وحید نجاتی

Background and Dyslexia as the most common specific learning disorder is related to working memory deficiency. In this research, the effectiveness of transcranial electrical stimulation of the brain (real and sham) combined with Attentive Rehabilitation of Attention and memory (ARAM) on working memory and reading efficiency in students with dyslexia was investigated.
This research was a quasi-experimental study with a pre-test and post-test design and the study population includes all students with dyslexia aged 8-12 years old in north of Iran (Babol). Among them, 22 students were selected and randomly placed in two experimental groups (11 students in each group). After performing the pre-tests, the first experimental group was exposed to real electrical stimulation combined with ARAM and the second group was exposed to sham electrical stimulation combined with ARAM (for 12 sessions of 60 minutes). Working Memory Test for Children (WMTC) (Arjamandinia, 2016) was used to evaluate the working memory of students with dyslexia, and NEMA reading and dyslexia test (Moradi et al., 2016) was used to measure reading efficiency. The analysis of covariance was used to analyze the data.
Statistical analysis showed that the increase in working memory scores and reading efficiency in the first experimental group was significantly higher than the second experimental group (P<0.05).
Based on the findings, it can be concluded that the method of real electrical stimulation combined with ARAM was more effective compared to sham electrical stimulation method combined with ARAM. Therefore, based on the results of this research, it can be suggested to specialists of learning disorders to use the mentioned method in order to improve working memory and reading efficiency of students with dyslexia.

The purpose of this research was to investigate the effectiveness of cognitive empowerment of mental states on the mind reading ability of substance dependent people. The current study was a quasi-experimental type with a pretest-posttest design with a control group. 30 drug addicts with the same conditions in terms of age, education, occupation, etc. were selected and randomly assigned to two experimental and control groups (15 people in each group). The participants responded to the eye reading test (Baron-Cohen test) in the pretest and posttest. The experimental group was subjected to the intervention of the cognitive empowerment program (Terme program) and the control group did not receive any intervention. The results of covariance analysis showed that cognitive empowerment (Terme program) is effective on the ability to read minds (theory of mind) in drug dependent people. In fact, the Terme program has improved the ability to read minds through the eyes in drug dependent people. Based on the results of the present research, it is possible to use the cognitive empowerment program (Terme program) in the ability to read minds through the eyes for drug dependent people.

The purpose of this study was to investigate the effect of computer-based cognitive rehabilitation on cognitive regulation of emotion and emotion understanding in children with specific learning disorders. This research was conducted in a semi-experimental way (pre-test - post-test with a control and follow-up group). The statistical population of this study consisted of all the students with specific learning disorders (10-12 years old), who had been referred to the learning disorders center in Ardabil between the first of October and the middle of November 2017 (123 people). 30 of them were selected through purposive sampling (selection of volunteer students to participate in the research) (16 boys and 14 girls) and the emotional regulation questionnaires of Garnefsky et al. in identifying emotions and difficulty in describing emotions) were completed in three stages. The students of the experimental group completed the tasks of the cognitive rehabilitation package in 12 sessions of 45 minutes in a period of four weeks. The results of the covariance analysis of the data showed that the cognitive rehabilitation package based on a computer has an effect on improving rumination, positive refocusing, refocusing on planning, positive reappraisal, and acceptance of cognitive regulation of emotions in children with specific learning disorders, as well as understanding their emotions. The significance and comparison of the post-test results with the one-month follow-up test indicate the stability of this effect. Therefore, since these students are facing problems in cognitive regulation and emotional understanding, such interventions can solve their problems in this field.

The present study was conducted to investigate the effectiveness of neuropsychological rehabilitation of executive functions on students' memory.

This research is semi-experimental using a computerized Wechsler working memory intelligence test prepared and compiled from the Farakhnai subscale of the Wechsler intelligence scale, which was used to measure working memory. The statistical sample consisted of 20 high school students who were randomly selected from high school boys in Varamin in the academic year of 1400-1999 in public high schools in mathematics, experimental and human subjects. The subjects were in two control groups (10 subjects) and the experiment (10 subjects) were randomly replaced.

Neuropsychological rehabilitation of executive functions is effective in improving students' auditory memory/forward repetition, auditory memory/reverse repetition, visual memory/forward repetition, visual memory/reverse repetition, auditory memory, visual memory, and auditory memory span. Visual memory of students is not effective. Also, there was a statistically significant increase in the average score of all dimensions of working memory from the time before the intervention to the follow-up period, and only in the visual dimension / reverse repetition of the average before the intervention (p≤0.001).  There was no significance between the two means (p≥0.001).

In general, the results show the effectiveness of neuropsychological rehabilitation of executive functions on students' memory

Quality of life and subjective vitality are two important components for the elderly. This study aims to study the effect of cognitive rehabilitation and transcranial direct current stimulation (tDCS) on the quality of life and subjective vitality of older adults with mild cognitive impairment (MCI).

This is a quasi-experimental study with a pre-test/post-test/follow-up design. The study population consists of all older adults referred to the Rehabilitation Clinic of Payambaran Hospital in Tehran and diagnosed with MCI based on clinical criteria. Of these, 40 were selected using a convenience sampling method and randomly assigned to two groups of intervention and control. For the intervention group, cognitive rehabilitation plus tDCS was provided at 12 sessions. The LEIPAD quality of life questionnaire and subjective vitality scale of Ryan and Frederick were used to measure the variables. Two-way repeated measures analysis of variance was used to analyze the data in SPSS software, version 25.

There was a significant difference between the two groups in the quality of life and subjective vitality after intervention (P<0.05), indicating that the combination of cognitive rehabilitation with tDCS affected the quality of life and subjective vitality of the elderly. In the follow-up phase, the effects were stable over time.

Combining cognitive rehabilitation with tDCS can have a significant impact on the quality of life and subjective vitality of the elderly with MCI.

Goal-setting is a process to set desired future end-states that the person wants to attain. In this study, we developed and validated a student goal-setting questionnaire. Given the goal-setting theory and goal imagery, 29 items within 5 factors were designed for the assessment of educational goal-setting. 10 experts in psychology and 1332 (middle school) students participated in a cross-sectional design. All of the items were approved by the impact score of face validity, but content validity verified only 22 items. Confirmatory factor analysis verified the five-factor model of the questionnaire and explanatory factor analysis extracted the five factors from the 22 items. As for criterion validity, the questionnaire could predict 20% and 28% of the variance of grade goal and average final grade, respectively. Concerning the concurrent validity of the questionnaire, achievement goals could predict 21% of the variance of the goal-setting questionnaire. Moreover, Cronbach’s α showed that the questionnaire has acceptable internal consistency (over .70). The Academic Goal-Setting Questionnaire which was designed in this study for middle-school students had acceptable validity and reliability and could predict academic performance more than the other well-known questionnaires such as the Achievement Goals Questionnaire.

The purpose of the present study was to investigate the evolution of attention and emotional recognition abilities in preschool and elementary school children with normal and abnormal development.

The current research was a descriptive and comparative study. The research population included all hyperactive children under treatment at Mashavah Rouhana and Tivat centers and preschool and primary school children in schools in District 1, 2 and 3 of Tehran in the academic year of 2017-2018. Among these children, 410 children were selected using a multi-stage random sampling method. To collect data, the continuous performance test of Rossold et al. (1956) and Ekman's emotion recognition test (2007) were used. To analyze the data, one-way analysis of variance and Tukey's post hoc test were used by SPSS-22.

The results of the analysis of variance showed that the participants in two groups, normal and hyperactive, have different ability to pay attention and recognize emotions, and this difference is significant in all components at the 0.001 level.

According to the results of the present study, attention and emotional recognition in children play an important role in improving their social communication and academic performance. Therefore, examining and strengthening it in primary school ages around 4 to 8 years old and even up to 12 years old when the transformation of the frontal parts is complete, plays an important role in academic success.

The present study was conducted to investigate the efficacy of cognitive- non motor rehabilitation on the working memory and cognitive flexibility of the children with disability in reading learning. It was a quasi-experimental study with pretest, posttest and control group design. Follow-up period was administered during two months. The statistical population of the study included second- to fourth-grade children with reading learning disability in zone 6 of Tehran in academic year 2021-22. Thirty seven children with learning reading disability were selected through purposive sampling method and randomly accommodated into experimental and control groups. The experimental group received twelve cognitive- non motor rehabilitation sessions during six weeks. The applied instruments in this study included N-BACK software (Jaeggi, et.al. 2008), Tower of London Procedure (Shallice, 1982). The collected data were analyzed via SPSS23 software through mixed ANOVA and follow-up tests. The results showed that cognitive- non motor rehabilitation has significant effect on working memory (p<0001) and cognitive flexibility (p<0001) of the children with reading learning disability. According to the results of the present study it can be concluded that cognitive- non motor rehabilitation can be used an effective method to improve working memory and cognitive flexibility of the children with reading learning disability through influencing cortex and applying purposeful cognitive-motor exercises.

Autism is a highly debilitating neurodevelopmental condition that affect behaviors and is caused by impairment in neurological functions, especially executive functions. In many studies, it has been reported that the brain areas including the frontal lobe, limbic system, basal ganglia, occipital lobe and cerebellum, and the frontal cortex and its connections with the striatal and occipital brain areas are involved in a wide range of cognitive functions called “executive functions”. The current study aims to investigate the effectiveness of Baran's cognitive rehabilitation program on executive functions (working memory, sustained attention, and cognitive flexibility) of children with high-functioning autism.

This study has a single subject design with repeated measurements. The study population consists of all children with high-functioning autism who referred to Baran Clinic in Tehran, Iran in 2016-2017. Samples were 3 boys with autism spectrum disorder aged 8-11 years who were selected using a convenience sampling method. Assessments were done in 5 stages. The first stage was 2 weeks before the treatment. The second stage was performed 2 days before the start of treatment. The third stage was done after 5 sessions of treatment, which was held as a 1-hour session. The fourth stage was performed after 10 one-hour treatment sessions, and finally, the fifth stage was performed 4 weeks after the end of the treatment. Digit span, word span, and non-word span tests were used to assess the working memory. Digit span, Word span, non-word span tests was used to assess the sustained attention. Trial making test (A and B ) was used to assess the cognitive flexibility. After collecting and analyzing the data, the methods of visual analysis and effect size assessment was used 

The performance of children in working memory, sustained attention, and cognitive flexibility improved significantly after treatment. Hence, Baran’s cognitive rehabilitation program based on balance movements was effective in improving executive functions of children with high-functioning autism.

cognitive rehabilitation program based on balance movements can improve working memory, sustained attention, and cognitive flexibility of children with high–functioning autism.

Limited access to fresh water sources has raised water shortage as a crisis. Therefore, solar desalinations have received special attention today. A stepped solar desalination device which has 28 steps with a height of 30 mm, a width of 110 mm and a length of 840 mm has been designed, built and used in this research. In order to increase the daily production rate, the device has been tested and optimized in 4 different modes: first mode) simple, second mode) with phase change material (PCM), third mode) with Hybrid Nano phase change material (NPCM), fourth mode) with Hybrid NPCM under magnetic field. The phase change material and Hybrid Nano phase change material have been used as a source of thermal energy storage to continue the desalination of water when the sun sets. After conducting the tests, it was found that the fourth mode of the test, i.e. the Hybrid Nano phase change material under the magnetic field, had a 98% increase in the production rate compared to the simple mode.

 Generalized Anxiety Disorder (GAD) is one of the most frequent and pervasive anxiety disorders characterized by persistent and excessive worrying or anxiety about some events or activities. These people's difficulties in controlling worry cause many personal and social problems that need to be addressed. GAD's Information processing models show how anxious individuals process threatening information as a causal role in developing and preserving worry. Substantial evidence exists in which individuals with GAD and high worry and anxiety levels demonstrate attentional bias to threatening information. Based on the literature, it is possible to rehabilitate attentional biases in these people through potential attention training programs. Training attention may decrease attention biases to threatening information, cause reduced anxiety and worry levels in individuals with GAD, and improve their personal and social functions. Therefore, the present study aimed to evaluate the effectiveness of cognitive rehabilitation of attentional bias to reduce the attentional bias on conscious and unconscious levels in Iraqi adolescents with GAD.

 The present study was a quasi–experimental study with a pretest–posttest design and a three–month follow–up in a group of Iraqi adolescents with GAD. The statistical population was all the Iraqi adolescents between the ages of 15 and 18 living in Najaf City, suffering from GAD. The sample included 17 adolescents (7 girls and 10 boys) with GAD selected from the statistical population using the targeted sampling method. Instruments used to screen anxiety disorders and assess attention biases in the sample were the Screen for Child Anxiety–Related Emotional Disorders (SCARD) (Birmaher et al., 1997) and the Dot–Probe test. The Dot–Probe test was used to evaluate unconscious (stimulus presentation time of 200 ms) and conscious (stimulus presentation time of 500 ms) levels of attention bias for the fearful and neutral facial emotion expressions. After screening participants between 15 and 18 for GAD with the SCARED by a certified psychiatrist, those qualified to attend our study completed the Dot–Probe task before, immediately after, and three months after the intervention. The intervention consisted of 12 one–hour sessions of a cognitive rehabilitation program called ABR, which was created by its creator. To analyze the collected data, repeated measures of variance analysis and post hoc test LSD were done using SPSS software. Time levels (pretest, posttest, and follow–up) were used as within–subject factors in repeated measure analyses. Differences in reaction times to congruent and incongruent stimuli were assessed for conscious and unconscious situations.

 The results of repeated measures analysis of variance showed a significant difference in reaction time variables to congruent stimuli and attention bias index in the conscious situation from pretest to follow–up (p<0.001). However, there was no significant difference between the reaction time to the incongruent stimulus from the pretest to the follow–up (p=0.250). Also, in the unconscious situation, between the reaction time to the congruent stimulus (p=0.111) and the attention bias index (p=0.061), no significant difference was observed from the pretest to follow–up. However, the reaction time to the incongruent stimulus from the pretest to follow–up showed a significant difference (p=0.018). The results of the post hoc test LSD showed a significant difference between the pretest and posttest scores (p=0.002) and follow–up (p<0.001) in the reaction time variable to the congruent stimulus in the conscious situation, and according to the average values, the posttest and follow–up scores compared to pretest decreased. However, no significant difference was observed between the posttest and follow–up scores, which indicated the persistence of the intervention effect over time (p=0.490). For the index of attention bias in the conscious situation, the follow–up test results indicated a significant difference between the pretest, posttest, and follow–up scores (p=0.004). In other words, the index of attention bias in the posttest and follow–up compared to the pretest was accompanied by a decrease. However, no significant difference was observed between the posttest and follow–up scores in the attention bias index in the conscious situation, indicating the intervention effect's durability over time (p=0.390). In the unconscious situation, the results showed only a significant difference between the pretest and posttest scores for reaction time to the incongruent stimulus (p=0.021).

 Based on the findings, the cognitive rehabilitation intervention of correction of attention bias (ABR) can penetrate and be effective at the unconscious level in addition to correcting the attention bias at the conscious level, and can create changes in the attention bias at two levels in people with GAD.

In this research, the combined displacement inside a closed square enclosure was investigated. The geometry of this chamber is considered as a quadrilateral with the same dimensions, which is tilted and the upper and lower sides are insulated, and the left side is hot and the right side is cold. The effect of changing the angle of the chamber wall in some specific angles (θ), changes in the volume ratio of nanoparticles in Reynolds numbers 10 and 100 and in Richardson numbers 0.1 and 1 in the range of laminar flow are investigated in two dimensions. The base fluid is water and the nanofluid mixture is considered homogeneous. To solve Navirastox and discrete energy equations, the equations were solved numerically. Discretized equations were solved by coding in Fortran software. The results are presented in the form of Nusselt number distribution, temperature contour, flow contour and velocity vector in different solutions. The results showed that increasing the volume fraction of nanoparticles in the base fluid increases the Reynolds number and the dimensionless Nusselt number. An increase in the Richardson number, especially at high Reynolds numbers, leads to a noticeable increase in the Nusselt number. Also, the highest amount of heat transfer is related to the angle of 90 degrees.

Cognitive estimation attribiution of numeric value to a matter without a exact information about it. The purpose of present study is preparation of cognitive estimation test and evaluation of validity, reliability and normalization of it.

in present cross sectional study, 634 students of Shahid Beheshti University evaluated with cognitive estimation test, Wisconsin Card Sorting Test, color- word Stroop Test and N- Back working memory test was used as executive function was used as golden tests. Pearson correlation test, T-Test, Chronbach Test were used for analysis.

Findings show that estimation in different modality is correlated to each other. There are some gender differences in cognitive estimation. Cognitive estimation is correlated with Wisconsin Card Sorting Test and N- Back test and is not correlated to Stroop Test variables.

Cognitive estimation test is a reliable and valid test. Cognitive estimation is unrelated to the modality of information.Key Words: Cognitive Estimation, Executive Function, and PsychometryKey Words: Cognitive Estimation, Executive Function, and PsychometryKey Words: Cognitive Estimation, Executive Function, and Psychometry

The present study was conducted in order to investigate the effectiveness of neuropsychological rehabilitation of executive functions on the improvement of students' self-discipline.

The design of the current research was a semi-experimental design with a pre-test, post-test and follow-up design, along with a control group. The statistical population of the research included all high school male students studying in Varamin city in 2019-1400. For this purpose, the number of 20 students in mathematics, experimental and humanitarian fields were replaced by random sampling in two experimental (10 people) and control (10 people) groups. and responded to the self-regulation questionnaire of Bouffard et al. (1995). The test used was multivariate analysis of covariance. Research data were analyzed using SPSS version 26 software.

The results showed that the average score of self-discipline was part of the time before the intervention (mean before the intervention was 20.50 with a standard deviation of 63.5) until the follow-up period (with a mean of 50.55 and a standard deviation of 94.5). It is statistically significant (P≤0.05).

In general, it can be said that the effectiveness of neuropsychological rehabilitation of executive functions can be effective in improving students' self-discipline

The present study was conducted in order to investigate the effectiveness of neuropsychological rehabilitation of executive functions on the improvement of students' self-discipline.

The design of the current research was a semi-experimental design with a pre-test, post-test and follow-up design, along with a control group. The statistical population of the research included all high school male students studying in Varamin city in 2019-1400. For this purpose, the number of 20 students in mathematics, experimental and humanitarian fields were replaced by random sampling in two experimental (10 people) and control (10 people) groups. and responded to the self-regulation questionnaire of Bouffard et al. (1995). The test used was multivariate analysis of covariance. Research data were analyzed using SPSS version 26 software.

The results showed that the average score of self-discipline was part of the time before the intervention (mean before the intervention was 20.50 with a standard deviation of 63.5) until the follow-up period (with a mean of 50.55 and a standard deviation of 94.5). It is statistically significant (P≤0.05).

In general, it can be said that the effectiveness of neuropsychological rehabilitation of executive functions can be effective in improving students' self-discipline

Considering the importance of reading in academic skills in school and society, a major part of researches is dedicated to understanding the nature of reading disability.

In this cross-sectional study, 15 children with high-functioning autism were compared with 15 normal peers in exceptional boys' schools in the city. Tehran to be compared. The evaluation test for Farsi reading was used for evaluation. Independent t-test was used to analyze the data.

The results showed that children with high-functioning autism have more pronunciation and omission errors compared to their normal counterparts (P<0.05). Total error and total reading time were also higher in children with autism (P<0.05).

In general, the results of the research showed that considering the reading problems in high-functioning autistic children and the design of reading skills in educational assignments, these issues require attention and therapeutic interventions for these children.

Objective:

 Students’ academic success is crucial for families, educators, and the community. Specific learning disorder reduces students’ academic performance and makes education difficult. Because of the rising prevalence of learning disorders (especially dyscalculia), it is necessary to pay more attention to dyscalculia, its diagnosis, and assessment to develop new interventions and scientific strategies to reduce symptoms. Negative consequences of math problems in early childhood probably affect the individual and social aspects of life until adulthood. As far as we know, most children with dyscalculia have significant problems in executive functions, so the application of effective educational methods on executive functions will improve cognitive functions and learning. The present study was conducted to determine the effectiveness of a cognitive rehabilitation program on the executive functions of students with dyscalculia.

Materials & Methods:

 This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population consisted of all 8 to 12 years old students who were studying in specific schools for learning disorders in the 2020-2021 academic year in Sanandaj City, Iran. Thirty children (17 boys and 13 girls) were selected by convenience method and assessed using the Iranian Key Math Test. Then, 28 students with one standard deviation lower than the mean (≤85 points) were diagnosed as dyscalculic, and their parents signed a written consent form. Students were excluded if they had seizures and epilepsy, or other neurodevelopmental disorders or were absent more than two times from intervention sessions. All students were matched according to gender and age and randomly assigned to the experimental (7 boys and 7 girls) and control groups (8 boys and 6 girls). The executive functions of all students were assessed by the Behavioral Rating Inventory for Executive Functions (BRIEF). The experimental group individually participated in 12 sessions (twice a week; 30 to 45 minutes per session) and was trained by the cognitive rehabilitation program. However, the control group only attended the mainstream curriculum. Again, all students were assessed by the BRIEF in the last session and 5 weeks later in the follow-up. The obtained data were analyzed by using analysis of variance with repeated measures.

Results:

 The findings showed that the cognitive rehabilitation program has significantly influenced executive functions and their components (behavior regulation and metacognition) in students with dyscalculia. According to the eta quotient, 42%, 32%, and 43% of the variances of executive functions, behavior regulation, and metacognition of the experimental group, respectively, have been explained by participating in the cognitive rehabilitation program. In addition, the program’s effectiveness lasted for a 5-week follow-up later.

Conclusion:

 Considering the effectiveness of cognitive rehabilitation programs on executive functions, designing and implementing the same rehabilitative programs not only improves the executive functions of students with dyscalculia but also prevents their problems relating to learning academic skills.

The foundations of knowledge, skills, and attitudes are formed from the preschool age. Hence, it is necessary to pay attention to any educational development and innovation from the early years of childhood. One of the main factors of teaching and learning is the level of attention of learners to the subject of the lesson. Indeed, attention includes information selection, integration of selected information, memory processes, and scheduling of responses. Deficiency in attention function will lead to deficiency in all purposeful activities from the simplest to the most complex. As psychologists emphasize that the initial stage of any learning begins with attention and insufficient attention to the learning impairs individual learning. Numerous studied have been done on the attention abilities in preschool and elementary school children. However, so far, a comprehensive study has not examined the evolution of the mentioned abilities in preschool and elementary school children with natural development, and in this regard, a gap in research is felt. Thus, such research helps examine the evolution of children's attention, executive function, and emotional recognition. The current study aimed to investigate the evolution of attention-related abilities in preschool and elementary school children with normal development.

The present study was descriptive and comparative. The study population included all preschool and elementary school students in schools in districts 1, 2, and 3 of Tehran and the 2018-2019 academic year. Four hundred children were selected from these children using the cluster multi-stage random sampling method. In order to select the sample, first from preschool and elementary school centers in Tehran, three districts were randomly selected, and then from among these three districts, three schools were randomly selected. Then, two classes were randomly selected from each school in each grade. After that, according to the inclusion and exit criteria of the research, 410 students from these classes were selected as a sample group with natural evolution. Inclusion criteria in this group were: being a pre-school and elementary school student in the selected area, conscious satisfaction, and desire to participate in research. The N-Back test, which is a task of measuring cognitive performance related to executive actions and was first introduced in 1985 by Kirchner, was administrated. Since this task involves storing and manipulating cognitive information, it is well-known for measuring working memory performance. It is done using simple visual stimuli such as letters of the alphabet or shapes. Reliability coefficients in the range of 0.54 to 0.84 showed the high validity of this test. The validity of this test is also very acceptable as an indicator of working memory performance were used to collect data. One-way analysis of variance and Tukey post hoc test by SPSS-22 was used to analyze the data.

Findings from demographic data showed that among 410 subjects, 199 (48.5%) were girls, and 211 (51.5%) were boys. The study subjects had an age range of 5 to 11 years, among which eight years had the highest frequency (15.6%). In order to determine evolution attention abilities in preschool and elementary school children with normal and abnormal development, an analysis of variance test was used. Before presenting the results of the analysis of variance, the assumptions of parametric tests (normality of data distribution, homogeneity of variance, and equality of variances assumption) were evaluated. First, the normality of data distribution was checked and confirmed using the Kolmogorov-Smirnov test (P>0.05). The Levene’s test also tested the assumption of homogeneity of variance, which showed the results for the variables of ability to attention (F=2.56, P=0.194) were not significant. Thus, the assumption of homogeneity of variance was observed. Besides, the results of the Mauchly's sphericity test showed that the equality of variances assumption was observed in the variables of ability to attention (P<0.05). The results showed attention abilities in children with normal development as they age. The results of the analysis of variance showed that participants with different ages have different attention abilities and differences between different ages in all components of attention abilities, including first-stage reaction time, second-stage reaction time, third-stage reaction time, first-stage error, second-stage error, the third-stage error is significant at the level of 0.001. Tukey post hoc test was used to compare ages in each component (first-stage reaction time, second -stage reaction time, third-stage reaction time, first-stage error, second-stage error, and third-stage error). The post hoc test results showed that older age groups show significantly higher accuracy and less reaction time than lower age groups.

The results of this study indicated that attentional abilities in students are age-dependent and, with age increase, attentional abilities grow and develop. According to the present study’s results, students' attention ability has an essential role in improving their social relationships and academic performance. Therefore, examining and strengthening it in elementary school ages, around four to eight years old and even up to 12 years old when the development of forehead parts is complete, has a vital role in academic success. On the other hand, it is suggested that attention abilities be examined through standardized tests and the results be recorded in the students' files. Like other studies, the present study has some limitations. Among the limitations of the present study, we can mention the present study’s design and the use of cross-sectional methods, which will not lead to the stability of results. Besides, among the other limitations of the present study, we can mention the limited research on preschool and elementary school students in Tehran, Iran, so it is suggested that other similar research be done with different occupational groups in other cities and with different cultures to remove the limit of generalizability of the results.
Ethical Considerations
Compliance with ethical guidelines
This research meets guidelines for ethical conduct and report of research. The participants signed the informed consent form and had the right to leave the study at any time. They were assured that all information would remain confidential and would only be used for research purposes. All subjects received information about the study at any time could leave the study. For privacy reasons, the subjects' details were not recorded.

Authors’ contributions
Mahtab Norouzian and Vahid Nejati: Defined the concepts in choosing the subject and designing the study. Mahtab Norouzian: Collected and analyzed data. Fariborz Bagheri: Writing and drafting. All authors performed a search of the research literature and background and discussed the results and participated in preparing and editing the article’s final version.
Funding
This research did not receive any specific grant from the public, commercial, or non-profit funding agencies. This research was extracted from the PhD Dissertation of the first author, in the Department of Psychology, faculty of psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Acknowledgments  
The authors are grateful to all participants in the research and those who have facilitated the implementation of the present research.
Conflict of Interest
The author declared no conflict of interest

 Sustained attention and working memory are the intertwined executive functions of the brain. Studies have shown that working memory training induce no far transfer effect to executive functions. Considering the importance of sustained attention in academic and occupational performance, this study aims to evaluate the effectiveness of computerized working memory (WM) training on sustained attention and WM of male students.

 Participants were 32 male middle-school students in the eighth grade, who were selected by a cluster random sampling method and assigned randomly to two groups of the training (n=16) and control (n=16). The computerized dual n-back task was used for WM training for 4 weeks at 12 sessions, each for 40 minutes. The computerized continuous performance test and the digit span test (forward and backward) were used for evaluating sustained attention and WM, respectively. The pre-test evaluation was performed one week before and the post-test evaluation was executed one week after the training course. 

 After the WM training, the sustained attention (P=0.043) and the backward digit span test score (P=0.033) in the training group were improved significantly compared to the control group, but no significant change was reported in the forward digit span test score (P=0.236).

 Improved sustained attention following WM training indicates the far transfer of the training effect to the sustained attention, and confirms the involvement of sustained attention in the central executive part of WM. On the other hand, no change in short-term verbal memory after training indicates that the mechanism of WM training effect is through strengthening the central executive, not through improving the phonological loop of WM.

Dyscalculia is one of the neurodevelopmental disorders that usually characterized as learning and problem solving in mathematics. The aim was to determine the efficacy of computerized cognitive rehabilitation software on math performance in children with dyscalculia.

In a quasi-experimental study, pretest and posttest design with a control group used. Thirty children in convenience selected from all 8 to 12 year-old students with dyscalculia educating in elementary schools at Sanandaj City. All children assessed by the Iranian Key-Math Test and randomly assigned to the experimental and control group. The experimental group individually participated in 10 sessions (twice a week; 30 to 45 minutes per session) and received the computerized cognitive rehabilitation software but the control group only received mainstream courses in the school. Math performance of two groups assessed after the last session and five-week follow-up later. The collected data analyzed by the analysis of variance with repeated measurement with SPSS version 23.

The findings showed that the computerized cognitive rehabilitation software have no significant effect on math performance in children with dyscalculia and according to eta quotient it can conclude that only 0.03 % of variation in math performance is due to receive the computerized cognitive rehabilitation software. The investigation of time procedure in the experimental and control group showed that the time effect was not significant. We can conclude according to eta quotient, that 28% of the variation in math performance in the experimental group was duo to receiving the computerized cognitive rehabilitation software and there is no significant difference between two groups in three situations (pretest, posttest and follow-up).

Regarding to not effective of the computerized cognitive rehabilitation software on math performance in children with dyscalculia, it is needed more studies in this field.

protective effects of bioactive peptides extracted from Anchovy wastes on total antioxidant capacity, sperm parameters, sperm tubular diameters, epithelium thickness (ET) and DNA damage in Cimetidine treated rats was investigated. Thirty-six healthy male rats (200±40) were randomly assigned to 6 cages and fed with experimental diets (Control, 20mg bioactive peptide P, 40 mg Cimetidine CIM40, 120 mg Cimetidine CIM40, CIM40+P, CIM120+P) for 45 days. The results showed that the rat fed on Cimetidine treatments and Cimetidine + peptide had significant higher TAC then the control .

The aim of this study was to investigate the effect of computer-based rehabilitation on executive functions (selective attention, working memory and behavioral inhibition) in children with special learning disabilities. This research was conducted by quasi-experimental method (pre-test - post-test with control and follow-up group) in which the statistical population consisted of all students with special learning disabilities (10 to 12 years old), which in the first period of October to mid In November 2016, they had referred to the Center for Learning Disabilities in Ardabil (123 people). Thirty of them were selected by purposive sampling (selection of volunteer students to participate in the study) (16 boys and 14 girls). Strop tests (selective attention), one back test (working memory) and go / do not go (behavioral inhibition) were used to measure executive functions. The students in the experimental group performed cognitive rehabilitation package assignments in 12 sessions of 45 minutes over a period of four weeks. The results of analysis of covariance showed that there was a significant difference between the mean of Stroop post-tests, a previous stimulus and go /do not go students in the experimental and control groups (p <0.01). In addition, the results of correlated t-test showed that there was no significant difference between the results of the post-test and follow-up. The executive functions of students with special learning disabilities are enhanced by performing computer-based cognitive rehabilitation package assignments, and given that Aram computer-based cognitive rehabilitation package assignments, in addition to being appropriate for students' age, can have executive functions (selective attention, Improve working memory and behavioral inhibition) Students with learning disabilities, can be used by researchers and therapists in the field of learning disabilities.

Executive functions refer to a set of high-level cognitive abilities, which enable us to manage our behaviors. Typical development of executive functions is crucial for adulthood health, wealth, and academic achievement. The aim of this study was to design and validate some executive function tests in a sample of Iranian children.

In a cross-sectional design, 1676 students, aged from 6 to15 years old, were participated in 9 different studies with different executive functions tests: Trial Making Test (TMT), Rey Complex Figure Test (RCFT), Token Test (TT), Design Fluency Test (DFT), Wisconsin Card Sorting Test (WCST), Stroop Test (ST), Tower of Hanoi Test (TOHT), and Visual Span Test (VST). Repeated measure ANOVA was used for analysis of discriminative validity between different age groups.

Findings described significant discriminative validity for TMT (p<0.05), DFT (p<0.05), RCFT (P<0.01), TT (P<0.01), VST (P<0.01), WCST (P<0.01), ST (P<0.01), and TOHT (P<0.01).

The executive functions tests are valid to study typical developmental trajectory and delay or impairment. These tests are proposed to use in clinical setting to monitor the developmental disorders and/or respective interventions.

Damage due to thermal stress in the testicles is one of the causes of infertility in men and most of the mammals. Bioactive peptides have potent antioxidant activity against free radicals and reactive oxygen species. In this study, animals were randomly categorized into 6 groups; group 1 served as a control(22 ◦ C), group 2 was a bioactive peptide(10 mg kg-1 day, oral gavage, respectively) , group 3 was a heat-stressed (43 ◦ C), groups 4,5 and 6 were heat-stressed(43 ◦ C) along with bioactive peptides (5, 10 and 20 mg kg-1 day, oral gavage, respectively). After treatment (45 days), the testes were separated for histological and biochemical studies. Histopathological analysis revealed severe testicular damage following heat stress induction. Heat stress increased nitric oxide significantly(P 0/05). In the heat-stressed rats treated with 5 and 10 mg / kg bioactive peptide, no improvement was observed. Treatment of animals with 20 mg / kg showed positive effects on spermatogenesis and seminiferous tubules structure. The results of nitric oxide analysis showed a decrease in this biochemical factor following peptide treatment at a dose of 20 mg / kg(P 0/05). The results of this study showed the antioxidant effects of sardine-derived bioactive peptide on tissue and biochemical markers of testicular tissue.