جستجوی مقالات مرتبط با کلیدواژه « کارکرد اجرایی » در نشریات گروه « روانشناسی »

The present study aimed to compare the two executive functions of attention shifting and response inhibition in children with separation anxiety disorder and test anxiety. The current research was of a causal-comparative type. The statistical population of this study consisted of all female elementary school students in Sari City, who were diagnosed with separation anxiety disorder and test anxiety in the years 1402-1403. From the entire population, 150 individuals were selected using purposeful sampling. 75 individuals were placed in the separation anxiety group and 75 individuals in the test anxiety group. Data collection was done using the Spence Children's Anxiety Scale (SCAS; 1997), Sarason Test Anxiety Questionnaire (1958), Stroop Color-Word Computerized Test (SWCT; 1935), and Wisconsin Card Sorting Test (WCST; 1948). Multivariate Analysis of Variance (MANOVA) was used to analyze the data. The results showed a significant difference in the attention-shifting component (P=0.001) between individuals with separation anxiety and individuals with test anxiety (P< 0.05). However, no significant difference was observed in the response inhibition component (P= 0.225) between the two sample groups (P> 0.05). Therefore, it can be concluded that there is a difference in attention shifting in individuals with separation anxiety and individuals with test anxiety.

The purpose of this study was to investigate the Effectiveness of remote cognitive-equilibrium tasks based cognitive rehabilitation on improving executive functions and reducing behavioral symptoms of children with ADHD. The present study was a semi-experimental, pre-test-post-test type with a control group. The statistical population of the included all children with attention ADHD aged 8 to 12 years. Using available sampling method, 30 children with ADHD were selected and replaced in two experimental (15people) and control (15people)groups using random replacement method. The research tools included Connors questionnaire for parents (1960), Quay and Patterson behavioral problems questionnaire (1987), brief executive function questionnaire (2000). The experimental group was trained for 10 sessions of 45 minutes in the format of two sessions a week, using the cognitive rehabilitation package based on balance-cognitive tasks of Baran, but the control group did not receive any intervention. Data analysis was done using (MANCOVA) to measure the effectiveness of remote cognitive rehabilitation using SPSS-26. The findings showed that remote cognitive rehabilitation based on balance-cognitive tasks (F = 82.952) and a significance level smaller than (0.001) has a significant effect on the component of executive functions. Also, cognitive rehabilitation through The round based on balance-cognitive tasks (F = 57.829) and the significance level is less than (0.001)) has a significant effect. Therefore, it was concluded that remote cognitive rehabilitation based on balance-cognitive tasks improves executive functions and reduces symptoms. The behavior of children with ADHD is affected.

The current research aimed to determine the effectiveness of the selected movement program on the executive function and motor function of children with developmental coordination disorder. The research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of this research was all male students of 7-9 years old in normal schools of District 22 of Tehran in 2022 who had been diagnosed with developmental coordination disorder. Of these, 28 people were selected in an available manner and randomly replaced in the experimental and control groups. The research tools included the Second Edition of the Children's Movement Assessment Test (MABC-2) by Henderson (2007), the Neuropsychological Questionnaire (CNQ) by Connors (2004), and the Neuropsychological Test (Nepsy) by Corkman et al. (1998). Finally, multivariate covariance analysis was used to analyze the data. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the post-test of the experimental group and the control group in the neurocognitive functions of attention, agility (placing pins and drawing a maze), aiming (throwing sandbags and receiving and throwing) and balance (way heel-toe walk, static and balance (p<0.05). No significant change was observed in the reaction time test and manual dexterity subtest (threading) (p>0.05). From the above findings, it can be concluded that the physical training program improves neuropsychological indicators and motor performance of children with developmental coordination disorder.

Learning disability is a type of neuro-developmental disability with biological origin. The basis of this disorder is at the level of cognition. Additionally, it is associated with symptoms such as reading incorrectly and with difficulty in words, understanding meanings, spelling problems, writing, calculating numbers, and understanding mathematics. This deficiency is affected by the person’s chronological age; it interferes with academic activities and work performance or the person’s daily life activities. People with specific learning disorders have defects in information processing, visual and auditory perception, memory, and attention. One of the problems of students with unique learning disorders is weakness in executive function. Executive function is a set of excellent abilities, including self-management, self-initiation, planning, cognitive flexibility, working memory, organization, dynamic perception of time, predicting the future, and solving problems. Besides, it helps the child in daily activities and learning assignments. A student’s academic success depends to a large extent on his ability to plan, organize, and prioritize information, regulate his attention, manipulate information in his working memory, and monitor his/her progress. Cognitive avoidance is another factor that students deal with and are not paid attention to in educational aspects. Therefore, the present study aimed to compare the effectiveness of brain exercise training and Captain’s Log computerized cognitive rehabilitation training on cognitive avoidance and executive functioning of students with learning disabilities.

The current research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the research included all students aged 7 to 9 (first and third grades) with learning disabilities in the academic year 2022-2023 who were referred to learning disability centers located in Tonekabon city, Iran (78 students), of which 45 were in available based on the entry criteria. They were randomly selected into three groups: the first experiment (brain exercise training), the second experiment (Captain’s Log computerized rehabilitation), and the control group. The criteria for entering the research include written consent of the parents regarding the student’s participation in the research, the student’s interest in attending the meetings, attendance in the second and third grades, confirmation by the center’s specialist regarding the student’s learning disorder (7-9 years old), medium to high intelligence (90-110), lack of Suffering from other psychological disorders, not suffering from other disorders such as vision, hearing and movement defects, not receiving psychological and drug treatments during the last two months. Exit criteria also include failure to attend meetings for more than two meetings, refusal of parents or students to attend meetings, failure to attend more than two meetings, confusion of questionnaires, or unwillingness to complete them. The researcher committed to the participants in the control group in order to comply with the ethical principle of research justice. After the sessions end, interventions will be implemented for the applicants. The first group underwent brain exercise training during eight sessions of 60 minutes and one session per week, and the second group underwent Captain’s Log sessions during 15 sessions of 30 minutes twice a week; during this time, the control group was placed on the waiting list. The questionnaires used in the research were avoidance questionnaires. Saxon and Douglas (2008) and Gioia et al.’s (2000) cognitive performance questionnaire were administered after the post-test sessions and three months after the last follow-up session. Finally, the data were analyzed using the mixed variance analysis method and SPSS version 24 software.

The research findings revealed a significant difference between the pre-test, post-test, and follow-up scores of thought suppression for the variable of thought suppression (F=30.94, df=2, P<0.01). The eta squared is 0.691. This showed that 69.1% of the differences between the pre-test, post-test, and follow-up scores in thought suppression were related to applying the independent variable. Besides, the interaction of the test with the group (brain exercise group, computerized cognitive rehabilitation Captain’s Log, group and control group) was significant (F=28.705, df=4, P<0.05). Similarly, for the variable of thought substitution (F=111.185, df=2, P<0.01), there was a significant difference between the pre-test, post-test, and follow-up scores of thought substitution (P<0.01). The eta squared is 0.726. This showed that 72.6% of the differences between the pre-test, post-test and follow-up scores in thought substitution was related to applying the independent variable. Correspondingly, the interaction of the test with the group (brain exercise group, computerized cognitive rehabilitation Captain’s Log group, and control group) was significant (F=36.593, df=4, P<0.05). Moreover, for the variable of distraction (F=90.744, df=2, P<0.01), there was a significant difference between the pre-test, post-test, and follow-up scores of distraction (P<0.01). The eta squared was 0.684. This showed that 68.4% of the differences between the pre-test, post-test, and follow-up scores in distraction was related to applying the independent variable. Likewise, the interaction of the test with the group (brain exercise group, computerized cognitive rehabilitation Captain’s Log group, and control group) was significant (F=23.806, df=4, P<0.05). Additionally, for the variable of avoidance of stimulating cues (F=99.187, df=2, P<0.01), a significant difference was found between the pre-test, post-test, and follow-up scores of avoidance of stimulating cues (P<0.01). The eta squared was 0.703. This showed that 70.3% of the differences between the pre-test, post-test, and follow-up scores in avoidance of stimulating cues is related to applying the independent variable. Furthermore, the interaction of the test with the group (brain exercise group, computerized cognitive rehabilitation Captain’s Log group, and control group) is significant (F=16.887, df=4, P<0.05). Besides, for the variable of changing mental imagery to verbal thoughts (F=78.269, df=2, P<0.01), a significant difference was observed between the pre-test, post-test, and follow-up scores of changing mental imagery to verbal thoughts (P<0.01). The eta squared was 0.651. This showed that 65.1% of the differences between the pre-test, post-test, and follow-up scores in changing mental imagery to verbal thoughts was related to applying the independent variable. In addition, the interaction of the test with the group (brain exercise group, computerized cognitive rehabilitation Captain’s Log group, and control group) was significant (F=25.597, df=4, P<0.05). There was a significant difference between the pre-test, post-test and follow-up scores of all components of executive function (P<0.01). Moreover, the interaction of the test with the group (brain exercise group, computerized cognitive rehabilitation Captain’s Log group, and control group) was significant in all cases. The results of the Bonferroni adjusted test for comparing the scores of cognitive avoidance components show that. According to the table above, a significant difference was fond between the pre-test and post-test scores in thought suppression, thought substitution, distraction, avoidance of stimulating cues, and changing mental imagery to verbal thoughts. Moreover, there was no significant difference between the post-test and follow-up scores. This indicated the persistence of the effectiveness of the intervention. The results of the Bonferroni adjusted test for comparing the scores of executive function components showed, as shown in the table above, a significant difference was found between the pre-test and post-test scores in inhibition, shifting attention, emotional control, initiation, working memory, planning, organization of materials and monitoring. No significant difference was observed between the post-test and follow-up scores. This indicated the persistence of the effectiveness of the intervention.

In general, according to the findings of the research, it can be said that brain exercise and activation of the brain structure probably increases the amount of attention and academic concentration and, as a result, increases academic success, and Captain’s Log software is attractive due to its innovation in the type of exercise. Furthermore, involving both cerebral hemispheres and the rewarding system of this software creates the motivation for the student to go to higher levels and to be able to use his executive and avoidance functions in a better way. If we can make the educational content of students with learning disabilities into software, it will help students to learn concepts, understand relationships, visual perception, learn numbers and classification, and self-reward system. Nowadays, children’s desire to use computer games has increased, and this approach can be helpful in learning.

The present study aimed to determine the effectiveness of cognitive rehabilitation on executive functions, working memory, and problem-solving in people with math disorders. The research design was semi-experimental with a pre-test-post-test design and a control group. The statistical population of this research was all the male students with math disorders in the fifth grade of elementary school in the two city districts of Tabriz in the academic year 2021-2022. From this statistical population, 30 students were randomly selected in two experimental and control groups (15 people for each group) using the purposeful sampling method. To collect data from Tower of London Tests (TLT) (Challise, 1982), Central Nervous System Vital Signs (CNSVS), (Galtry and Johnson, 2006), Behavioral Rating Inventory of Executive Functions Elementary School Edition (BRIEF) ) (Givia et al., 2015) and the KMT Mathematical Test (KMT) (Kennedy, 1988) were used. Data analysis was done with the statistical method of Multivariate analysis of variance. The results showed that by controlling the effect of the pre-test, there is a significant difference between the mean of problem-solving, working memory, and post-test executive functions of the experimental and control groups at the P<0.01 level. Cognitive rehabilitation improves executive functions, working memory, and problem-solving in people with math disorders.

This research aimed to compare the effectiveness of brain exercise training and filial therapy training on cognitive avoidance and executive functioning of students with learning disabilities. The method of this research was semi-experimental with a pre-amon-post-test design with a control group and a three-month follow-up period. The research population consisted of all 7-9-year-old students (first and third grades) with learning disabilities referred to the learning disability centers of Tonkabon City in the academic year of 1402-1401. Among them, 45 people were selected and were divided into two experimental groups and a control group. The first group underwent brain exercise training during 8 sessions and the second group underwent filial therapy sessions during 10 sessions. The research tool was the executive functions questionnaire. (BRIEF, Gerrard et al., 2008) was the Cognitive Avoidance Questionnaire (CAQ, Saxon and Dagas, 2008). The findings obtained from mixed variance analysis showed that there is a significant difference between the groups in the post-test and follow-up phases (p<0.001). Both intervention methods have reduced cognitive avoidance and increased executive functioning, and the level of effectiveness had a lasting effect over time, and there was no significant difference between the effectiveness of the two methods (p<0.001). In general, the results obtained from the research showed that both ways of intervention are effective in cognitive avoidance and executive functioning of students with learning disabilities.

Preserving the cognitive ability of the elderly is a common issue of concern among researchers and health policymakers (1). Mild cognitive impairment (MCI) is a concerning condition indicating an elderly person's cognitive abilities are less than expected (3-5). Researchers interested in aging research strive to prevent the progression of cognitive problems as much as possible by identifying the cognitive problems of the MCI elderly as early as possible or, if this goal is not met, to compensate for their cognitive problems by developing rehabilitation packages (11). Evidently, cognitive rehabilitation packages cannot be provided without first understanding the cognitive problems of the elderly with MCI (15). According to the previous studies, the majority of those studies conducted for developing cognitive rehabilitation packages for the elderly have used the results of quantitative studies as the basis for choosing cognitive tasks (6, 11, 14, 16-19); this is even though in these studies, the actual view of the elderly themselves, or people who know them well, has never been asked. The current study used a qualitative research method to identify the cognitive problems of the Iranian elderly with mild cognitive impairment (MCI) to address these limitations. Besides, the results can be used to develop a cognitive rehabilitation package for the Iranian elderly with MCI.

The current study was a qualitative thematic analysis study that followed the method proposed by Braun and Clarke (27). The statistical population consisted of all Iranian elderly with MCI. The study sample included 14 elderly subjects with MCI diagnoses, seven relatives of elderly MCI patients (informants), and five specialists in providing mental health services to the elderly (Two psychiatrists, two psychologists, and one nurse), for a total of 26 subjects. The subjects were all Kerman city residents, and the study occurred between the summer and fall of 2021. Data Saturation was used to determine the adequacy of the sample size. The NUCOG test and a semi-structured in-depth interview were used as research tools (28). Guba and Lincoln's four recommended criteria (i.e., Credibility, Dependability, Confirmability, and Transformability) were used to assess the trustworthiness of the research data (31).
The data analysis process was carried out in six comprehensive steps:

Familiarization with the data,
Generation of initial codes,
Search for themes,
Review of the identified themes,
Definition and naming of themes,
Production of the final report.

As Figure 1 illustrates, the cognitive problems of the Iranian MCI elderly fall into two broad categories: Main problems and side problems. The main cognitive problems include four themes a) memory problems, b) attention problems, c) executive function problems, and d) language problems. Besides the main problems, another theme under the title of anxious mood has also been extracted (side problems).

Figure 1. Final thematic map related to the cognitive problems of the Iranian MCI elderly

A more in-depth investigation revealed that the theme of memory problems in the Iranian elderly is more of an episodic memory type; this means that their most common type of forgetfulness is related to forgetfulness in daily affairs. In terms of attention, they have problems in all four general areas of attention, i.e., shifting attention, selective attention, sustained attention, and divided attention. The theme of executive function problems in Iranian MCI elderly was so diverse that it included problems in all three general areas of executive functions, i.e., cognitive flexibility, inhibitory control, and working memory. In addition, the theme of linguistic problems in the Iranian MCI elderly manifested in difficulty finding words. Furthermore, Iranian elderly with MCI demonstrated a high level of emotional and mood problems, prompting the extraction of another theme from the data under the heading of anxious mood theme.

The current study's findings are consistent with previous research that has shown that the MCI elderly have problems with memory (6-8), attention (6-8), executive functions (7-9), and language (7, 8). An intriguing finding from the current study was that the problems of the Iranian elderly were significantly more prominent in some aspects of a cognitive domain than in others. For example, in the field of memory, the problems of the Iranian elderly were mainly of the episodic variety (and not other types of memory such as procedural, semantic, and the like). Similarly, regarding language, the Iranian MCI elderly had more difficulty finding words than other problems (such as Neologism, understanding, and the like). As a result, relying on such findings is critical for developing rehabilitation packages for the Iranian MCI elderly. Another intriguing finding was that, while the study was designed to identify cognitive problems in the elderly with MCI, the majority of subjects raised issues related to mood and emotional aspects of their lives due to the MCI disorder. This prompted the researchers to propose another theme; i.e., anxious mood; something more than the cognitive problems that the current study focused on (the main problems). Indeed, it appears that cognitive rehabilitation programs tailored to the Iranian elderly should include tasks that address both their primary (cognitive) issues, as well as their secondary issues (anxious mood).
Ethical Considerations
Compliance with ethical guidelines
The ethical principles included in this study were the subjects' arbitrary participation in the research, adherence to confidentiality principles, and informed consent. Additionally, the study was approved by the Research Ethics Committee of the University of Isfahan (Approval ID: IR.UI.REC.1400.49).
Authors' contributions
This article is part of Mohammad Ghaderi Rammazi's PhD dissertation at the University of Isfahan (IranDoc tracking code: 1617543). All authors participated in the ideation, writing, editing, and preparation of the article's final version.
Funding
This research was funded with the support of the Cognitive Science and Technologies Council (CSTC; tracking code: 10567).

Acknowledgments
The authors with this express their gratitude to all the participants and people who facilitated the implementation of this research in any way.
Conflicts of interest
This article contains no conflicts of interest.

The purpose of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on Executive function of students with Dyslexia. The method of research was experimental. In order to conduct this research Thirty students with reading disorders who referred to the Learning Disabilities Center of Larsson in the academic year 1399-1400 were selected by convenience sampling method and randomly divided into experimental and control groups. The Executive Functional Behavior Rating Questionnaire (BRIEF) was presented to the experimental group as a pre-test for both groups and the Linda mood phonological sequence program for 16 sessions of intensive intervention. Immediately after the training, both groups participated in the post-test and after one month in the follow-up training analysis of variance with repeated measures was used to analyze the data. Overall, the results of the present study show that the Lindamood phonological sequence program has improved executive function in students with dyslexia. The findings also showed that using of visualizing and verbalizing program in Lindamood phonological sequence program improves cognitive skills in executive function.

Executive functions are a set of cognitive abilities that allow individuals to control their thoughts and actions in the face of new and complex situations that require automatic and impulsive responses. The aim of this study was to evaluate the effect of Kiko’s Thinking Time software game-based cognitive intervention to develop cold executive function skills in preschool children and to compare the two experimental and control groups in terms of basic learning skills for school preparation.

The design of the present study was a pretest-posttest experiment with a control group. Analysis of variance was used to compare the experimental and control groups after the intervention. The statistical population of this study was all preschool children in Ahvaz in the 98-99 academic year, of which 204 people were selected by multi-stage cluster random sampling and randomly divided into experimental and control  groups. Keiko game was performed for 35 days at intervals (10-15 minutes) in the experimental group. Cold executive questionnaires (Go/No go Task, Box Task, Wisconsin Card Sorting Test (WCST)) and Bracken School Readiness Assessment Test (BSRA) were used to collect data.

The results of analysis of covariance showed that Keiko game was effective in improving cold executive functional skills in the experimental group at the level (p <0.001). Also, the results of analysis of variance by comparing the two experimental and control groups in terms of school readiness structure showed that the experimental group obtained a higher score in the basic learning skills required for school readiness. (Experiment 25/17> 56/10 control)

According to the results of the present study, it can be concluded that Kiko’s Thinking Time software game by increasing the cold executive functional skills in preschool age, which is a critical stage in the development of these skills, in increasing the readiness of preschool children to enter school. Elementary school is effective for entering primary school.

 This study aimed to compare the effectiveness of mindfulness-based stress reduction (MBCR) and acceptance and commitment therapy (ACT) on anxiety and executive function among professional adolescent chess players.

 This study is a quasi-experimental pretest-posttest with a control group. The population consisted of professional adolescent chess players in Karaj in 2019. The study sample consisted of 45 (15 for each group) adolescent chess players selected by purposive sampling. They were randomly assigned to each group. Instruments for gathering data were Beck Anxiety Inventory-II (1996) and London Computer-based Tower Test (Shallice, 1982). The MBSR group and ACT received eight sessions, while the control group did not receive any treatment.

 The results indicate that MBCR and ACT significantly impact anxiety and the executive function of chess players (p<0.05).

 Sports psychologists can accordingly use these methods to improve anxiety and executive function in athletes.

Given the increase in criminal behaviors and the damage they cause in society; it is important to study the psychological factors that make people prone to crime or prevent it from committing. Accordingly, the present study aimed to investigate the mediating role of cognitive executive functions in the relationship between behavioral brain systems with cognitive emotion regulation in prisoner men. The research was descriptive-correlational. The study population included all men who were serving their sentences in Kermanshah Central Prison in 1398, from which 300 people were selected by convenience sampling method. The participants completed the Gray-Wilson Personality Questionnaire (GWPQ-28), Cognitive Emotion Regulation Questionnaire (CERQ), and Cognitive Ability Questionnaire (Nejati, 2013). Data were analyzed using Pearson correlation and structural equations using SPSS22 and AMOS24. Findings showed that path analysis models of the relationship between behavioral brain systems and cognitive emotion regulation with executive functionschr('39') mediating role have a good fit. The results emphasize the importance of behavioral brain systems and executive functions in cognitive emotion regulation. As a result, paying attention to executive functions in controlling and cognitively regulating emotions and promoting them can be effective in reducing criminal behaviors.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental neurological disorder associated with decreased attention symptoms, increased impulsivity and hyperactivity. Working memory and sustained attention are the essential aspects of executive functions. Working memory is an abstract structure that refers to the primary mechanism or system for storing and processing information related to tasks while performing a cognitive task. Sustained attention refers to maintaining attention during continuous activity. Sustained attention helps individuals to control the interference of stimuli and respond only to the appropriate stimulus. Exercise has been suggested as a safe and low-cost Conventional therapy for children with ADHD. The present study aimed to investigate the effectiveness of executive function training based on motor activity on working memory and sustained attention of children with ADHD.

The present study was a quasi-experimental study with a pre-test-post-test design. The Ethics Committee of the Islamic Azad University of Kermanshah approved the present studychr('39')s proposal at the time of approval. Besides, all participants participated in this study with full consent, and written consent was obtained from their parents in this regard. In addition, participants were assured that their information would remain confidential. The present study’s statistical population included all children aged 9 to 12 years with ADHD in Kermanshah city. Participants in this study were 20 children selected by convenience sampling and randomly assigned into two control and experimental groups. The experimental group participants participated in a physical activity protocol held in the gym for 12 weeks and twice a week for 70 minutes. The research instruments were the Wechsler intelligence quotient test for children, Connors Parent Questionnaire, working memory, and continuous performance test. Prior to implementing the training protocol, all participants’ sustained attention and working memory scores were recorded as a pre-test with N-back and a continuous performance test. At the end of the training protocol, all subjects’ working memory and sustained attention scores were recorded as post-test. Shapiro-Wilk test was used to check the datachr('39')s normality, and the Levin test was used to check the homogeneity of variances. Finally, an analysis of covariance in SPSS-23 software was used to test the research hypothesis. The significance was considered 0.05 at all stages.

The results revealed that after 12 weeks of executive function training based on motor activity, there was a significant difference in working memory and sustained attention scores in the post-test of two groups (P≤0.001). According to ETA squares, 92% of the changes in working memory and 89% of the sustained attention changes were due to the effect of exercises.

According to the results of this study, it can be said that since executive function training based on motor activity has a positive and significant effect on working memory and sustained attention in children with ADHD, it is a suitable intervention method to treat these children.

many tools have ever been constructed to determine dimensions of the executive functions. But there was no tool which could provide basic executive functions and learning-educational fields for identifying the disturbance and delay of the children and adolescentschr('39') executive functions and learning performance.

this study aimed at reviewing the psychometric indices of the Persian versions of executive functioning and the performance and learning of )Castellano, Kronenberger and Pisoni,2018) scale to identify the disturbance and delay on performance and learning functions.

the design of present study was descriptive - correlation; factor analysis. The statistical population consisted of all 7-17-year-old children and adolescents, among which 456 individuals were selected through random sampling method. In order to collect data, the Behavior Rating Inventory of Executive Function scale of Gioia et al. (2000), shortened CHAOS (Conduct- Hyperactive- Attention Problem- Oppositional Symptom) scale of Levy et al. (2013), Learning, Executive, and Attention Functioning scale (LEAF) of Castellano et al. (2012), Goldenchr('39')s Stroop Color and Word Rest (1978), and neuro-psychological tools including Yamaguchi and Proctor (2012) test of assignment progress and Woodcockchr('39')s (2001) Tests of Achievement were used.

analytic results of confirmative factor indicate the desirable practice of the model with the data. Results of Cronbachchr('39')s alpha coefficient (0.90) showed the internal consistency of the scale. Furthermore, the correlation between executive function scale, attention performance and learning and associated micro scales behavior rating inventory of executive function, conduct- hyperactive- attention problem- oppositional symptom, and neuro-psychological signals indicates great internal and structural validity among the behavioral checklists.

The results of the study demonstrated that the scale of executive functions, attention performance and learning are reliable and valid tools to be applied in experimental research, and even clinical atmosphere to identify individuals who face deficiencies or delay on performance functions and educational problems.

Computer-based cognitive games are new and exciting for kids and adolescents that can help them to improve their cognitive functions and creativity in addition to entertainment. The aim of the present study was to investigate the effectiveness of computerised cognitive games on executive functions and creativity of preschool children. This study is a quasi-experimental study with a pre-test, post-test, and control group design. The sample consisted of 21 preschool female and male children, who were selected by convenience sampling in a preschool centre in Bushehr. Participants were matched on the basis of gender, age and intelligence and were allocated to three groups of seven children, i.e., two experimental groups and one control group. Before and after cognitive games, the Torrance Tests of Creative Thinking (TTCT), a simple Stroop software and the working memory Wechsler Memory Scale (WMS) were used. The experimental groups played cognitive games such as Lomocyte and Tetris for 16 one-hour sessions, and the control group did not play any games during this time. The results showed that playing computerised cognitive games has a significant effect on creativity and working memory among preschool children. However, there is no significant effect on selective attention, cognitive flexibility, planning and organising. The results of this research have important theoretical and applied implications regarding the role of computerised cognitive games in promoting cognitive functions of preschool children.

The aim of the present study was to the effectiveness of psychological immunization training On Psychological Neurological Skills and Behavioral Symptoms(Attention Deficit and Impulsivity) of Children with(ADHD) based on the Meichenbaum model.

The research method was a pretest-posttest quasi-experimental design with a follow-up and control group. Purposeful sampling is used for this purpose of 7-12-year-old children with ADHD Disorder who were under training in Primary school centers in Urmia. 30 children were selected and randomly assigned to two experimental(n = 15) and control(n = 15) groups. The experimental group received 10 sessions of 1-hour sessions(two days per week) of the immunization model of Meichenbaum Model. The data from the study were analyzed via ANCOVA.

The results showed that psychological immunization training on neuropsychological skills(Attention, executive functions, language, learning, and reading) and Behavioral Symptoms(Attention Deficit and Impulsivity) of Children with Attention Deficit – Hyperactivity Disorder Had a significant effect (p < 0/05).psychological immunization training on It has not been effective in the visual-spatial processing performance of hyperactivity children.

According to the findings of this study Meichenbaum model-based immunization training was used as an effective way to improve neuropsychological skills and behavioral Symptoms in children with attention-deficit / hyperactivity disorder.

This study aimed to evaluate the effectiveness of Computer-Based Cognitive Rehabilitation (CBCR) on the behavioral problems and performance functions of delinquent adolescents. The semi-experimental research method was pretest-posttest with control group. The statistical population included all the delinquent adolescents of Yazd correctional centers in 2020, from which 30 adolescents were selected by targeted sampling method and were divided into an experimental group (15 adolescents) and a control group (15 adolescents). The intervention group was exposed to CBCR but the educational control group was not exposed to it. The Achenbach’s Questionnaire (child/adolescent form), and the (electronic form) of Connors neuropsychological inventory were used to collect data. The statistical method used for data analysis was multivariate analysis of covariance. The results showed that CBCR therapy affects the behavioral problems and performance functions of delinquent adolescents and reduces behavioral problems and improves performance functions in adolescents. The application of CBCR to solve the behavioral and neurological problems is recommended in delinquent adolescents.

The purpose of the present study was to compare the effectiveness of neurofeedback training and mindfulness in improving the executive functions of athlete students' planning. The research method was semi-experimental with pre-test and post-test and follow up with control group. The statistical population of the present study was 150 male athlete students who studied physical education at Kharazmi University in 1396-1397. To this end, 60 male students of physical education at Kharazmi University were randomly assigned to three groups of 20. The first group (neurofeedback) received 16 training sessions individual, twice a week and the second group (mindfulness), received 8 training sessions in group, once a week and the third group (the witness) did not receive any interventions. The research tool was a Tower of London computer planning test. Data were analyzed using repeated measurement ANOVA. The mean of the two experimental groups was significantly different with the control group in the components of test time, delay time for programming, errors and points in the post-test and follow-up stages. However, the mean of experimental groups did not differ significantly. It can be concluded that both neurofeedback education and mindfulness training both improve the planning performance of athlete students, each in their own place can improve the planning functionality.

The aim of the current research was to study the hot and cool executive functions in individuals with Attention Deficit/ Hyperactivity Disorder (AD/HD). To this end, a systematic review study method with use of the hot and cool executive functions and AD/HD key words from web the Data (Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, Google Scholar, Magiran), between 2006-2015 was conducted in accordance with research objectives to executed current study. Results revealed that from 9 published research  most of them (4 studies) have been performed on 7 to 12 years old with 2-6 grade subjects with math disorder. Experimental studies (with 88%) are the most frequent among different types of studies. The cold and hot functions result in individuals with AD/HD revealed that in the hot system (decision making) included 9 study and in cold system its including reactive inhibition, planning, problem solving and work memory in 7, 2, 5 and 8 research, respectively. The results of these studies are associated with deficiencies in both hot systems included (decision-making) and cold system (problem solving, work memory, response control, and planning) in children with attention deficit hyperactivity disorder (ADHD). Due to the problems of this group individuals in the field of executive functions, developing and implementation of educational and interventional programs are necessary.

This study aimed to investigate the effect of rhythmic-musical exercises on visual perception and executive function of 8-10 years old children with dyslexia.

The research design was quasi-experimental with pre-test and post-test. The participants included 23 children with dyslexia aged between 8 and 10 years who were selected through convenience sampling and, after matching, were randomly assigned into the experimental and control groups. The experimental group participated in rhythmic-musical exercises for 12 weeks (3 sessions per week), but the control group did not receive any intervention during this time. Prior and following the intervention, visual perception skills were measured by the Test of Visual-Perceptual Skills-Revised (TVPS-R) and the executive functions by the Wisconsin Card Sorting Test (WCST). The data were analyzed using covariance test.

The Findings of the analyses indicated that the rhythmic-musical exercises improved the visual perception skills and executive functions of the children with dyslexia.

Based on the results of the present study, it might be concluded that the rhythmic-musical exercises can be used to enhance the visual perceptual skills and executive functions of children with dyslexia.