جستجوی مقالات مرتبط با کلیدواژه « توان بخشی شناختی رایانه ای » در نشریات گروه « روانشناسی »

This study aimed to determine the effectiveness of Captain's Log computerized cognitive rehabilitation on reading performance and executive functions of dyslexic students. The research method was semi-experimental with a pre-test-post-test design, a control group, with a one-month follow-up period. The statistical population included all dyslexic male and female students aged 8-12  who had been referred to the Education and Rehabilitation Center for Special Learning Difficulties No. 2, District 1, Karaj City, in the academic year 2021-2022. Among them, 30 students were purposefully included in the study and were randomly assigned to two test groups (15 people in each group). The intervention group students were subjected to Captain's Log computerized cognitive rehabilitation intervention for 45 minutes twice a week for 10 sessions. The research tools included the reading and dyslexia test (RDT-NEMA - Karami Nouri and Moradi, 2014), the executive performance behavior rating list (BRIEF - Givia et al., 2000), and the Captain's Log software (2018 version). Data analysis was done by variance analysis with repeated measurements. The findings showed a significant difference between the post-test average reading performance and executive functions in the experimental and control groups (P < 0.01). In addition, the results showed that this intervention could significantly maintain its effect over time (P < 0.01). It can be concluded that with the help of Captain's Log computer-based cognitive rehabilitation, an effective step can be taken to improve the reading performance and executive functions of dyslexic students.

This study aimed to determine the effectiveness of computerized cognitive rehabilitation in improving executive functions and the specification of autobiographical memory in preterm preschool children. The research employed a semi-experimental design with a pre-test-post-test and a control group. The statistical population for this research comprised preterm children in Isfahan city in 1400, from which 20 preterm boys and girls (born at less than 37 weeks of pregnancy) were randomly selected into two experimental and control groups. The research questionnaires included the Autobiographical Memory Task-Preschool Version (AMT-PV, Nuttall et al., 2014), School of Shapes (SST, Espey, 1997), and Brian's mental game. Computerized cognitive rehabilitation involved 25 training sessions lasting 30-45 minutes each (four sessions per week). Data were analyzed using multivariate analysis of covariance. The results, after controlling for the pre-test effect, indicated a significant difference in the post-test averages of working memory, response inhibition, cognitive flexibility, and the specification of autobiographical memory in the two experimental and control groups (p<0.05). In conclusion, computerized cognitive rehabilitation was found to effectively improve the executive functions and specification of autobiographical memory in preterm preschool children.

The aim of this study was to determine the effectiveness of computer-centered cognitive rehabilitation on brain executive functions (attention, working memory, response inhibition) among children with dyslexic disorder in Osku.

This semi-experimental study was an unequal control group design. The statistical population of the study consisted of all male and female students in the first to sixth grades of primary school studying in the academic year of 2010-2020 at the Center for Developmental Learning Problems in Osku city with the diagnosis of disorder. Among these students, 20 students were selected from the target population according to inclusion and exclusion criteria and were selected by available sampling method and were selected in two experimental (10) and control groups (10 people) including 5 girls and 5 boys in each group and pre-test was performed for both groups. Then, twelve sessions and each session for 45 to 60 minutes of computer cognitive rehabilitation intervention (my brain cognitive games series) was performed for the experimental group. The instruments used included continuous function test (CPT), Wechsler working memory test, go/no go test (response inhibition). Multivariate covariance analysis was used to investigate the hypotheses.

The results showed that computer-centered cognitive rehabilitation package was effective on executive functions of attention, working memory, and response inhibition in the experimental group. 

Based on these findings, the computer-based cognitive rehabilitation package can lead to enhanced executive functions in children with reading disorders.

Cognitive rehabilitation is a treatment that emphasizes the role of executive functions as one of the valuable treatments for reducing cognitive and executive problems. Cognitive rehabilitation can be considered a kind of learning experience aimed at restoring brain functions that have problems. Computer-assisted rehabilitation focuses on the neuropsychological processes using computer-based exercises to train cognitive functions instead of paper-and-pencil methods. With the ever-increasing progress of computer technologies and the accuracy and ease of their use, various computer programs have been designed in cognitive fields, especially working memory, which is one of the components of executive actions. (22). Neurological skills are developed through experience, training and learning. These skills are automatically strengthened in most children and students, but children with special needs face problems with such skills, and they must be taught (24). Constantly, low-achieving gifted students are overlooked as a significant part of this group (23). At the same time, the research results of Pumaccahua et al. (2017) showed the effectiveness of computer-based cognitive rehabilitation strategies in improving children's cognitive abilities (13). As a result, in the last three or four decades, due to the pervasiveness of the consequences of cognitive disorders, many cognitive defects that computer-assisted cognitive rehabilitation strategies can compensate for the defects and increase the quality of life of these children. This issue needs special attention paid.

The method of the present research was a descriptive quasi-experimental type. The statistical population included all students between the ages of ten and 12 in special gifted/talented boys' schools in Sanandaj city, Iran, in the academic year of 2018-2019. The number of 112 participants, of which 18 participants were available (nine participants in the experimental group and nine in in the control group), were selected as the sample size. The cognitive rehabilitation software was Captain Log (2014 version) and Kanzer's neuropsychological profile standard questionnaire (2004). Besides, experts confirmed the validity of these questionnaires. The reliability was calculated through Cronbach's alpha coefficient (0.81). Ultimately, for data analysis, descriptive (calculation of mean and standard deviation), inferential (Kolmogorov-Smirnov test and analysis of covariance (ANCOVA)), and Carbs assumptions (Regression and Levene’s tests) using SPSS-26 software were used.

Based on the F value, the results showed a significant difference between the groups (control and experiment) (P<0.05 and F=10.257). This means a significant difference (by controlling the pre-test factor) between the neurological scores of the experimental and control groups. Accordingly, the proposed research hypothesis was confirmed. Therefore, it can be concluded that computer-assisted cognitive rehabilitation affected the neurocognitive profile of gifted/talented students in special schools in Sanandaj city, Iran. Similarly, the value of eta square showed that approximately 85% of the variance of the neurological profile was explained through computer-assisted cognitive rehabilitation.

The findings of the present study concluded that computer-assisted cognitive rehabilitation affects the neurocognitive profile of gifted students in special gifted schools in Sanandaj city, Iran. According to the research results, it can be mentioned that the brain, a flexible organ that can find its lost function by restoring itself. In the recovery process, other brain areas take over the damaged parts, and new neural pathways are formed. Therefore, computer-assisted cognitive rehabilitation programs for the brain to recognize and shape these alternative ways minimize the adverse effects of brain injuries.
Ethical Considerations
Following the principles of ethics in research
In this research, the principles and rules of scientific ethics, such as trustworthiness, confidentiality, informed consent, and honesty, have been taken into consideration by the researchers. The authors tried to comply with ethical issues such as obtaining consent for research, checking the results during the research, and the executive responsibility of the research.
Authors’ contributions
Mohammad Fatehi: Was involved in the design of the study, data collection, data analysis, and article writing. Saeed Rezaei: Participated in the study's design, revision, and revision of the article. Parviz Sharifidaramadi: Participated in revising the article. All three authors read and approved the final version of the article.
Funding
This research was not under the financial support of any institution and was carried out at the personal expense of the researchers.
Acknowledgments
The authors thank and appreciate the cooperation of all participants in the present research.
Conflict of interest
The authors declare no conflicts of interest.

The purpose of this research was to study the effect of computerized cognitive rehabilitation on working memory and cognitive flexibility among children with Learning Disorder (LD).

This research was performed in semi-experimental manner with the pre-test, post-test and a controlgroup and with 45-day following-up. Among the students with learning disabilities, 24 students with learning disabilities were randomly selected and assigned to two experimental and control groups (12 people for each group). To collect the data, N-Back Test and Wisconsin Card Sorting Test were used. Data were analyzed by mixed analysis of variance (2×3) using the SPSS-24 software.

The results showed that there is a significant difference between experimental and control groups in working memory (F=19.21, df= 1.33, 29.34, p<0.05), number of categories (F=8.49, df=2, 44, p<0.05) and perseverative errors (F=11.07, df=1.55, 34.92, p<0.05).

According to these results, it can be said that computerized cognitive rehabilitation is effective on improving of working memory and cognitive flexibility in children with learning disorder.

information processing speed is one of the most important cognitive deficits that patients with multiple sclerosis(MS). The purpose of this study was to evaluate the effect of cognitive rehabilitation on information processing speed in patients with multiple sclerosis.

with the control group, a quasi-experimental pretest-posttest design was used.. The study population consisted of all patients member of MS Society of Kermanshah. The computerized version of Paced Auditory Serial Addition Test(PASAT) was performed on 60 patients with MS and 20 patients with lower scores were selected and randomly assigned to experimental group(n=10) who received 12 sessions of 50 minutes(two sessions per week) of the computer-based cognitive rehabilitation program and control group(n=10) who received no training during this period. Post-test was administered to both groups after the end of training. The data were analyzed using descriptive and inferential statistical methods.

The findings showed statistically difference(p < 0/001) between the result of the patient's performance in the experimental group compared with the control group.

according to the findings, it can be concluded that computer-based cognitive rehabilitation has been effective in improving information processing speed of MS patients.

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.

Specific learning disorder (SLD) is a neurodevelopmental disorder.Students with SLD have a high level of cognitive problems, resulting in their academic failure.The purpose of this study was to investigate the effect of computer-based cognitive rehabilitation on cognitive avoidance of students with specific learning disorder. This study was semi-experimental with pre-test and post-test.The population included all third grade to sixth female students with learning disorder in city of Kermanshah. A sample size of 28 were selected and divided into control and experimental groups. Research Instruments included The Cognitive avoidance Questionnaire (CAQ) of Sexton and Dugas (2008), the Colorado Learning Difficulties Questionnaire (CLDQ) and the Wechsler Intelligence Scale for children. Captain Log's cognitive rehabilitation program at 12 session of 50- 60 minute twice a week for the study group was developed. For data analysis, covariance analysis with SPSS software was used. Covariance analysis indicated that the effectiveness of computer-based cognitive rehabilitation caused reduction in children's cognitive avoidance (P<0/001), and a computer-based cognitive rehabilitation can be used as a convenient way to help students with learning disorders to reduce their cognitive avoidance. and help students to use more effective strategies to control anxiety levels and reduce distraction and ultimately improve their academic performance.

The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, prospective research with a pre-test and post-test design, and follow-up with two experiment groups. Using convenience sampling method, 23 children with ADHD were selected. They were matched in terms of severity of disorder, and were randomly assigned into two groups of psycho-stimulant drug therapy (n= 11) and CACR (n= 12). The research instruments included the Continues Performance Test (CPT), SNAP-IV questionnaire, the short form of WISC-R and Child Syndrome Inventory (CSI-4). The data were analyzed using multivariate ANOVA & repeated measures (RM-MANOVA), mixed-design analysis of variance, and follow-up tests. The CACR had a significant and enduring effect on the subjects’ performance in response inhibition and sustained attention. Although CACR, compared to drug therapy, was more effective in improvement of response inhibition and sustained attention; the differences were not statistically significant. Generally, both treatments were effective in improving response inhibition and sustained attention. Therefore, CACR can be used as an alternative technique to the psycho-stimulant drugs in treatment of ADHD.