نشریه عصب روانشناسی
سال چهارم شماره 2 (پیاپی 13، تابستان 1397)

As we know, human excitement is a fundamental issue, always to measure and recognize it according to existing technology, researchers have been troubled, and therefore, the aim of this study was to investigate brain waves with the diagnosis of human emotions in order to increase the quality and diagnosis of excitement. The research method is an exploratory-laboratory method, which was applied to electrocardiographic instruments to record brain signals through the EEG EPOC + 14 Electrode wireless device And at the same time, face decoding was recorded through SHORE software, After clearing the signals using Emotiv 3D Brain Visualizer and Xavier TestBench the frequency band and its position were extracted. The statistical population of the study consisted of 25 people, the stimulus was presented in the form of an ad with social nature. The brain signal processing and image processing on the face through correlation test showed a relationship between the emotional state and the theta wave. The results of the research on the relationship between brain waves and facial emotion can increase the accuracy of studies for researchers and a standard or guideline can to be considered, because measuring emotions from the face does not always provide accurate results

Neurofeedback training is known as a useful and inexpensive tool for enhancing and improving in memory types, however, its effect on the visual and spatial memory has no been investigated yet. Therefore, the aim of this study was to improve visual and spatial memory because of neurofeedback training with an emphasis on decreasing beta wave and increasing SMR wave. The present study’s design was a within group with a pre-test post-test method. The research method was semi-experimental and in terms of purpose was applied. To did this research, 11 students (mean age: 27.63 ± 2.76) participated voluntarily in this study. By obtaining informed consent, the visual memory pre-test was first taken from the subjects through short-term visual test of the Vienna and spatial memory through the LM-01 spatial memory device. Then subjects perform for 5 sessions of neurofeedback training protocol with an emphasis on decreasing beta wave and increasing SMR wave. After training completion, the post-test was done. The data were analyzed by paired t-test at a significant level of p≤0.05. The results showed that neurofeedback training significantly improved visual memory (P≤0.020) and spatial memory (P≤0.013). Therefore, neurofeedback training can be considered as useful tools for improving cognitive abilities such as memory.

The purpose of this study was to investigate the effect of different internal and external focus of attention instructions on learning of over hand throw in educable mentally retarded students. In this semi-experimental study, 12 boys and 6 girls from 12 to 14 years of age based on the IQ of 50 to 75 were randomly selected and according to the scores obtained in the pretest, were matched equally in the three groups including internal attention, near external attention and far external attention. Participants in the acquisition stage, in each group performed 4 blocks of 8 trials of throws with preferred hand. There was a 5 minutes resting between them. All three groups performed throws at a distance of 2 meters during the training stages. After the last training session, 10 throws were performed as a post-test and retention and transfer tests were performed 24 hours afterward, each of them included 10 throwing but transfer test was done for all three groups at a distance of 3 meters. Results showed that all three training groups had a progression from pre-test to transfer test and showed a significant difference (P≤0.05). Also the results showed far external attention group led to better learning, and then, the near external attention and internal attention groups, respectively performed better. In general, based on the research findings, the external attention group had a more stable learning and this confirms the constrained action hypothesis of Woolf et al (2001) in mentally retarded children.

The purpose of this study was the comparison of difficulty in emotion regulation and craving based on the sensitivity of brain-behavioral systems and levels of loneliness. In this study, Factorial design of nonequivalent groups were used. The study population consisted of all women with addiction in Kerman who referred to clinics and treatment centers during 2017. The initial research sample included 580 people who were selected by convenience method. Groups were defined according to the loneliness and brain-behavioral systems, that included each group between 21 and 24 subjects. Data were collected using the Craving Beliefs Questionnaire, Jackson's Five Factor Questionnaire, difficulty in emotion regulation Scale and Loneliness Scale. For data analysis were used multivariate analysis of variance (factorial two-way) and Tukey's post hoc test. The findings showed that the main effect of behavioral brain systems on the difficulty in emotion regulation and craving is significant, but the main effect of loneliness on the difficulty in emotion regulation and craving is not significant. The interactive effect of loneliness and brain-behavioral systems was significant on the difficulty in emotion regulation and craving. Among the groups based on the severity of the activity of the three brain-behavioral systems, the highest rates of craving were in the high FFFS group and the lowest in the low FFFS. In sum, the effect of loneliness on the difficulty in emotion regulation and craving is exacerbated and significant that the interactive effect of loneliness and the high FFFS be investigated.

Introduction The purpose of this study was to determine the effect of electrical stimulation of the brain from the skull on the memory of students with special learning disorder. The present study was a semi-experimental pre-test-post-test with control group. To this end, the sample was selected through a sampling method from among students with learning disabilities who were eligible to participate in the study. Twenty people were selected and randomly divided into two experimental and control groups. The geometric image analysis of Andre-Ray (1942) was used to measure memory variables in the form of pre-test and post-test. The F3, F4 students in the experimental group were brainwashed in 10 sessions, while the control group students were only stimulated by the same conditions. The protocol in this study was a two-way stimulation of the left and right DLPFC area, which was performed in 2 15-minute intervals. In order to test the research hypothesis, in other words, generalization of the results of the sample to the statistical population of the study, one-way covariance analysis (ANCOVA) was used. The results showed that there was a significant difference between the two experimental and control groups in memory improvement (P

The purpose of this study was to determine the effect of trans- cranial direct electrical stimulation (TDCS) on improving visual attention in high school students. This quasi-experimental research was carried out in a pre-test and post-test design with a control group. The statistical population was all the high school students in district 2 of Tehran city the enrolled in the academic year of 1395-1396. Sampling was carried out voluntarily. Thus, among the high schools of Tehran 2nd district, 3 schools were randomly selected. In the next step, calls were made on the bulletin boards of these schools. Then volunteers were invited. The data were collected by questionnaire of general mental health(SCL-25)and Tools-Pieron test.At first, the questionnaires were performed as pre-test and then, a direct trans-cranial electric stimulation )TDCS( of the brain was performed for the experimental group. Subsequent invasive brain electrochemical stimulation was performed for the experimental group. At the end of the course, participants were re-evaluated using the Toulouse-Pyrin Precision Test, which comprised post-test data. Covariance test was used to evaluate the difference of responses before and after electrical stimulation and analysis of data. The results of the post-intervention study showed a significant difference between the experimental and control groups in the visual attention variable. It can be said that trans- cranial direct electrical stimulation)TDCS( is effective in improving visual attention of high school students.

Achieving the optimal performance of attention is the most important goals among athletes in the race. The purpose of this study was to investigate the effect of neurofeedback training on attention and performance in free throw shooting in nonprofessional athletes. 24 athletes in both genders were voluntarily participated in this study. In the pre- test, SELECTIVE AND DIVIDED ATTENTION TEST and also basketball free throw test was performed. The experimental group practice alpha/ theta and theta/ SMR protocols for ten sessions, then post- test was performed. Data were analyzed using two related samples tests, Mann-Whitney U and ANCOVA. The results showed significant changes in increase the attention and performance in experimental group. Neurofeedback has a potential to retraining the brain waves activities to improve performance and attention of athletes in various sports disciplines. It is suggested to sport psychologists that use these methods for improve attention and performance.

Learning disability with the disturbance in attention and learning process of the students cause academic boredom and burnout gradually. Therefore the objective of the present study was to investigate the effect of teaching attention skills on neuropsychological skills and academic burnout of the students with learning disability. A sample of 30 people of the study population (the students with learning disability in the primary schools of the city of Tehran in academic year 2017-18) were selected through multi-stage clustered sampling method and were randomly replaced into experimental and control groups in order to do the study. The research design was experimental from pretest, posttest and control group type. The applied instruments in this study included forth version of intelligence test (Wexler, 2011) and neuropsychological test (Conners, 2004), learning problems questionnaire (Wilcot, et.al, 2011) and academic burnout questionnaire (Shaofelli, et.al, 2002). Before administering independent variable, pretest was taken from both groups. Then the experimental group received teaching interventions during 9 sessions in Two and a half months. The data from the study were analyzed via ANCOVA. The results showed that teaching attention skills has significantly influenced neuropsychological skills and academic burnout of the students with learning disability (f= 197.39, f= 86.09, p<0.001). The degree of the effect of attention skills on neuropsychological skills and academic burnout of the students with learning disability was 88 and 76% respectively. According to the findings of this study teaching attention skills can be applied as an efficient method to improve neuropsychological skills and academic burnout of the students with learning disability.