جستجوی مقالات مرتبط با کلیدواژه "sustained attention" در نشریات گروه "روانشناسی"

The aim of current study was to comparing neuropsychological indicators related to executive functions in children with attention deficit-hyperactivity disorder (ADHD) with and without conduct disorder (CD) and normal children. The current research was a descriptive and causal-comparative study. The statistical population included all children with pure ADHD or comorbid with CD (ADHD+CD) who were studying in special schools and in regular schools at the Kurdistan province. A sample of 111 children were selected using the purposive sampling method. Research tools were Children Symptom Inventory, Connors’ Continuous Performance Test, Go/No-Go Task, and Stroop Task. The research data were analyzed using multivariate analysis of variance (MANOVA) and Sheffe's post hoc test in SPSS-22. No significant difference was found between the ADHD and ADHD+CD groups in the sustained attention, but significant difference was observed in the impulse control between the ADHD+CD and the normal groups. Findings can have practical implications in providing cognitive rehabilitation interventions for children with ADHD and CD. Strengthening the executive functions of these children through targeted and focused interventions on executive functions associated with sustained attention and impulse control plays a key role in improving the academic and educational abilities of these children.

There is no doubt that indoor environmental quality is crucial to the health and well-being of its inhabitants. It is crucial to determine the impact of these parameters on human perception to improve building design standards. Color and light are environmental factors that affect cognitive functions. Numerous studies have examined the role of lighting, demonstrating that physical environments can be designed to impact the visual, psychological, physiological, and cognitive performance of their inhabitants. The science of cognitive ergonomics is concerned with studying mental processes, including perception, memory, mental workload, inhibition, attention, interactions between humans, and systems to ensure the correct interaction between work and environment, needs, capabilities, and limitations. Therefore, paying attention to the design factors in the work environment to improve cognitive functions requires the interdisciplinary cooperation of psychologists, designers, and architects.
A comprehensive approach requires investigating and identifying potential objective and subjective measures of the work environment to improve cognitive functions in the workplace. Due to the importance of this cognitive function in different dimensions of life, the subject studied in many researches is focused on sustained attention. In addition, the studies show that cognitive functions, as well as mental health indicators are related to indoor environment parameters such as light. This study aimed to investigate the combined role of lighting intensity and color on mental workload and sustained attention in the work environment.

This research, is a clinical trial study with a quantitative approach aimed at developmental and applied purposes. The participants for this study were selected through a voluntary, non-random method based on specific entry and exit criteria following an open call for research on social networks. The Continuous Performance Test (CPT) continuous performance test was introduced in 1956 by Rosold et al. This test is used to evaluate sustained attention and impulsive movements. The task was designed to move the boxes on the conveyor belt in front of the participants, simulating the virtual environment with the actual work environment. Single-digit numbers from “0 to 9” are written on each of these boxes. The participants were required to identify the boxes with the target stimulus, considered the number “0” in this study. The NASA workload index test has been used in many studies to evaluate mental workload. This test has been used to evaluate mental workload in six subscales. The use of virtual reality as a research tool is well-established in many fields, including cognitive research. Moreover, virtual reality has a strong potential to be used as an experimental research tool in psychological and architectural research. The simulated environment in this research is a high dynamic range image model HDRI. The simulated workspace is a windowless room with artificial lighting. The color of the walls based was selected on the levels of the variables. Electroencephalography data was recorded with the help of a Q5000 EEG device (Negar Andishgan Co., Iran). This study used Ag/AgCl electrodes to record electroencephalography signals installed on an elastic cap. Thirty-two electrodes based on the international 10-20 system were installed on the participants’ heads.At first, the experiment process was fully explained to all the participants, and the participants completed the informed consent form and the demographic information questionnaire. First, electroencephalography was recorded for 2 minutes with eyes closed before the virtual reality glasses were placed on the head. In the next step, people were asked to put on virtual reality glasses. The experiment was conducted randomly, and people encountered each of the four scenarios designed in the virtual reality environment with a wall color while their brain waves were recorded. The experiment duration for each participant was 3 hours, with steps for preparation for the electroencephalography recording.

CPT task was performed to assess the significance of changes in dependent variables (accuracy, attention, inhibition, and reaction time) in different situations (four situations) of multivariate covariance analysis. Box’s M test was performed to check the equality of variance-covariance matrices to check the assumptions of multivariate covariance analysis, and this assumption was confirmed with the obtained results (F(30, 36)=2.736, P=0.005). Multivariate covariance analysis showed a significant difference in at least one of the dependent variables (F(12, 105)=2.244, P<0.05), Eta=0.20. The results of Scheffe’s test show that placing subjects in different positions significantly affect “accuracy” (F(3, 36)=9.719, P<0.05, Eta=0.44), attention (F (3, 36)=5.206, P=0.004, Eta=0.30) and inhibition (F (3, 36)=5.018, P=0.005, Eta=0.29), But there was no significant change in "reaction time" F(3, 36)=151.6, P>0.05, Eta=0.11). Scheffe’s post hoc test results showed a significant difference between the "accuracy" performance of individuals between positions 1 and 3 (P=0.003), 1 and 4 (P=0.001), 2 and 4 (P=0.21), 3 and 1 (P=0.003), 4 and 1 (P=0.001) and 4 and 2 (P<0.05), a significant difference between people’s “attention” performance between positions 1 and 3 (P=0.031), 1 and 3 (P=0.031) and a significant difference in "inhibition" in environment 1 and 3 (P=0.04), environment 2 and 3 (P=0.04) and environment 3 and 1 (P=0.04) showed.Examining the average scores of NASA’s workload questionnaire showed that the lowest score was in the condition with a white wall and 800 Lux lighting. Furthermore, the analysis of the data in the ANOVA statistical test indicated no significantdifference in the workload imposed on the individual in different situations (P<0.05) and no interaction effect between environment design and workload.The pairwise comparison test revealed a significant discrepancy in the measured values of the normalized brain signal strength measured when each participant rested and performed the task in the four studied positions in virtual reality.

The present study aimed to investigate the combined role of two components of lighting intensity and color in the work environment with sustained attention and mental workload. The results showed that the interactive effect of color and light, with the combination of white and blue colors and light intensity of 300 or 800 Lux, on mental workload insignificant. This means that the design interventions resulting from the combination of these two variables did not significantly affect the scores obtained from the NASA questionnaire.In the present study, the one-way analysis of variance of the absolute power of the frequency bands shows that when the brightness intensity increases, it does not create a significant difference in people’s attention in the electroencephalogram data. Similar to accuracy performance, inhibition performance also improves under the influence of design interventions in color and illuminance intensity. This finding can be explained using the principles of Kaplan’s theory of attention recovery and psychological recovery. Attention recovery theory emphasizes that the presence of natural elements plays a role in reducing anxiety and mental fatigue in people.Recent studies show that the color blue can boost employees’ attention and cognitive functions. By incorporating blue into office design, organizations can enhance cognitive abilities, work performance, and overall productivity.

The current research aims to examine the structural relationships between sleep problems and emotional intelligence in adolescents, considering the mediating role of defect in executive functions. The present research had a descriptive-correlational design. The study sample included 381 first-grade high school students in Tabriz during the academic year 1401-02, selected through cluster random sampling. Data were collected using the Pittsburgh Sleep Quality Index questionnaire, the Siberia and Shiring Emotional Intelligence Questionnaire, the Gross and John Emotion Regulation Questionnaire, the Wisconsin Card Sorting Test software, and the Continuous Performance Test software task. Statistical methods used for data analysis included Pearson correlation coefficient and path analysis. The results showed that sleep problems have a direct and indirect influence on emotional intelligence through emotion regulation and cognitive flexibility. Based on the research findings, it can be concluded that emotion regulation and cognitive flexibility play a mediating role in the relationship between sleep problems and emotional intelligence.

Developmental dyslexia is a specific impairment characterized by severe and persistent problems in the acquisition of reading skills; these problems are not caused by mental age, visual acuity problems, or inadequate schooling.The aim of this study effectivenes of aram cognitive rehabilitation game of executive function (sustained attention, response inhibition) and reading skills (speed, accuracy and reading comprehension) in students with dyslexia. The design of the present study was a pretest-posttest experiment with a control group.Analysis of covariance was used to compare the experimental and control groups after the intervention. The statistical population included second to fifth-grade elementary students of Andimeshk, Iran in 2021-2022. In total, 40 subjects were selected by convenience sampling and were randomly divided into two groups of 20 (one test groups and one active control group). Cognitive rehabilitation game was performed for 11 minutes in an individual case for the experiment group. The Continuous Performance Test, Go/No-go test, and the Reading and Dyslexia Test (Nema) were used to collect data. For data analysis, Spss software version 24 and themultivariate statistical analysis test were used. The results showed that cognitive rehabilitation game was effective in improving executive function (sustained attention, response inhibition) and reading skills(speed, accuracy and reading comprehension) in the experimental group at the level (p<0.001). According to the results of the present study, it can be concluded that cognitive rehabilitation Game (ARAM) by increasing the executive function improving the reading skills in Students with dyslexia in students with dyslexia and can be used as a method in treating learning disorders by consultants and experts.

In recent years, the dramatic increase in the use of smartphones has led to the emergence of a psychological disorder called nomophobia, which can have consequences for individual's cognitive functions. The aim of this study was to compare sustained attention and selective attention between nomophobic and normal individuals. The research method was descriptive-comparative, and the sample included 60 students of Semnan University who were identified through screening among a group of 120 students and were divided into two groups of 30 nomophobic and normal. The research instruments included Nomophobia Questionnaire, Continuous Performance Test (CPT) and Stroop Test. Data were analyzed using two-way MANOVA in SPSS software version 26. The results of the Continuous Performance Test showed that the amount of Omission error and reaction time of nomophobic individuals was higher than normal performance individuals. In the Stroop test, the rate of errors and the interference score of nomophobic individuals were higher than normal individuals. Also, despite gender differences in some components of the continuous performance and Stroop tests, it was found that the interactive effect of nomophobia and gender on the results of these two tests is not significant. These results show that nomophobia can be involved in reducing sustained attention and impaired selective attention regardless of gender. Therefore, because of the continuous interaction of people with smartphones and the significant prevalence of nomophobia among young people, measures should be taken to prevent nomophobia and cognitive rehabilitation of nomophobic people.

The aim of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on sustained attention of students with dyslexia. The method of research was semi experimental. In order to conduct this study, 30 students with dyslexia who referred to the Center for Learning Disabilities in Larestan were selected by convenience sampling method and were randomly divided into experimental and control groups. Then, IVA-2 test (2018) was performed as a pre-test for both groups. Lindamood phonological sequence program was also presented to the experimental group for 16 sessions of intensive intervention. Immediately after the training, the mentioned test was performed as a post-test of both groups and one month after the post-test, a follow-up period was performed for both groups. Data was analyzed by one way analysis of the variance with mixed design. The results showed that there was a significant difference in sustained attention between the two groups, so that the experimental group performed better in post-test and follow-up. Overall, the results indicate that the Lindamood phonological sequence program has improved sustained attention in students with dyslexia.

The present study aimed to compare the effects of “computerized cognitive rehabilitation game of attention and memory (ARAM)” and “practical games of attention” on sustained attention, response inhibition, reading speed, and accuracy of reading in students with a specific learning disability of dyslexia. This was a field experiment with an extensive control group design, which included two test groups and a control group. The statistical population included second to fifth-grade elementary students of Andimeshk, Iran in 2021-2022. In total, 60 subjects were selected by purposive sampling and were randomly divided into three groups of 20 (two test groups and one active control group). The students were tested by having them complete the Continuous Performance Test, the Go/No-go test, and the Reading and Dyslexia Test (Nema) in the pretest and posttest stages. Data analysis was performed using multivariate analysis of covariance and the Bonferroni test. According to the results, both games had significant effects on the cognitive and reading skills of dyslexic students (P<0.001). In addition, the Bonferroni test results were indicative of the higher effectiveness of computerized cognitive rehabilitation, compared to the practical games. Conclusion according to the results of the study, rehabilitation games (computerized and practical) could be used as an efficient method for the treatment of learning disabilities of individuals by consultants and specialists.

ADHD coaching focuses on academic goal setting, progress monitoring, and dividing long-term projects into a sequence of specific, manageable assignments. With the emerging consensus that ADHD is a disorder of executive functioning; among the interventions used in ADHD, coaching may be more appropriate than traditional treatment models, and can certainly complement any intervention. The present study was conducted with the aim of effective coaching of executive functions on improving persistent attention deficit and planning skills in adults with attention deficit hyperactivity disorder. In this study, 17 adults with attention deficit hyperactivity disorder diagnosed by a psychiatrist and evaluated with Barclay's executive functioning deficit scale - adult version were selected in an accessible manner and after checking the entry criteria, they were included in this study. For the participants in this research, 11 one-hour executive function coaching sessions were conducted, and the participants were evaluated before and after receiving this intervention using the Tower of London scales and continuous visual and auditory performance. The obtained results showed a significant difference (p≤0.05) in the variables of visual and auditory attention, sustained visual and auditory attention, and the time variable. The obtained results show that executive function coaching can be used as an intervention method alone or in combination with other interventions to improve attention deficit disorder in people with ADHD.

This study aimed to evaluate the effectiveness of Dohsa-Hou rehabilitation on response inhibition and sustained attention in children with attention deficit hyperactivity disorder (ADHD). The method of this study was quasi-experimental with pre-test and post-test design with control group. The statistical population included all boys aged 8-12 years with ADHD who had referred to counseling centers and psychological services in Isfahan in 2020. Participants were selected by convenience sampling method and randomly divided into experimental and control groups (n =15 each). The experimental group participated in psycho-rehabilitation Dohsa-Hou for 8 months during 8 one-hour sessions and the control group did not receive any intervention. The Conners Parent Form Questionnaire, Go- No Go Test and the Conners Continuous Performance Test were used to collect data. The results of multivariate analysis of covariance showed that psycho-rehabilitation Dohsa-Hou had an effect on improving response inhibition and sustained attention in children with ADHD. Based on the results of the present study, it can be said that since Dohsa-Hou exercises have a positive and significant effect on response inhibition and sustained attention in children with ADHD, it can be used as a complementary therapeutic approach with other psychological interventions.

Multiple sclerosis is a de-myelinating inflammatory condition of the central nervous system that is often thought of as an autoimmune disorder. These patients suffer from extensive cognitive impairments such as poor attention and concentration and memory and processing speed; Therefore, the aim of this study was to investigate the anodic effect of direct cortical electrical stimulation (tDCS) on sustained attention performance in patients with multiple sclerosis (MS) in a pretest-posttest design with a control group. For this purpose, 32 patients with MS were selected using available sampling method and randomly assigned to experimental and control groups. The intervention consisted of 10 sessions of direct electrical stimulation during which patients were divided into two groups, one group received real stimulation and the other group received sham stimulation or sham. The research instruments were the use of RTI and RVP subtests in CANTAB test. Data analysis was performed based on independent and dependent t-test to compare pre-test and post-test scores in experimental and control groups. The results showed an improvement in sustained attention and processing speed in the experimental group at a significant level of 0.05. Therefore, we conclude that transcranial electrical stimulation of the brain improves sustained attention deficit and speed of response in patients with MS.

The purpose of this study was to evaluate the  effectiveness of mindfulness-based stress reduction on Memory, Selective Attention and Sustained Attention in females with Multiple Sclerosis )M.S(. This is a quasi- experimental study with pre-test and post-test design with control group. The statistical population included all females with MS who referred to MS association of Mazandaran and had a medical record between 2019 and 2020 years. 30 subjects have been selected by purposive sampling method, randomly were assigned to three groups (a experimental and a control (waiting for treatment)). Then, the subjects of the experimental group received mindfulness-based stress reduction in 8 sessions, respectively. The Executive Functions Scale (Nejati, 2013) was used as a research tool in two stages: before and after education for two groups (a experimental and a control (waiting for treatment)). In the end, the findings of the analysis of Covariance showed that approache mindfulness-based stress reduction have led to an improvement in the Memory (F=55.006,p<0.05), Selective Attention (F=74.84,p<0.05),  and Sustained Attention (F=114.89,p<0.05),  in females with M.S. According to the findings of the present study, in the field of treatment and counseling of patients with MS, mindfulness-based stress reduction seems to be very effective and promising.

This study aims to investigate the effect of increasing body mass index (BMI) on cognitive functions such as reaction time, sustained attention, and visuospatial working memory in children and adolescents. The research method is causal-comparative, and is a basic study in terms of purpose. The statistical population of the present study consists of all high school students (12–15 years old) in Tehran in 2019, among which 75 students (36 girls and 39 boys) were selected by convenience sampling method and classified into three groups of obese, overweight and normal weight based on BMI. All participants completed the Cambridge Neuropsychological Test Automated Battery (CANTAB) to assess cognitive performance and BMI was also measured. Data were analyzed using SPSS software (version 26). The results of multivariate analysis of variance showed that obese students performed worse on the tests of reaction time and visuospatial working memory than the normal and overweight groups, and their difference is significant (p 0.01). Accordingly, one can say that increasing fat and BMI levels lead to a decrease in some cognitive functions and this may delay or decrease the development of students’ academic and social skills.

The purpose of the present study was to determine the effectiveness of motor-based cognitive rehabilitation on improvement of executive functions of children with ADHD. The research method was semi-experimental with pre-test and post-test design which was done on 15 ADHD children with age of 6-12 years old in Tabriz city using a purposeful sampling method. N-Back test was used to assess the working memory. Wisconsin Card Sorting Test was used to assess the cognitive flexibility. Continuous performance test was used to assess sustained attention. Stroop test was used to assess response inhibition. Simple Reaction time test was used to assess Reaction time. Data were analyzed with repeated mixing covariance analysis and using SPSS.ver20.The result of the study showed that motor control cognitive rehabilitation was effective in improving executive functions (p < 0.01). These findings have further implications in the clinical interventions which have been thoroughly discussed.

The aim of this study was to evaluate the effectiveness of music therapy on sustained attention and selective attention in children with attention deficit hyperactivity disorder. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population included all children with attention deficit-hyperactivity disorder who referred to psychological centers in Gorgan in the 2020 year. 30 people were selected by convenience sampling method and randomly assigned to experimental and control groups. Measurement tools included the Stroop Color-Word Test (Mc Leod, 1996) and the Continuous Performance Test (Razold et al, 1956). The experimental group received 12 60-minute sessions of music therapy, but the control group did not receive any intervention. The results of univariate and multivariate analysis of covariance showed that music therapy is effective in improving sustained attention and selective attention in children with attention deficit-hyperactivity disorder. Therefore, it can be concluded that music therapy through rhythmic stimulation has led to an increase in sustained attention, selective attention, and auditory sensitivity in children with attention deficit- hyperactivity disorder.

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.

This study aimed to compare the executive functions of children with conduct disorder and the normal ones in the city of Mashhad. This research is descriptive and causal-comparative. The statistical sample included 50 subjects selected through convenience sampling and assigned to two groups of children with conduct disorder (25) and normal (25 persons). The structured interviews for DSM-V disorders (SCID-5-CV) and Child Symptom Inventory-4 (CSI-4) was used to select the sample group. Data collected using the N-back test and integrated visual and auditory Continuous Performance Test (IVA+ PLUS). The data analyzed by analysis of variance, MANOVA. The results showed that there was a significant difference in terms of working memory and visual sustained attention scores between two groups of children (p<0/05). But there was no significant difference in terms of visual-auditorial response inhibition.Thus, children with conduct disorder have a substantial deficit in executive functions compare to normal children.

The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and posttest with control group. Statistical population of this study included elementary students with dyslexia in Amol and Mahmoudabad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 students were selected by convenience sampling method and assisted by diagnostic tests of Raven and reading and dyslexic test (NAMA). They were randomly assigned to experimental and control groups. The experimental groups were received 14 interventions sessions. The computer version of the n-back test and computer version of the continuous performance task were used for gathering data in two pre and posttest stages. Data were analyzed by multivariate analysis of covariance. The results showed that computer-based rehabilitation was more effective (P<0.05) on the amount of correct responses in sustained attention, and correct response and reaction time in working memory in comparing to practical neuropsychological exercises. These results reveal that computerized cognitive rehabilitation with providing the visual and audio attractions and the creation of opportunities appropriate to the level of child's development can provide a more appropriate field for improving the defects of the high-quality functions of the minds of people with dyslexia.

The purpose of the this study was to compare the effectiveness of emotional working memory training and neutral working memory training on improving cognitive functions and decreasing test anxiety symptoms in a group of university students. 60 students with high test anxiety were selected with Spielberger test anxiety inventory. Subjects were divided into three groups: emotional working memory training, neutral working memory training and control. Subjects in the experimental groups received 15 minutes of 45 sessions of emotional and neutral working memory training, while the control group received no intervention. All participants were assessed before and after training using spielberger test anxiety inventory, Wechsler Digit Span Test, and continuous performance test. Data were analyzed using multivariate analysis of covariance in SPSS-22. Result showed that the subjects in the emotional working memory and he neutral working memory group had a significant improvement in the symptoms of anxiety, direct and inverse Digit Span Test, ommission error, commission error and reaction time compared to the control group. The results also showed that the subjects in the emotional working memory group had higher improvement in Emotionality (emotional component of test anxiety) and presentation error compared to the neutral working memory group. Based on the results of the present study, the use of working memory-based computer training, especially emotional working memory, can be suggested as an effective intervention to reduce test anxiety symptoms and improve working memory and sustained attention.

This study aim was to determine the effectiveness of Computerized Cognitive Rehabilitation on working memory, sustained attention, and math performance in children with autism spectrum disorder. The study method was quasi-experimental with pre-test/post-test/follow-up design and the statistical population with an amount of approximately 180 children, included all children with autism spectrum disorder in Tehren. Who were referred to “Neda e Asr”, “Beh Ara” and “Second of April” centers during the years 2017-2018. Among them, 24 children with moderate to high performance, were selected using convenient sampling due to including criteria and randomly assigned to experimental and control groups. Ravens Progressive Matrices 1938, was used to examine participants' belonging to the normal range of intelligence and then Iran Key Math Diagnostic Test 1998 and Cambridge Neuropsychological Test Automated Battery (1988) were played for both groups in three consecutives of pretest, post-test and followup and the Captain’s Log Mind Power Builder Manual (1992) was presented to the experimental group in 16 sessions of 60 minutes twice a week and data were analyzed using mixed variance analysis with repeated measurements. The results showed that the interaction effect of the intra-subject for all three variables include mathematical Performance (F= 7.66, P= 0.002), working memory (F= 22.58, P= 0.001) and constant attention (F= 9.16, P= 0.001) are significant. Such findings can confirm the possibility of taking advantage of technology to improve the cognitive functions of people with autism spectrum disorder spending less therapeutic costs. Computerized Captain’s Log Mind Power Builder Manual can also be an appropriate instrument to teach such cognitive abilities to children with autism spectrum disorder.

The aim of this study was to investigate the effectiveness of MBSR training on the sustained attention and academic boredom of students.
The method was semi-experimental and the employed design was pretest and posttest with intervention and control groups. The research population consisted of undergraduate female undergraduate students studying and residing at Shahid Bahonar University of Kerman dormitories in 2005-2006. Among them, 55 individuals were screened by Delavarepour’s Academic Boredom Questionnaire and they are divided into two groups of intervention and control. To reach this sample, about 400 people in the dormitory filled out the questionnaire. Both the groups conducted the Delavapour’s Academic Boredom, and the Freiburg Mindfulness questionnaires, plus the Continuous Performance Test before and after the intervention. The intervention group participated in the 8 weeks MBSR sessions.
Data are analyzed using ANCOVA and the results indicated that MBSR had a significant effect on reducing individuals ‘academic boredom, increasing sustained attention as well as increasing mindfulness.
MBSR treatment interventions can be used as an effective method for the students with academic boredom and sustained attention problems