly assigned in two groups of experimental and control, and subjects were matched in both groups. The used instruments were computer-based cognitive assignment of brain and cognition sciences center and Aden Brook, revised version test. Data were analyzed by descriptive statistics such as mean, standard deviation, frequency and descriptive chart and the hypotheses were tested by Covariance Analysis Method. The findings indicated that computer-based cognitive empowerment was effective on cognitive functions (active memory, attention, spatial/ visual). Manuscript profile -
Open Access Article
21 - Predicting Reading Performance Based on Short Term Storage and Central Executive of Working Memory in 8-11 Years Old Children
Parisa Mosavati Azar Ali Reza Kiamanesh Hasan AhadiThe aim of this study was to predict 8-11 years old childeren’sreading performance based on the short term storage (phonological loop and visuospatial sketchpad) and central executive of working memory. The study was correlational and the statistical population co MoreThe aim of this study was to predict 8-11 years old childeren’sreading performance based on the short term storage (phonological loop and visuospatial sketchpad) and central executive of working memory. The study was correlational and the statistical population consisted of 43304 students in primary schools of Tabriz in second and fifth grades from among whom, via multistage random sampling, 352 individuals were selected. The measuring tools were forward digit span task, Kim Carrad test, counting span task and a researcher-made reading comprehension test. The data were analyzed using stepwise multivariate regression analysis. Among the components of working memory, phonological loop in the second grade (p=0/000) and central executive in the fifth grade (p=0/000) could predict reading comprehension more than other components. Based on the results, it can be said that working memory, as a primary means of facilitating learning, can help improve reading performance Manuscript profile -
Open Access Article
22 - Investigate the effect of 8 week of Pilates correction exercises on cardiorespiratory fitness and working memory capacity of girle students kyphotic aged 12 to 15 years in Kangavar city
Afsaneh Golshanimahd Kobra JavadifarIntroduction: pilates improves spinal condition at an important level of flexibility and strength. the aim of present study was to Investigate the effect of 8 week of Pilates correction exercises on cardiorespiratory fitness and working memory capacity of girle students MoreIntroduction: pilates improves spinal condition at an important level of flexibility and strength. the aim of present study was to Investigate the effect of 8 week of Pilates correction exercises on cardiorespiratory fitness and working memory capacity of girle students kyphotic aged 12 to 15 years in Kangavar city in 1400.Metodology: The present study was a quasi-experimental study with a pretest-posttest design. Twenty-five girle students aged 12 to 15 years with kyphosis were purposefully selected. After eliminating the sick and the final drop, the number of samples reached 15. Students' kyphosis angle was measured with a flexible ruler, cardiorespiratory fitness was measured by a shuttle& run test, and working memory capacity was measured by a computer test. K-S test was used to investigate the normal distribution of data and paired t-test was used to evaluate the changes in research variables at the significance level of α = 0.05 using Spss software, version 16.Results: Based on the results of this study, the means of the three variables; There is a significant difference (p≤0.05) in pretest and posttest memory for working memory capacity (p = 0.000), cardiorespiratory readiness (p = 0.000) and kyphosis angle (p = 0.000). It can be argued that Pilates largely avoids high impact, high power output, and heavy muscular and skeletal loading and this improves physiological and cognitive functions. Manuscript profile -
Open Access Article
23 - The effect of online multi-user educational computer games on active memory and innovative performance of dyslexic students
Mahshid Tajrobrh Kar Niloofat GholamipourIn terms of purpose, this research is applied and is classified as a semi-experimental and pre-test-post-test type of research with a control group. The statistical population included all dyslexic students in the fourth grade of Kerman city in the academic year 2021-20 MoreIn terms of purpose, this research is applied and is classified as a semi-experimental and pre-test-post-test type of research with a control group. The statistical population included all dyslexic students in the fourth grade of Kerman city in the academic year 2021-2022. 50 students were randomly selected and randomly divided into two groups of 25, experimental and control. The data measurement tool was the active memory capacity questionnaire and the innovation-based performance questionnaire, which were completed by the subjects before and after the intervention. After data collection, data analysis was done using spss25 software and analysis of covariance. The results showed that in the subscales of working memory, the average of the measurement variable (53.6000) in the post-test of the experimental group was reported as the highest average. Also, in the post-test of the experimental group, the highest mean for processing (52.6800), creativity and innovation (21.6400) and use of new opportunities (21.0800) were reported, respectively, which shows an increase in the mean of the post-test of the experimental group. To pre-test this group. In general, online multi-user educational computer games have a significant effect on active memory and innovative performance of dyslexic fourth grade elementary students (p≤0.05). Manuscript profile -
Open Access Article
24 - تأثیر متقابل ظرفیت حافظه کاری با آموزش راهبرد فراشناختی ضمنی و آشکار
Parisa Mohamadpour امید طباطباییاین مطالعه به بررسی تأثیر متقابل آموزش راهبرد فراشناختی ضمنی و صریح و ظرفیت حافظه فعال فراگیران پرداخته است. بدین منظور 63 زبان‌آموز انگلیسی به عنوان شرکت‌کننده بر اساس آزمون تعیین سطح مشخص شده و به شکل تصادفی در دو گروه آزمایشی (آموزش راهبرد فراشناختی ضمنی و آشکار) و Moreاین مطالعه به بررسی تأثیر متقابل آموزش راهبرد فراشناختی ضمنی و صریح و ظرفیت حافظه فعال فراگیران پرداخته است. بدین منظور 63 زبان‌آموز انگلیسی به عنوان شرکت‌کننده بر اساس آزمون تعیین سطح مشخص شده و به شکل تصادفی در دو گروه آزمایشی (آموزش راهبرد فراشناختی ضمنی و آشکار) و دو گروه کنترل (فعال و غیرفعال) قرار گرفتند. در گروه آموزش صریح، یک مدل دستورالعمل راهبرد فراشناختی آشکار اجرا شد و گروه ضمنی دستورالعمل‌هایی را بر اساس یک مدل دستورالعمل راهبرد فراشناختی تلویحی دریافت کرد. همه شرکت‌کنندگان در آزمونهای اندازه گیری عمل کرد حافظه فعال و همچنین بخش درک شنیداری PET شرکت کردند. آنها همچنین بخش شنیداری FCE را به عنوان آزمون انتقال دریافت کردند. نتایج نشان داد در حالی که دستورالعمل‌های راهبردی فراشناختی ضمنی و آشکار به طور معنی دار به عملکرد درک شنیداری منجر می‌شوند، آموزش صریح از اندازه اثر بزرگتری برخوردار است. تغییرات درک شنیداری در گروه کنترل فعال معنی دار نبود که نشان دهنده مثبت نبودن نتیجه در اثر صرفاً ارائه راهبردها بدون زمینه سازی در عمل بود. ظرفیت حافظه فعال همچنین نشان داد در پیش‌بینی بهبود درک شنیداری در گروه آموزش صریح قدرت بیشتری دارد. این مطالعه نشان داد آموزش راهبردی فراشناخت ضمنی برای فراگیرانی که ظرفیت محدود حافظه فعال یا ظرفیت حافظه فعال ناهمگن دارند بسیار بهتر عمل می‌کند. Manuscript profile -
Open Access Article
25 - The Effectiveness of Phonological Awareness Training on Visuospatial Working Memory of Students with Written Expression Disorder
Masoume Pourmohamadreza-Tajrishi Sahar Pahlavan Neshan Faezeh Golkar T his study aimed to determine the effectiveness of Phonological Awareness Training (PAT) on visuospatial working memory of 3rd grade students with written expression disorder. The study design was quasi-experimental with a pretest, posttest, and con More T his study aimed to determine the effectiveness of Phonological Awareness Training (PAT) on visuospatial working memory of 3rd grade students with written expression disorder. The study design was quasi-experimental with a pretest, posttest, and control group. Thirty students were randomly selected and evaluated by the Writing Expression Test (Fallahchai, 1379), Wechsler Intelligence Scale for Children (Wechsler, 2000), and the Visuospatial Working Memory Test (Cornoldi & Viecchi, 2004). They were randomly assigned to experimental and control groups (each consisted of 15 individuals). The experimental group participated in 13 sessions and was trained by the phonological awareness program but control group participated in the regular school program. All subjects were evaluated after the 13th session and two months later. The data were analyzed using analysis of covariance and repeated measurement analysis of variance. The findings showed that 32% of variation in improvement of visuospatial working memory of the experimental group has been due to the phonological awareness intervention and lasted after two months (P<0.001). Based on the results the Phonological Awareness Training leads to JIP Aug 2019 SS.docx JIP Aug 2019 SS.docxpromoted visuospatial working memory of experimental group, and its effects lasted for two months. Therefore, the implementation of the Phonological Awareness Training is worthwhile for promoting the visuospatial working memory of the students with written expression disorder. Manuscript profile -
Open Access Article
26 - مقایسه حافظه فعال و پایداری هیجانی کودکان مبتلا به اختلال نارسایی توجه- بیشفعالی، اوتیسم و عادی
آنیتا باغداساریانس فاطمه گلشنی نسیم دربندی -
Open Access Article
27 - Comparison of working memory and processing speed in male and female students with and without UCMAS mental abacus training
Kobra Asghari Abdorrahim Kasaei EsfahaniAbacus-based mental calculation is a mental calculation skill based on the manipulation of beads on a mental abacus that activates preparietal areas that mainly overlap with the working memory network. The purpose of the present study was to compare the active memory an MoreAbacus-based mental calculation is a mental calculation skill based on the manipulation of beads on a mental abacus that activates preparietal areas that mainly overlap with the working memory network. The purpose of the present study was to compare the active memory and processing speed of students with and without UC Mes training. The comparative causal research method and the statistical population included all primary students of the fourth grade in Islamshahr city. 160 students were selected from this community, including 80 regular students (40 girls and 40 boys) using random cluster sampling and 80 UC Mes students (40 girls and 40 boys) using purposive sampling. Children's Wechsler Intelligence Test-4 was used to measure active memory and processing speed. The results of two-way analysis of variance showed that active memory and processing speed of UC Copper students are significantly higher than normal students (p<0.001). Also, the working memory of UC Mes girls was higher than its boys and the processing speed of UC Mes boys was higher than its girls (p < 0.001). Conclusion: UC Mes can be used as an intervention method to improve working memory and processing speed of children. Manuscript profile
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