جستجوی مقالات مرتبط با کلیدواژه « Selective Attention » در نشریات گروه « روانشناسی »

The aim of this research was to investigate the efficacy of cognitive rehabilitation in enhancing academic achievement, cognitive flexibility, and selective attention in students with specific learning disabilities. This applied study employed a semi-experimental design with pretest-posttest, a quantitative research method, and an experimental and control group. The population included all elementary school pupils who were referred to learning disability centers in Zanjan during the academic year 2021-2022. A total of 40 participants (22 boys and 18 girls) were randomly assigned to the experimental and control groups (each group, 20 participants). The selection was conducted through convenience sampling. The control group was placed on a waiting list, while the experimental group received 12 sessions of cognitive rehabilitation interventions. The Stroop and Wisconsin Card Sorting Tests were employed to capture data, which were subsequently analyzed using SPSS24 and repeated measures analysis. The findings showed that after cognitive rehabilitation, the level of selective attention, cognitive flexibility, and academic achievement of the participants increased significantly. Selective attention, cognitive flexibility, and academic achievement were significantly different between the experimental and control groups in the pretest, posttest, and follow-up (P<0.01). Therefore, it is possible to infer that cognitive rehabilitation had a beneficial impact on the academic performance, cognitive flexibility, and selective attention of students with specific learning disabilities. Cognitive rehabilitation is an effective therapeutic approach that learning disability centers should employ to enhance the cognitive performance of students with specific learning disabilities.

This study aimed to investigate the effectiveness of comprehensive yoga protocol training on selective attention, response inhibition, and interference control in children with attention deficit-hyperactivity disorder (ADHD). This study was quasi-experimental with pretest-posttest design with a control group. The statistical population was all-male elementary school students in Mianeh city in the academic year 2018-2019. The sample consisted of 40 subjects selected by the multistage cluster sampling method (with Children Symptom Inventory-4 Test (CSI-4) parental form) and was randomly assigned to experimental and control groups. Both pre and post-test stages were evaluated with the software version of the Stroop test. The experimental group participated in 6 months of yoga training as a package (breathing programs, Asana Practice, relaxation, mental imagery, and meditation), and the control group not. The data were analyzed by multivariate analysis of covariance (MANCOVA). The results showed yoga training significantly decreased "Interference number, Test time, Error number, Reaction time" and increased "True number" in the experimental group in both congruent and incongruent situations in the post-test (p <0.05).Yoga training has been effective in improving selective attention, response inhibition, and controlling interference in children with ADHD. Therefore, yoga can be used to design non-pharmacological treatments such as yoga therapy to treat children with ADHD symptoms and disorders

In different parts of the world, people speak different languages ​​to each other. Some parts of the world are more linguistically rich and more than one language is spoken in those regions. The aim of this study was to evaluate and evaluate the executive functions of the brain including cognitive flexibility, selective attention and response inhibition in monolingual and bilingual male and female students of Bu Ali Sina University of Hamadan. This research has been done by descriptive and causal-comparative method using complex Stroop computer test. The statistical population selected for this study were bilingual and monolingual students of Bu Ali Sina University. The test was performed on 214 male and female students. Data obtained from 165 students were analyzed by independent t-test and one-way analysis of variance. The obtained results showed that there is a significant difference between gender and executive functions studied in this study. But there was no significant difference between bilingual and monolingual individuals with these functions. In this study, we concluded that gender affects the executive functions of the brain, but bilingualism and monolingualism do not affect the executive functions of the brain.

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.

Insomnia is a major public concern and the most common sleep problem, the treatment of which has a special place in promoting well-being and performance. One of the new therapies in sleep interventions is direct transcranial movement. The present study was conducted to determine the effectiveness of transcranial direct movement on resilience, selective attention, concentration and effort in patients with insomnia. The research design was quasi-experimental with a control group with pre-test and post-test. The statistical population included all students of Semnan University in the academic year 2009-2010 with a diagnosis of insomnia. 20 people were purposefully selected as a sample and were divided into two groups of control and experiment with random assignment. The transcranial direct motion device is used for intervention and Pittsburgh Sleep Quality Questionnaire, Connor & Davidson Resilience and D2 test for measurements. The experimental group underwent intervention for 10 minutes for 10 minutes with a voltage of 1 mA and the control group underwent sham intervention. The results of analysis of covariance show direct transcranial motion increase resilience, attention and focus and search, as well as improve insomnia. The research findings indicated that the direct movement of strategic transnationals in increasing resilience, selective attention, search and improving the level of sleep quality and can be used as a way to productivity.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a psychological disorder that begins in childhood and involves disproportionate levels of development in the areas of inattention, impulsivity, and hyperactivity. The prevalence of this disorder in children is 3.53%. In many cases, it showed that they persist into adulthood, and the prevalence of ADHD in adulthood is 3.4%. This disorder is one of childhood’s most pervasive developmental neurological disorders, which has been shown to be hyperactive, inattentive, or both, and is associated with numerous deficits in cognitive dimensions such as attention and inhibition control. Other cognitive deficiencies in this disorder include attention, controlling, and scheduling problems, indicating that the disorder is in the context of executive functions. Today, due to the side effects of drugs, the compulsion to continue consumption in order to maintain the effects, and weak adherence to drug therapy, non-drug treatments have been welcomed for this disorder. Non-drug treatments such as cognitive therapy based on mindfulness are a combination of cognitive-behavioral therapy and mindfulness and use sustainable attention training methods that include attention regulation, emotional regulation, and physical awareness. Thus, in this study, an attempt is made to improve the dimensions of selective attention and inhibitory control in ADHD by using cognitive therapy based on mindfulness.

The present study is applied in terms of purpose. In terms of control of variables, it is an experimental type with a pretest-posttest design in which the experimental group was exposed to mindfulness-based cognitive therapy training. The control group did not receive any intervention. The statistical population of this study includes all people with ADHD in Rasht. The number of participants in this study was 30 (18-35 years old) males (N: 15 in each group) that were selected in a targeted and accessible way and also through an online call based on the initial diagnosis of a psychologist, clinical interview researcher, and diagnostic test. The inclusion criteria in this study are the presence of ADHD syndrome from childhood. Criteria for exclusion were other psychological disorders (other than ADHD). Mindfulness-based cognitive therapy interventions are based on Segal, Williams & Teasdale treatment program (19). The program consisted of eight 90-minute sessions and 45-minute homework three days a week (February 2021). The post-test was held for all members of the groups after the intervention sessions. A follow-up session was performed after three months to evaluate the durability of the intervention method. Pre-test and post-test data analysis were performed by SPSS statistical calculation software version 25. Instruments include the Connors Adult ADHD Screening Scale, the  Test, and the Go/No-GoTest. In order to analyze the data, in addition to descriptive methods (mean and standard deviation) for inferential analysis of test hypotheses, repeated measures analysis of variance was used.

The mean of pre-test, post-test, and follow-up inhibition control in the mindfulness group was 17.60, 14.47, and 14.40, with a standard deviation of 1.35, 1.95, and 1.50, respectively. The mean of pre-test, post-test, and follow-up inhibition control in the control group is equal to 18.00, 16.87 and 17.20, with a standard deviation of 1.89, 1.52, and 1.85, respectively. The mean of pre-test, post-test, and follow-up selective attention in the mindfulness group are 16, 12.80, and 11.60, with a standard deviation of 1, 0.86, and 0.73, respectively. Also, the mean of pre-test, post-test, and follow-up selective attention in the control group is equal to 16.80, 15.93, and 15.53, with a standard deviation of 1.61, 1.22, and 1.06, respectively. In the mindfulness group, post-test scores, and follow-up inhibition control and selective attention decreased compared to the pre-test (P<0.01), while in the control group, there was no significant difference in the three stages of the test (P<0.05). Therefore, mindfulness therapy has been effective in improving inhibition control and selective attention in the post-test and follow-up stages.

The treatment is a combination of relaxation and mindfulness. The use of relaxation techniques in mindfulness-based cognitive therapy has had a positive effect on reducing impulsivity in patients with ADHD. According to neuroimaging studies, mindfulness exercises cause structural changes in the prefrontal areas and strengthen cognitive mechanisms, including attention located in the prefrontal area. Based on the current study’s findings, it is recommended to perform cognitive therapy on mindfulness in clinics and psychological service centers as an effective intervention method of treatment.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder and one of the most common childhood disorders. The present study aimed to determine the effect of karate kata techniques training on selective attention and working memory (visual-spatial) of students with ADHD.

The present research is a quasi-experimental study. It was designed with a pretest-posttest design with a control group. Thirty students with ADHD were randomly sampled among male and female students of first to fifth grade (7-11 years of age) in 2015-16. They were placed in two groups consisting of 15 individuals(control and test).In order to diagnose this disorder, revised short form of Connors's Rating Scales (Conners, 1990) was used. Before beginning the training, both groups performed the Stroop selective attention test (Stroop, 1935), and square designing micro test, digit span test (numeric visual memory), and letter-number sequence subsclaes of the 5th edition of Wechsler intelligence scale for children (Wechsler, 2015) as pretests. Then, the experimental group received the training program for 22 sessions (including two sessions for teaching the basics and basic terms of Kata and 20 sessions for training for 60 minutes). After finishing the training program, the test was carried out for two groups, and the data were analyzed using the analysis of covariance in SPSS software.

Results showed that teaching karate kata techniques affects the degree of visual numeric memory (forward function) and working memory (visual-spatial) (p<0.05). But it does not effective on the visual numeric memory (reverse function), the total score of visual memory, digit span, and selective attention (interference score and interference time) (p>0.05).

Karate kata techniques training is a effective method for enhancing students' working memory (visual-spatial) with ADHD.

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.

Executive dysfunction is a hallmark of traumatic brain injury (TBI) and is associated with significant complications. Deficiency in problem-solving, emotion regulation, and attention is one of the most common phenomena after brain injury. This study aimed to evaluate the effectiveness of short-term intervention of dual executive function on problem-solving, emotion regulation, and selective attention in patients with traumatic brain injury. This quasi-experimental design used pre-test and post-test with a control group. Twenty subjects with brain injury were selected with the Purposive sampling method. They were randomly entered into two experimental and control groups (10 in the experimental group and 10 in the control group). After performing the pre-test, the experimental group received the short-term intervention and double executive function in 8 sessions of 90 minutes, while the control group did not receive any intervention. The assessment was performed in two stages of pre-test-post-test using a set of software tests of the Tower of London, Stroop and John and Gross (2003) Emotion Regulation Questionnaire. Analysis of covariance was used to analyze the data. The results showed a significant difference in the mean scores between the experimental group and the control group in all variables after the test. Therefore, it can be concluded that short-term intervention of dual executive function has a significant effect on improving attention, emotion regulation, and problem-solving in people with traumatic brain injury.

The aim of the present study was to compare selective attention and cognitive flexibility in two groups with and without sleep quality problems at three times: morning, evening, and night. The study population was male students living in the dormitory of Zanjan University who were studying in this university in 2016. The Pittsburgh (1989) Sleep Quality Questionnaire was distributed by convenience sampling method. Based on the results, individuals were divided into two groups with good sleep quality (n=47) and poor sleep quality (n=44). Stroop test (1935) and Wisconsin (2011), which measure selective attention and cognitive flexibility, respectively; It was performed in six groups at 7-9, 16-18, and 24-22. The results of multivariate analysis of variance showed that the effect of "sleep quality" on the mean of both inconsistent and neutral mean was significant. In the effect of the "circadian cycle", all three indices of inconsistent mean and inconsistent reaction time and fineness error were significant. In "interactive effect", all indices were significant. The results showed that the cognitive executive of individuals in the two groups with high and low quality sleep at different hours of the day is different. Regardless of the differences in the indicators of each variable, sleep quality had a significant effect on selective attention but not on cognitive flexibility. Significant differences were also found in the interactive effects.

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.

The present study is to evaluate the effects of break activities (resting with eyes open, listening to music, playing active video game) on working memory and selective attention in female college students. The semi-experimental research was conducted with the repeated measures design. 36 female students from the city of Shoush Danial, who participated in classes in 2019–2020, were selected in a convenient and purposive way. Working memory and selective attention were assessed using N-Back2 (N-B2) and Stroop Word-Color Test (SWCT). In addition, Demographic Questionnaire (DQ), Mental Wondering Questionnaire (MWQ), and Visual Analog Scale (VAS) were used. Data were analyzed with repeated measures ANOVA using SPSS software at p≤0.05 level of significance. The results showed that there was a significant difference in the n-back test after break activities. Pairwise comparisons indicated that the n-back task after open-eye break was better than other breaks. In addition, the results showed that there was no significant difference in selective attention. The present results show that different breaks have a different effect only on working memory performance and not on selective attention. Accordingly, breaking with eyes open improves working memory performance.

The purpose of the present study was to investigate the effect of cognitive rehabilitation on the improvement of attention deficit disorder in patients with hyperactivity disorder, based on quasi-experimental and pretest-posttest design with control group. The statistical population consisted of all patients with a diagnosis of attention deficit hyperactivity disorder (ADHD) in Roozbeh Psychiatric Hospital in Tehran (1397-1396). The patients were selected randomly by access sampling method and 30 entry and exit criteria were randomly selected and divided into two groups: control and Witnessed. Subjects, before and after the intervention, which included the Stroup computer test (1935) and the continuous performance test (Razold et al. 1956), were tested by the sequencing test (Battery, 1994) and Focus Point Questionnaire (Woody, Chamblass & Glass, 1997 quoted by Khayr et al. 2008) were evaluated. The results of the study indicated that cognitive rehabilitation affects the improvement of attention deficit disorder in patients with attention deficit, selective attention, continuous attention, distributed attention hyperactivity disorder (ADHD).

Learning new words, visual memory, and selective attention are among the factors that influence the academic achievement of elementary students. But the key question is: does white noise affect students' learning new words, visual memory, and selective attention?

To investigate the effect of white noise on learning new words, active visual cue and selective attention in elementary school students.

The study was experimental with pre-test and post-test with control group. The statistical population was all the elementary students of second year of Bavi city of Khuzestan province in the academic year of 1397-98. Group 50 (n = 50) were randomly assigned. Research tools include the New Words Researcher Test, Jean-Louis Celie's Visual Active Memory Test (2012), and Selective Attention Testing, Concentration and Attempt d2 (Bagheri, 2012). Data were analyzed using multivariate covariance method.

White noise had a significant effect on learning new words in elementary students (P<0/000). There was no significant effect on visual memory (P>0/05) and selective attention (P>0/470).

White noise can be used to enhance the learning of new words in elementary school students.

The aim of this study was to investigate the effectiveness of cognitive rehabilitation, on improving the executive functions of selective attention, inhibitory control and working mwmory in elderly people with mild cognitive impairment. This experimental study was a Single Subject of type A-B, which 6 elderly (4 women and 2 men) with an average age of 62 years old were selected via  purposeful convenience sampling and randomly assigned into two groups of control (n=3) and experimental (n=3). The evaluation of selective attention and inhibitory control was done using Stroop, Go/NO Go and N-back tests, and the "ARAM" rehabilitation program was presented in 10 one-hour personal sessions for each experimental group subjective. All subjective in both groups was evaluated 6 times (before, during, just after and 2 months following the intervention) and also control group were evaluated simultaneously without receiving any interventions. Using visual analysis, collected data revealed that the scores of both tests of executive functions in experimental group, were steadily increased all through intervention, while the control group scores’ did not make significant changes. Also, two-month follow-up evaluations showed a stable improvement in executive functions of the experimental group. Therefore, it can be concluded that cognitive rehabilitation based on ARAM program has improved the functions of selective attention, inhibitory control and working memory in elderly with mild cognitive impairment. As there are many documentaries suggesting possibility of leading mild cognitive impairment to more serious cognitive disabilities such as Alzheimer’s disease, such findings can confirm possibility of improving cognitive functions of elderly people with mild cognitive impairment with, with lower therapeutic costs applying the help of technology

Previous research have shown that repetitive transcranial magnetic stimulation (rTMS) enhances individuals’ cognitive performance. Executive function, particularly selective attention, is one of the fundamental parts of cognitive performances. Neuro-imaging studies indicated proved the role of dorsolateral prefrontal cortex (DLPFC) in selective attention. The aim of this study was to evaluate the effect of rTMS on healthy individuals’ performance executing stroop task. Thirty healthy subjects received one session of high-frequency rTMS on their left DLPFC. They were instructed to perform stroop task before and after stimulation. The results showed that response time to congruent stimuli decreased significantly in active group. No significant change was observed in incongruent trials. The findings verified the role of left DLPFC on top-down attentional control. It could be concluded that administering rTMS on individuals’ left DLPFC can result in positive effect on selective attention.

The aim of this study was to compare reading the mind in the eyes and executive functions (selective attention and working memory) in patients with Multiple Sclerosis (MS) and non-patients. Participants were included of 40 patients with MS and 40 non-patients that matched in ages, education and sex. Instruments including Reading mind in the eyes (Baron-Cohen and et., 2001), N back (Kirchner, 1958) and Stroop (Stroop, 1935) have been used to investigate reading the mind in the eyes, working memory and selective attention. MANOVA showed a significant difference between the patients and non-patients in the ‘reading the mind through the eyes’ test, the working memory components (the correct response and the mean of the response time) as well as the incongruent items as the components of selective attention. The comprehensive impact of MS disease on cognitive domains highlights the importance of addressing its cognitive aspects along with the development of effective therapeutic interventions.

The purpose of this study was to investigate the effect of combined cognitive rehabilitation interventions (computer and manual) on improving the speed of information processing and improving the mental status variables (MMSE) in women with MS. This research was conducted with pre-test and post-test design with two month follow-up. Twenty two women with MS were selected by available sampling method and randomly assigned to two groups of 12, and the experimental group received cognitive rehabilitation training and the intervention group did not receive any intervention. All participants of the first and last sessions were evaluated by MMSE and Auditory Sequence Test (PASAT). The research was conducted in 21 sessions in Arak and data were analyzed by multivariate analysis of variance analysis with repeated measurements using SPSS-24 software.The findings showed that the main effect of the time factor (pre-test, post-test, follow-up) on the selected score was significant. Manual cognitive rehabilitation is effective in improving the selective attention of female patients with multiple sclerosis. It is recommended that these interventions be used to improve the information processing speed and the psychological state of women with MS.

The aim of the present study was to investigate the effectiveness of fine motor skills training on the the Selective attention and visual perception of Sabzevar primary school students with math disabilities in 2017. Semiexperimental pretest - posttest with control group was used for this study. 34 students with math disabilities of primary school were randomly selected and replaced in two groups (experimental group, 17 people and control group, 17 people). After conducting the pre-test, Stroop Color - Word test (1935) and Frostig Developmental test of Visual Perception (1963) were done. The experimental group received fine motor skills training during Fifteen 40 minutes sessions (Two sessions per week), and then the post-test was conducted. Data obtained were compared using covariance analysis. The results showed that fine motor skills training increases the selective attention and visual perception. Accordingly, fine motor skills training is an effective intervention program for helping primary school students with math disabilities.