Working Memory

Open Access Article

1 - Preliminary Construction and Validation of Cognitive Brain Function Assessment Test Emphasizing on Age among university students
فریده حمیدی

The aim of this research was to construct and validate a new cognitive brain function assessment test with an emphasize on the age of student. The research type was test construction and validation. the population in this study was all human sciences and math students More

The aim of this research was to construct and validate a new cognitive brain function assessment test with an emphasize on the age of student. The research type was test construction and validation. the population in this study was all human sciences and math students studying in undergraduate and postgraduate levels of Shahid Rajaee Teachers Training University in 2011-2012. The sample consisted of 100 university student whose ages ranged between 20 to 36 (50male and 50 female). Which were selected by cluster sampling. The research tools were the veseaoher made Cognitive Brain Function Assessment. Test and the PASAT(Sampson,1956). To achieve the factor structure model validity, varimax rotation and t- test for independent groups were applied. Results showed high correlation between variables and also six factors as the clusters were identified: 1)Target identification accuracy, 2) Location error,3)Two seconds right error,4) Three seconds right error,5)Three seconds left error and 6) Two seconds left error. Also, the results of t- test for independent groups showed that merely in the target identification accuracy, the differences between meaningful differences concerning age exist among the university students(p < 0.05). Manuscript profile

Open Access Article

2 - The Effect of Induced Stress on the Number of Mistakes in Visual Working Memory for Emotional & None Emotional Stimuli
Zahra Khayyer Vahid Nejati Jalil Fathabadi

The 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 More

The 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

3 - Comparison of executive functions based on test anxiety in the fifth grade elementary
ستاره فیروزی صغری ابراهیمی قوام فریبرز درتاج

The purpose of this research was to compare the executive functions (reasoning, working memory and organizing-planning) of the fifth grade elementary students with high and low test anxiety. Method of research was ex-post facto and the statistical population was the fif More

The purpose of this research was to compare the executive functions (reasoning, working memory and organizing-planning) of the fifth grade elementary students with high and low test anxiety. Method of research was ex-post facto and the statistical population was the fifth grade elementary students in Tehran city, among them 313 students were selected via cluster random sampling. The research instruments were Andre-Rey Test (Andre-Rey, 1942), Digit Span and Similarities Subtests of Wechsler intelligence scale (Wechsler, 1949) and Test Anxiety Inventory (Abolghasemi et al, 1375). Data were analyzed using independent sample t-test and Mann Whitney test. The results indicated significant difference between students with high and low test anxiety in reasoning and working memory (P < 0/001). But there was no significant difference between students with high and low test anxiety in organizing-planning. Manuscript profile

Open Access Article

4 - The effectiveness of working memory strategies training on improvement of reading performance in dyslexic students
Tahere Rahimipour Firoozeh Ghazanfari Ezatollah Ghadampour

The goal of the study was to investigate the effectiveness of working memory strategies training on improvement of reading performance in dyslexic students. In this quasi-experimental study, a pre-test, post-test, with control group design was applied. The statistical p More

The goal of the study was to investigate the effectiveness of working memory strategies training on improvement of reading performance in dyslexic students. In this quasi-experimental study, a pre-test, post-test, with control group design was applied. The statistical population included all the elementary students with dyslexia who referred to Kerman learning disability centers in 2015-2016 academic year. Among these students,30 students were selected through multistage random method and were randomly allocated in in one experimental and one control group (each 15 students). The assessment tools included Reading & dyslexia test of Kormi Noori & Moradi(2005) & Wechsler Intelligence Scale for Children (Shahim,2008).Working memory strategies training were performed during14 sessions on the experimental group. The obtained data were analyzed statistically by using of analysis of covariance (ANCOVA). The results showed that training of working memory strategies improved reading performance of dyslexic students (p=0.001). Manuscript profile

Open Access Article

5 - The effect of working memory and metacognition training on academic function of female students with mathematics learning disabilities
نغمه خدامی احمد عابدی سید حمید آتش پور

This study was conducted with the aim of analyzing the effect of instruction of working memory and instruction of metacognition on academic performance among female students with mathematics learning disabilities. The research was experimental and the statistical popula More

This study was conducted with the aim of analyzing the effect of instruction of working memory and instruction of metacognition on academic performance among female students with mathematics learning disabilities. The research was experimental and the statistical population included third grade female students with learning mathematics disabilities, among them 30 students were selected via cluster multistage random sampling and then divided into experimental groups (instruction of working memory and metacognition) and control group in a random way. The assessment tools included Wechsler Intelligence Scale for Children (Shahim, 1364), Iran Keymath Test (Mohammad Esmaeil & Human, 1381) and Mathematics Academic Performance Test (Farahani, 1386). The data were analyzed through covariance analysis. The results showed that working memory instruction and metacognitive instruction are effective on the mathematics academic performance of the students with mathematics learning disabilities (P 0/05). The effect of working memory 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 sajjadian

10.30486/jsrp.2018.544558

This 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- More

This 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 - The effectiveness of working memory strategies training on motivation achievement and reading performance of dyslexic students in elementary schools
Tahere Rahimipour Firoozeh Ghazanfari Ezatollah Ghadampour

10.30486/jsrp.2018.545644

The goal of the study was to investigate the effectiveness of working memory strategies trainingon motivation achievement and reading performance of dyslexic students in elementary schools. In this quasi-experimental study, a pre-test, post-test, with control group desi More

The goal of the study was to investigate the effectiveness of working memory strategies trainingon motivation achievement and reading performance of dyslexic students in elementary schools. In this quasi-experimental study, a pre-test, post-test, with control group design was applied. The statistical population included all the elementary students with dyslexia who referred to Kerman learning disability centers in 2015-2016 academic year. Among these students, 30 students were selected through multistage random method and were randomly allocated in one experimental and one control group (each 15 students). The assessment tools included Reading & dyslexia test of Kormi Noori & Moradi (2005), Herman’s motivation achievement (1970) & Wechsler intelligence scale for children (Shahim, 2008). Working memory strategies trainingwas performed during14 sessions on the experimental group. The obtained data was analyzed statistically by using of analysis of covariance (ANCOVA). The results showed that working memory strategies trainingincreased motivation achievement and reading performance of dyslexic students (P=0.001).In result attending working memory in order to promote motivation achievement and reading performance is essential. Manuscript profile

Open Access Article

8 - Comparison of the effect of the cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary school students with specific learning disability
amir azizi Fazlolah Mir Drikvand Mohamad Ali sepahvandi

10.30486/jsrp.2019.578548.1541

The aim of this study was to compare the effect of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary school students with specific learning disability. The statistical population of this quasi -experimental s More

The aim of this study was to compare the effect of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary school students with specific learning disability. The statistical population of this quasi -experimental study included all elementary students with specific learning disability in Tabri city, of whom 60 elementary school students with a learning disorder diagnosis in Tabriz Learning Center in 2016-2017 were selected through purposive method and using randomly were replaced into three experimental groups and one control group (n = 15 per group). In all four groups of N-Back as pretest and post-test completion. 20 sessions of cognitive rehabilitation, 20 sessions of neurofeedback and 8 sessions of cognitive - behavioral play therapy were conducted in experimental groups.The results of the covariance analysis showed that cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary students with specific learning disorder, do not affect. Also, there was no significant difference between the effect of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary students with specific learning disorder (P<0.001). Therefore, more research is needed to make a definitive conclusion in this regard. Manuscript profile

Open Access Article

9 - Impact of Dynamic Assessment on ADHD Learners’ Knowledge of L2 Vocabulary and Working Memory: A Case Study
Hadiseh Salehi Roya Khoii Ali Akbar Arjmandnia

10.30486/relp.2023.1995287.1498

Within the field of second language learning, the need to provide equal access to L2 education has directed modern educators’ attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was More

Within the field of second language learning, the need to provide equal access to L2 education has directed modern educators’ attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was to explore the effects of interactionist DA on ADHD L2 learners’ knowledge of vocabulary and working memory capacity. A 13-year-old female EFL learner with the combined type of ADHD voluntarily participated in this study as an elementary student. During each session, a few new vocabulary items were taught through providing mediations relying on a regulatory scale from the most implicit to the most explicit emerging from the interactions between the mediator and the learner. The microgenetic analysis of DA protocols led to the development of an inventory of mediations consisting of different forms of implicit and explicit prompts. The results of the study demonstrated that DA could contribute to the learner’s vocabulary knowledge with a number of fluctuations in some DA sessions, while it did not improve her working memory capacity. The findings of this study provide further insight into teachers’ perception of how ADHD learners can learn an L2 and, at the same time, call for policy makers’ and materials developers’ greater attention to the progressive mediations required to help ADHD learners develop a higher level of self-regulation functioning through dialogic and social interactions. Manuscript profile

Open Access Article

10 - A Review on Examination Methods of Types of Working Memory and Cerebral Cortex in EEG Signals
Mehran Emadi Mohsen Karimi Fatemeh Davoudi

10.30486/mjtd.2023.1991049.1041

Manuscript profile

Open Access Article

11 - The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
Farzaneh Bahadori Mohammad Bavali Mohammad Javad Riasati Samad Mirza Suzani

Manuscript profile

Open Access Article

12 - 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 Posheneh

Purpose: 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 More

Purpose: 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

13 - Investigating the effective educational factors on the growth of creativity among high school students in Takab city
Sajad Nemati Noredin Mirzai Rasol Davodi

Creativity 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 More

Creativity 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

14 - 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 Bahrami

Purpose: 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 More

Purpose: 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

15 - 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 Kazem

Purpose: 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 More

Purpose: 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

16 - Comparison of the Effectiveness of Working Memory Training on Educational Self-regulation in Female Students of State High Schools
Fariba Rostami

purpose: The purpose of this study was to compare the effectiveness of working memory training on academic self-regulation in female high school students. Method: The statistical population of this study included all second-grade secondary school students in district 5 More

purpose: The purpose of this study was to compare the effectiveness of working memory training on academic self-regulation in female high school students. Method: The statistical population of this study included all second-grade secondary school students in district 5 of Tehran in the academic year of 96-97. To collect data, the self-directed questionnaire of Kanle & Royan (1987) was used. This research was a semi-experimental design with pre-test and post-test design with control group. A sample of 30 people who were lower in the dependent variable and willing to participate in the training sessions were selected randomly and divided into two experimental groups and one control group (each group was 15). Within a week of pre-test run for both groups, the experimental group was subjected to an independent variable of work memory training (20 sessions of a half-hour, three sessions per week) and the control group did not receive any training. Findings : In this study, the variance of multiple, single variable and multiple variable variables was used to analyze the differences between the groups, taking into account intra-group (test) and intergroup (group membership). The results showed that working memory training increased self-regulation in students. Discussion: Work memory training also increases academic well-being, self-regulation and academic achievement motivation in students. Manuscript profile

Open Access Article

17 - The effectiveness of emotional schema therapy on increasing memory capacity
Yasmin Zeinab Zahmatkesh

Purpose: The present study aimed to determine the effectiveness of emotional schema therapy training on increasing memory capacity in female high school students. Methodology: The present study was correlational in terms of basic purpose in terms of descriptive method More

Purpose: The present study aimed to determine the effectiveness of emotional schema therapy training on increasing memory capacity in female high school students. Methodology: The present study was correlational in terms of basic purpose in terms of descriptive method and quantitative in terms of method. The study population consisted of all female high school students in Tehran in the 2016-2017 academic years. The sampling method of the present study was purposeful stepwise cluster sampling. The volume of the present sample was selected based on previous research. In the present study, to evaluate the dependent variables of the research, the emotional schema therapy training package and the work memory capacity questionnaire (Daniman and Carpenter, 1980) were used. Results: The results of univariate analysis of covariance showed that the effect of emotional schema therapy on increasing memory capacity with value (f = 122.341) and significant level (p = 0.42) was significant in female high school students. Conclusion: Awareness of individual strengths and weaknesses and focus on strengths and learning from negative points and optimal use of knowledge about themselves and the environment helps students to plan and perform better Manuscript profile

Open Access Article

18 - 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 zeynoddini

Abstract 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 More

Abstract 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

19 - Comparison of the effectiveness of working memory and mindfulness training on educational well-being high school students
mahdi barghamadi hossein mahdian Mohammad Yamini

The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being second grade secondary school students. The statistical population of this study includes all second-grade secondary school students in Sabzevar More

The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being second grade secondary school students. The statistical population of this study includes all second-grade secondary school students in Sabzevar city during the academic year of 2017-2018. To collect data, Tuminnin-Sweeney et al. Educational well-being Questionnaire (2012) used. This research was a semi-experimental design with pre-test and post-test design with control group. A sample of 45 people who were lower in the three dependent variables who were willing to participate in the training sessions were selected and randomly assigned to two groups of test and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education and the second group was subjected to working memory training and the control group did not receive any training. In this research, to analyze the differences between the groups, the variance analysis of variables of multiple and single variable variables was used, taking into account the intra-group (test) and intergroup (group membership) variables. The results showed that mindfulness training increased academic well-being in students. Also, working memory training can increase academic well-being in students. The results showed that there is a significant difference between the effectiveness of mindfulness education and working memory training, and training mindfulness is more effective in increasing academic well-being. Manuscript profile

Open Access Article

20 - Mediating role of working memory (phonological loop and visuo-spatial sketch pad) in the relationship between test anxiety and mindfulness in students
zahra masanani Ahmad khamesan Mohammad Hosein Salarifar

The purpose of the current research is the study of the mediating role of working memory on relationship of mindfulness with test anxiety The study method is correlational descriptive and of the type of structural equations model. In order to research, 199 students were More

The purpose of the current research is the study of the mediating role of working memory on relationship of mindfulness with test anxiety The study method is correlational descriptive and of the type of structural equations model. In order to research, 199 students were selected by multistage sampling among the statistical population included all students of Birjand University and Medical Sciences university. To collect data for measuring working memory, the test of working memory profile of Wexler and for measuring test anxiety and mindfulness, the questionnaires of test anxiety of Abolqasemi and mindfulness skills of Kentucky were used. The results showed that there is relationship between mindfulness and its dimensions (act with awareness and accept without judgment) with test anxiety. There is no significant relationship between mindfulness and working memory, and the mediating role of working role on the relationship between mindfulness with test anxiety didn't verified. So, it can be said that working memory had no mediating role between mindfulness and test anxiety. Manuscript profile

Open Access Article

21 - 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 Samin

The 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 More

The 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

22 - 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 Meymand

This 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 More

This 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

23 - The Effect of Working Memory Training on Vocabulary Recall and Retention of Iranian EFL Learners: The Case of Dual N-Back Task
Mojtaba Marashi

Manuscript profile

Open Access Article

24 - Comparing the effect of aggressive and educational games on working memory and processing speed of primary school children
ahad ahanghar anzabi shirin zeinali soheila anvari

The aim of the present study is comparing the effect the effect aggressive and educational games on working memory and processing speed of primary school children in Tabriz. It was a post hoc study. The statistical universe included all students (82500 pupils that study More

The aim of the present study is comparing the effect the effect aggressive and educational games on working memory and processing speed of primary school children in Tabriz. It was a post hoc study. The statistical universe included all students (82500 pupils that study in 2 section of Tabriz. The sample included 150 students that selected with available sampling method (50 students in educational group, 50 students in aggression group and 50 students in no experience of game). The include criteria was playing aggressive game and educational game during one recent year and seven hour or more in one week. The include criteria for third group was playing no game or playing an hour or less during a week. The students completed subscales of working memory test (digit span, Letter – Number sequencing) and processing speed (Symbol Search and coding) in WISC-4. The data were analyzed with SPSS software using ANOVA. The results showed that there was significant differences between educational group, aggression group and no experience of game in working memory and this difference was positive for educational group. The results showed that there was significant differences between educational group, aggression group and no experience of game in processing speed and this difference was positive for educational group (p < 0.001). The result confirmed that different kind of video game has different effect on cognitive process. Manuscript profile

Open Access Article

25 - Comparison of working memory and cognitive flexibility of female bilingual Arabic-Persian and monolingual students
Niloufar Gholamipour Noshirvan Khezri Moghadam Masoud Fazilatpour

   The study aimed to evaluate and compare working memory and cognitive flexibility of monolingual and bilingual Arabic-Persian students. The method of the present study was descriptive. The study population consisted of 473 female monolingual and bilingual 10 More

   The study aimed to evaluate and compare working memory and cognitive flexibility of monolingual and bilingual Arabic-Persian students. The method of the present study was descriptive. The study population consisted of 473 female monolingual and bilingual 10- to 12-year-old female students in Kangan city in the 1396-97 academic year, which among them, 100 students, 50 of whom were Persian-speaking and the other 50 bilingual (Arabic-Persian-speaking), were selected by random sampling. A computer version of the Wisconsin test was used to measure cognitive flexibility (Grant and Berg, 1948) and the Wechsler IV Digit Span subscale (Wechsler, 2003) was used to measure working memory. Data were analyzed using descriptive statistics and Independent T-Test. The results showed a significant difference between monolingual and bilingual students in working memory and cognitive flexibility. The performance of bilinguals in both variables is better than monolingual children. Manuscript profile

Open Access Article

26 - 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

27 - Effectiveness of Cognitive-Behavioral Play Therapy on Improving Working Memory and Cognitive Flexibility in Children with Special Learning Disorder
Rana Gharib Mir Abdolhasan Askari Rankouh Fatemeh Rabipour Bahman Akbari

The aim of this study was to determine the effectiveness of Cognitive-behavioral play therapy (CBPT) on improving work memory (WM) and cognitive flexibility (CF) in children with Specific Learning Disorder (SLD). The research method was semi-experimental with a pretest- More

The aim of this study was to determine the effectiveness of Cognitive-behavioral play therapy (CBPT) on improving work memory (WM) and cognitive flexibility (CF) in children with Specific Learning Disorder (SLD). The research method was semi-experimental with a pretest-posttest design with a control group. The statistical population of this study included all children (540 people) with SLD referred to the Center for SLD in Rasht in 2018, from among which 24 people were selected by available sampling and randomly replaced in experimental group (12 people) and control (12 people). Then Working Memory Rating Scale (WMRS) and Wisconsin Card Sorting Test (WCST) in the form of pre-test and post-test were performed on them. Experimental group participants received 10 sessions of 1 hour and twice a week Cognitive-behavioral play therapy (CBPT) program; While in the control group there was no intervention. Data were analyzed using analysis of covariance in SPSS22 software. The results showed that CBPT is effective on improving WM and CF in children with SLD. Based on this, it can be concluded that CBPT intervention method, as a complementary approach, to improve WM and CF of children with SLD, can be used. Manuscript profile

Open Access Article

28 - The Effectiveness of Games based on Neurocognitive Executive Actions on the Skill of Understanding Time and Working Memory of Children with Reading Disorders
Atousa Masoudi Fatemeh Noora Ashrafi Tahmineh Hoseyni Hamideh Majidinia

  The present study was conducted with the aim of determining the effectiveness of games based on cognitive executive actions on time perception skills and working memory of children with reading disorders. This research was conducted with a semi-experimental metho More

  The present study was conducted with the aim of determining the effectiveness of games based on cognitive executive actions on time perception skills and working memory of children with reading disorders. This research was conducted with a semi-experimental method and with a pre-test and post-test design with a control group. The statistical population of the present study included all children with reading disorders in learning disorder centers in Tehran in the academic year of 1401. The sampling method in this research was available and with this method, 30 children with reading disorders who had a higher cut-off in the reading disorder test were selected and divided into two equal groups (15 people) and control (15 people) were randomly assigned. The research tools included the reading disorder diagnosis screening test (Shafiei et al., 2017), the computerized time reproduction test, and the Cornoldian working memory test (CWMT). The findings were analyzed using covariance analysis and the results showed the games based on neurological executive actions improved the time perception skills and working memory of the experimental group. Manuscript profile

Open Access Article

29 - Social Anxiety and the Role of Boys and Girls Working Memory Function
Hassan Ashayeri Fatemeh Jafari Shiva Dolatabadi

This 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 More

This 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

30 - Effectiveness of Working Memory Training on Improving Reading Skills in Dyslexic Primary School Students
Farideh Hamidi Marzieh Fayazbakhsh

In this study, the effectiveness of working memory training on improving reading skills in dyslexic primary school students was investigated. The research design was experimental with pretest-posttest control group .Based on Wechsler test, from among 195 students with d More

In this study, the effectiveness of working memory training on improving reading skills in dyslexic primary school students was investigated. The research design was experimental with pretest-posttest control group .Based on Wechsler test, from among 195 students with dyslexic reading, 60 students were randomly assigned to an experimental and a control group, each with 30 students. In order to examine the reading performance of the participants, the reading and dyslexia test (NOMA) was used. Working memory training was performed for 26 sessions in the experimental group. To analyze the data, the researcher conducted an independent t-test and Mann-Whitney U analysis. The results showed that working memory training based on active memory improved dyslexic students` reading skill. Also, this method increased the skills of dyslexic students in each of the sub-tests Manuscript profile

Open Access Article

31 - 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 Sajjadian

10.30495/jinev.2019.670501

The 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 More

The 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

32 - 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 Ahadi

The 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 More

The 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

33 - Investigation of the Effectiveness of Cognitive Rehabilitation on Working Memory Capacity of Third Grade Students with Special Learning Disabilities (Reading) with a Gender Mediating Role
Raziyeh Norouzbakhsh Haji Kandi touraj hashemi Akbar Rezaei

10.30495/jinev.2021.683370

This study was carried out by the purpose of determining the effectiveness of cognitive rehabilitation on working memory capacity of third grade students with special learning disabilities (reading) with gender moderation role. The present study is of quasi-experimental More

This study was carried out by the purpose of determining the effectiveness of cognitive rehabilitation on working memory capacity of third grade students with special learning disabilities (reading) with gender moderation role. The present study is of quasi-experimental type in which pre-test, post-test design with a control group was used. To determine the research sample, the facade test, which is used as a tool to diagnose reading problems and dyslexia of primary school students was performed among the third grade students of Tabriz and the students who got a score higher than the average of the questionnaire were recognized as having a special learning disability (reading) and then among these students, 60 people (four groups of 15 people) were selected by simple random sampling method and randomly divided into two experimental groups (two groups of 15 people, one group was girls and the other group were boys and received cognitive rehabilitation training) and two control. Cognitive rehabilitation training was provided to the experimental group by Smart Sound training software (8-level computer program for cognitive rehabilitation in reading disorder) and working memory was measured using Kretschner (1985) test. Data was analyzed using multivariate factor analysis of covariance. Findings of the research showed that cognitive rehabilitation increases the working memory capacity of students with special learning disabilities (reading) and gender factor has moderating role. Thus, cognitive rehabilitation increases the working memory capacity of students with special learning disabilities (reading) among girls more than boys. Manuscript profile

Open Access Article

34 - Examining the Relationship between Working Memory and Intelligence with Female Students` Academic Achievement in Monolingual and Bilingual High School of Tehran
Zeinab Zahmatkesh Seyyed Davoud Hosseini-nasab Abutaleb Saadati Shamir

The present study sought to investigate the relationship and difference between working memory and intelligence and their role in predicting the academic achievement of female students in monolingual and bilingual high schools of Tehran. A sample of 366 female high stud More

The present study sought to investigate the relationship and difference between working memory and intelligence and their role in predicting the academic achievement of female students in monolingual and bilingual high schools of Tehran. A sample of 366 female high students were selected through multistaged sampling. To measure the students̕ working memory and intelligence, the researchers used information processing index (IPI) and Raven̕s progressive matrix respectively. The students̕ GPAs were used as the indicator of their academic achievement. In this study, using Pearson correlation coefficient and independent samples T-test, the relationship and difference between working memory and intelligence of bilingual and monolingual students were found, and the regression analysis were run in order to predict the role of working memory and intelligence in the students' academic achievement. The obtained results revealed that there was a significant relationship among the scores of working memory, intelligence, and academic achievement. However, although the scores of the bilingual students in intelligence test were higher than those of monolingual students, there was no significant difference between these two groups. Moreover, working memory and academic achievement were significantly higher among bilingual students as compared to monolinguals. Although bilingual students, due to having plenty of linguistic recourses and experiences in phonological in phonological and semantic structures, have a better performance in their working memory and academic achievement assignments as compared to their monolingual counterpart's, they cannot achieve better scores in intelligence tests due to the pivotal role of language as compared to other more effective variables in intelligence scores Manuscript profile

Open Access Article

35 - 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 Javadifar

10.30495/varzesh.2022.1960983.1036

Introduction: 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 More

Introduction: 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

36 - The Effect of 24-Hour Sleep Deprivation on Reaction time, Working Memory, and Attention in College Students
Iman Ghanbari moslem sharify

Abstract:Sleep is one of the basic human needs that is regulated by homeostatic and circadian processes. The aim of this research is the effect of 24 hours of sleep deprivation on reaction time, working memory and attention in college students. The statistical populatio More

Abstract:Sleep is one of the basic human needs that is regulated by homeostatic and circadian processes. The aim of this research is the effect of 24 hours of sleep deprivation on reaction time, working memory and attention in college students. The statistical population of the research is all male students of Islamic Azad University, Babol branch. 180 male students who were between 19 and 25 years old volunteered (available sampling) to cooperate with the present research; Among them, 64 people were selected as a statistical sample after initial screenings. The subjects were randomly divided into two control (n=32) and experimental (n=32) groups. The experimental group experienced 24 hours of sleep deprivation. Then from both groups simple and selective reaction time tests, working memory (N-back=1,2) and attention. In order to analyze the data, analysis of covariance and one-way ANCOVA statistical method were used. The results showed that 24 hours of sleep deprivation had no effect on simple and selective retrieval time, working memory (1-back) and selective attention, but there was a significant decrease on working memory (2-back) and divided and sustained attention. Therefore, it can be said that sleep deprivation has a negative effect on some components related to sports performance and causes a decline in sports performance. Manuscript profile

Open Access Article

37 - تأثیر متقابل ظرفیت حافظه کاری با آموزش راهبرد فراشناختی ضمنی و آشکار
Parisa Mohamadpour امید طباطبایی

10.30495/ttlt.2022.696861

این 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 More

این 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

38 - The Efficacy of Working Memory Computer Assisted Program on Executive Functions Improvement in Deaf Students
Sakineh Soltani Kohbanani Parviz Sharifi Daramadi

the present study examined the effects of working memory computer assisted program on improving executive functions of deaf students. Eighteen male deaf students were selected and randomly assigned to either experimental or control groups. Students were administered Str More

the present study examined the effects of working memory computer assisted program on improving executive functions of deaf students. Eighteen male deaf students were selected and randomly assigned to either experimental or control groups. Students were administered Stroop Test (Stroop, 1935), Continuous Performance test (Rosvold, Mirsky, Sarason, Bransom, & Beck, 1965), the computerized version of Tower of London Test (Morris, Ahmed, Sted, & Toone, 1993), and the Working Memory Test (Cornoldi & Vecchia, 1995). The experimental group received 20 training sessions (45 minutes a session) of working memory computer assisted program (Bokharayian, 2010). The results of t tests indicated experimental group performed better than the control group. Furthermore, one month follow-up indicated no change in executive function scores of deaf students. The findings suggested the effect of working memory computer assisted program on improving of executive functions of deaf students Manuscript profile

Open Access Article

39 - The Effectiveness of Self-regulation Training on Executive Functions of Students with Learning Disabilities
Zeynab Khanjani Reza Faraji Paria Faroughi

This study examined the effectiveness of self-regulation training on executive functions (working memory and planning) of elementary students with learning disabilities in Saghez. The study design was quasi-experimental with pretest and posttest control group. Sixty 8 a More

This study examined the effectiveness of self-regulation training on executive functions (working memory and planning) of elementary students with learning disabilities in Saghez. The study design was quasi-experimental with pretest and posttest control group. Sixty 8 and 9 year old students with learning disabilities were selected using random sampling. The participants were randomly assigned into either experimental or control group. To measure the study variables the Andre Rey Tests (1942) and the numeral memory subscale of the Wechsler Intelligence Test (1974) were used. The results of analysis of covariance indicated that the experimental group had a significant increase in scores of organizing and working memory compared with the control group. The findings suggested the effectiveness of self-regulation training on executive functions of elementary students with learning disabilities.   Manuscript profile

Open Access Article

40 - The Effectiveness of Emotional Working Memory Training on Execution Functions of Adolescents with Post-Traumatic Stress Disorder
Zobair Samimi Jafar Hasani Moslem Kord Tamini Mahdi Parooi

  T The aim of this study was to investigate the effect of emotional working memory training on execution functions in adolescent with posttraumatic stress disorders (PTSD). Based on a single case multiple-baselines design, 3 adolescents (1 male, 2 female More

  T The aim of this study was to investigate the effect of emotional working memory training on execution functions in adolescent with posttraumatic stress disorders (PTSD). Based on a single case multiple-baselines design, 3 adolescents (1 male, 2 females) were selected from one of the educational child center of city of Karaj by available sampling using SCID-I and IES-R. The participants received 20 sessions of emotional working memory training. The participants were assessed during three stages (pre-training, training, and 2- month follow up) by the Wechsler Digit Span Test (direct and reverse) and the Go/No Go Task. The data were analyzed using the indices for trend changes, slope and the visual inspection of the charts. The Cohen's d, recovery percent index, and effect size were used to determine the clinical significance. The results indicated that emotional working memory training increased the participants’ working memory and inhibition  abilities from pre-training stage to follow up stage. The findings suggest that emotional working memory training may be an appropriate choice for increasing the execution functions of adolescents with PTSD. Manuscript profile

Open Access Article

41 - The Effect of Stress Induction on Failure and Working Memory: The Role of Cognitive Flexibility
Parisa Sharifi Seyyed AliMohammad Mousavi Mojtaba Dehghan

The purpose of this study was to investigate the effect of stress induction on cognitive failure and working memory with regard to the role of cognitive flexibility. The study used a quasi-experimental design of pretest - posttest groups. The study population were femal More

The purpose of this study was to investigate the effect of stress induction on cognitive failure and working memory with regard to the role of cognitive flexibility. The study used a quasi-experimental design of pretest - posttest groups. The study population were female students who lived in dormitories of Imam Khomeini International University of Qazvin, which 100 of them selected by convenience sampling, and of these, 44 participants (22 participants with highly cognitive flexibility and 22 participants with lower cognitive flexibility) were entered into the final analysis. For data collection, Working Memory Test )Daneman & Carpenter, 1980), Cognitive Failures Questionnaire (Broadbent, Cooper, Fitzgeral & Parkes, 1982), and Cognitive Flexibility Questionnaire (Dennis & VanderWal, 2010) was used. The findings showed that after stress induction, there was a significant difference between the two groups with high cognitive flexibility and low cognitive flexibility in terms of performance of the mental processing part of working memory and three dimensions of cognitive failure including distraction, memory problems and action slips. However, under conditions of stress experience, there was no difference between the two groups in terms of mental storage and not remembering names. Therefore, it can be concluded that stress experiences affect mental processing of working memory and most dimensions of cognitive failures, but this is dependent on the level of cognitive flexibility. Manuscript profile

Open Access Article

42 - Based skills in children with mathematics disability and co-morbid mathematics and reading disability
Anoosheh Aminzadeh Hamidreza Hassanabadi

The purpose of this study was to assess basic skills in 103 fourth- grade students with math disability based on Iran Key Math (Hooman & Mohamadesmael, 2002) and co-morbid mathematics and reading disability based on word reading sub test of Reading Test (Kormi-Nouri More

The purpose of this study was to assess basic skills in 103 fourth- grade students with math disability based on Iran Key Math (Hooman & Mohamadesmael, 2002) and co-morbid mathematics and reading disability based on word reading sub test of Reading Test (Kormi-Nouri & Moradi, 2008). The sample consisted of three IQ homogenate groups: Children with mathematics disability and average reading ability (n= 24), children with co-morbid mathematics and reading disability (n=24) and children with average achievement in mathematics and reading (n=26). The basic skills were phonological processing, temporal-auditory processing, phonological short-term /working memory. ANOVA and Post Hoc tests (Tukey) results indicated that children with math disability and average reading ability performed worse than average group in temporal-auditory processing. Overall, deficits in phonological processing, temporal- auditory and phonological short-term memory had more influences on co-morbid mathematics and reading disability than on math disability.      Manuscript profile

Open Access Article

43 - Visual Capacity versus Cognitive Process:Reducing Spelling Errors of Homophone Letters
Hamidreza Hassanabadi Neda Jesri Robabeh Noury Ghasemabadi

The aim of this study was to compare task-process method with working memory method  in  reducing spelling errors of homophone letters caused by poor visual memory. Thirty male students in third grade of elementary school were trained 10 sessions of task-proce More

The aim of this study was to compare task-process method with working memory method  in  reducing spelling errors of homophone letters caused by poor visual memory. Thirty male students in third grade of elementary school were trained 10 sessions of task-process method and working memory method. The participants were selected from four elementary schools according to the teachers’ opinions, considering the previous dictations, and the administration of the Wechsler Intelligence Scale-IV. The participants randomly assigned into two experimental groups and control group. In order to assess the effect of training on visual memory, visual memory tests  (Kim Karad & Bento, 1945) were used during training sessions. To study the changes, dictation test and memory tests were administered at the end of the fourth session. At the end, the final test and visual memory tests were administered. After twenty days, follow-up tests were administered. The results of repeated measures ANOVA indicated that the instructional methods of task-process and working memory improved visual memory and reduced spelling errors. The working memory method was more effective than the task-process method. The findings suggest that these two methods can be used in addition to other remedial methods. Manuscript profile

Open Access Article

44 - The Effectiveness of Emotional Working Memory Training on Affective Control Ability in Adolescents with Post-Traumatic Stress Disorder
Zobair Samimi Jafar Hasani Alireza Moradi

  The aim of this study was to investigate the effect of emotional working memory training on affective control ability inadolescent with Post-Traumatic Stress Disorders (PTSD). The study design was a single-case multiple-baselines. Three adolescents (one male and More

  The aim of this study was to investigate the effect of emotional working memory training on affective control ability inadolescent with Post-Traumatic Stress Disorders (PTSD). The study design was a single-case multiple-baselines. Three adolescents (one male and two females) were selected by available sampling based on structured clinical interview and the Impact of Event scale (Weiss & Marmer, 1997) from one of the educational child care center of Karaj, Iran. The participants received 20 sessions of the emotional working memory training individually. The participants were assessed at three stages (pre-training, during therapy and 2-month follow up) by the Effective Control Scale (Williams, Chambless & Ahrens, 1997). Data were analyzed using the indices for trend changes, slope and the visual inspection of the charts.The Cohen's d, recovery percent index and effect size were used to determine the clinical significance. The results indicated that emotional working memory training increased the ability of affective control from pretest to follow up. The findings suggested that the emotional working memory training is an appropriate choice for increasing affective control in adolescents suffering from Post-Traumatic Stress Disorders (PTSD). Manuscript profile

Open Access Article

45 - 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

46 - Executive Functions of First-grade Children with and without Pre-School Experience
Fatemeh Nejati Zahra Hashemi Mahnaz Akhavan Tafti

he aim of the present study was to compare executive functions (cognitive flexibility and working memory) of first grade students who had pre-school experience and those of children without preschool experience. This study was a causal-comparative one. Using random mult More

he aim of the present study was to compare executive functions (cognitive flexibility and working memory) of first grade students who had pre-school experience and those of children without preschool experience. This study was a causal-comparative one. Using random multi-stage cluster sampling, 90 first grade students with preschool experience and 90 first grade students without preschool experience were selected from elementary schools of Tehran in 2016-2017 academic year. Cognitive flexibility was assessed by the Wisconsin Card Sorting Test (Grant & Berg, 1948), and working memory was assessed by the Wechsler Digit Span Test. The results of two-way analysis of variance indicated that there was a significant difference between executive functions (cognitive flexibility and working memory) among the two groups of participants. There was no significant difference between girls and boys in executive functions The students who attended pre-school were better than the students without preschool experience in cognitive flexibility and working memory. The findings suggested that pre-school education had been effective in strengthening executive functions of children, Manuscript profile

Open Access Article

47 - Improvement of Working Memory Performance by Parietal Upper Alpha Neurofeedback Training
Peyman Dehghanpour Fardad Farokhi Reza Rostami

Manuscript profile

Open Access Article

48 - The impact of cognitive rehabilitation on working memory and verbal fluency in dyslexic students (a single case study)
Farhad Radfar Vahid Nejati Jalil Fathabadi

Dyslexia, a complex neurocognitive disorder that affect literacy development, decoding and encoding processes causes significant deficiencies in the process of developing the basic skills of reading and spelling. The purpose of this study is to examine the effect of cog More

Dyslexia, a complex neurocognitive disorder that affect literacy development, decoding and encoding processes causes significant deficiencies in the process of developing the basic skills of reading and spelling. The purpose of this study is to examine the effect of cognitive rehabilitation on working memory and verbal fluency among dyslexic students. Therefore, in an ABA single subject study with a control group, 8 students with dyslexia diagnosis for whom cognitive difficulties such as attention deficit, and working memory was significant were selected through purposive sampling method and randomly divided into control and experimental groups. The subjects participated in 15 sessions of rehabilitation and were presented by assignments related to attentional functions. The subjects were evaluated for working memory and verbal fluency three times in three stages, and also in a time span of four months. The subjects in each group were evaluated10 times using N-BACK and verbal fluency test. The results (visual analysis and effect size) showed that cognitive interventions based on attention games are effective on dyslexic students’ working memory and verbal fluency performance. Strengthening basic cognitive factors such as attention with the use of cognitive rehabilitation in the early years of school can be an effective approach to improve executive functions and treatment among dyslexic students. Manuscript profile

List of Articles Working Memory

Sanad

Links

Related Centers

Technical Support

Official pages