جستجوی مقالات مرتبط با کلیدواژه « attention » در نشریات گروه « روانشناسی »

The present study was conducted with the aim of investigating the effectiveness of Captain Log cognitive rehabilitation software on attention and visual spatial and auditory active memory of adults with attention deficit hyperactivity disorder (ADHD). This research was conducted as an experiment with a pre-test-post-test design with a control group with a one-month follow-up. The statistical population of the current study consisted of all adults aged 18 to 40 with ADHD who referred to the clinics of the 2nd district of Tehran in 2022, first a clinic was selected purposefully, then the number of 24 patients of this clinic was randomly selected. They were assigned in two experimental groups (12 people) and control group (12 people). To collect data, Barclay's Adult ADHD Rating Scale, Black's Chair Test, Wechsler's Working Memory Test, Integrated Visual Auditory Performance Test, and Captain Log cognitive software were used to collect data. The experimental group underwent cognitive rehabilitation intervention of Captain Log for one month (12 sessions of 45 minutes). The results of the analysis of variance with repeated measurements showed that the cognitive rehabilitation training of the Captain Log software is effective on the attention and active visual and auditory memory of adults with ADHD and it is suggested that this software be used in neuropsychological rehabilitation clinics, universities and jobs that require It should be used for attention and high active memory.

The purpose of this research was the effectiveness of mindfulness training on executive functions (working memory and attention) and self-efficacy in patients with anxiety disorders. The sample of this research included 30 people from the mentioned community who were selected by available sampling method. 15 people in the experimental group and 15 people in the control group were randomly divided. The research design was semi-experimental with pre-test-post-test with control and experimental groups. The measurement tools included Gioia et al.'s executive function questionnaire (2000) and Scherer's general self-efficacy. To implement, at first, a pre-test was taken from both groups. Then the experimental group underwent mindfulness intervention during 8 sessions of 90 minutes, then a post-test was taken from both groups. Data analysis was done using multivariate covariance analysis (MANCVA) and one-way covariance analysis (ANCVA). The results of the research showed that mindfulness training has a significant effect on executive functions (working memory and attention) and self-efficacy of patients with anxiety disorders.

The present study investigated the effect of attention and memory training and improvement software on cognitive ability and emotion regulation in patients with corona virus after recovery. The present research project is a pre-test-post-test experiment with a control group. The statistical population of this research included all the residents of Shadegan city who were hospitalized in the first half of 2021 due to the corona virus in Shahid Moarefi Zadeh hospital (exclusively for corona patients) and then recovered. According to the research design, the sample size was 40 people, who were placed in 2 groups of 20, test and control groups (20 people in test group and 20 in control group) and were selected by simple random sampling method and randomly placed in test and control groups. Also, only the test group was intervened with attention and memory training and improvement software, and finally both groups answered the questionnaires (post-test) again. The research tools were the Garnefski`s Cognitive Emotion Regulation Questionnaire, Nejati`s Cognitive Capability Questionnaire, and attention and memory training and improvement software. Also, descriptive statistics such as mean and standard deviation, minimum and maximum scores and inferential statistics such as; Levene test and covariance analysis were used to analyze data using SPSS software version 24. The results of covariance analysis of the data have shown that there was a significant difference between the experimental and control groups in each of the dependent variables (P<0.001). That is, the average of the cognitive regulation of emotion and cognitive ability and all the components of these two variables have increased significantly in the experimental group compared to the pre-exam and the control group. Therefore, it can be said that the attention and memory training and improvement software has had a significant impact on the cognitive ability and emotion regulation of recovered patients of corona virus.

Attention and response inhibition is one of the problems of dysgraphia students whose treatment has not been paid much attention, so it requires new psychological interventions including cognitive rehabilitation.

The present study was conducted with the aim of determining the effectiveness of cognitive rehabilitation on the attention and response inhibition of dysgraphia students.

The current research was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. The research population included all second and third grade female students with dysgraphia in the 15th district of Tehran in the academic year of 2021-2022, who were referred to Sharq Counseling Center from regular schools. 14 people were selected by multi-stage cluster random sampling; and they were randomly placed in two experimental and control groups and answered Yaqoubi et al.'s dysgraphia diagnostic questionnaires (2021), Mandy Brackencamp's selective attention, concentration and effort test (2002) and Bruno-Nero Hoffman test (1984). Then the experimental group received the Aram Nejati attention and memory rehabilitation training program (2017) for 10 sessions of 60 minutes, but only school training was provided to the control group. After the training sessions, the post-test was conducted. Analysis of variance with repeated measures was used to analyze the data.

The results showed that cognitive rehabilitation training was effective in improving attention and response inhibition of dysgraphia students compared to the control group. These results continued in the follow-up period(p< 0/01).

Based on the results, counselors and experts can use cognitive rehabilitation training to improve attention and inhibit response of dysgraphia students.

The present study was conducted to determine the effectiveness of exercises based on multisensory strengthening of cognitive control on reducing memory and attention problems in children with attention-deficit/hyperactivity disorder. The semi-experimental research method was done with a pre-test-post-test and control group. The statistical population of the study was children with attention-deficit/hyperactivity disorder in Tehran in 2023. The sample size of 30 children from Paya Rehabilitation Center was selected by the available sampling method and they were placed in two experimental and control groups, and the experimental group was exposed to activities based on multisensory strengthening of cognitive control, and the control group was subjected to There was no intervention program. The tools used in this research were the Wechsler Children's Intelligence Scale (2013) and the SNAP-Swanson Nolan and Pelham (1980) version four (SNAP-IV) rating scale. The data analysis method was multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the average of the post-test of attention and memory in the two experimental and control groups at a significance level of 0.01. It can be concluded that exercises based on the multisensory strengthening of cognitive control had an acceptable effect in improving working memory problems and the accuracy and attention of children with attention-deficit/hyperactivity disorder.

The present study was conducted to determine the effectiveness of strengthening working memory on attention, cognitive processing, and emotion regulation strategies of children with specific learning disorders. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who were referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. The statistical sample consisted of 40 children who were selected by purposive sampling method and randomly replaced in two experimental and control groups. Data collection tools included the cognitive processing questionnaire (CPI) of Crouse (1999), the emotion regulation questionnaire (CERQ-K) of Garnefski et al (2012), and the attention questionnaire (JADDI) of Jordan (1992). In this research, the participants of the experimental group received the working memory strengthening program during 16 sessions of 50 minutes in eight weeks (two sessions per week). Data analysis was done using multivariate covariance analysis. The data analysis showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.01 between the average of the post-test attention, cognitive processing, and emotion regulation in the two experimental and control groups. According to these findings, it can be suggested that working memory strengthening intervention has been an effective treatment for improving attention, cognitive processing, and emotion regulation in children.

This study aimed to investigate ego-depletion, attention control, and decision-making in proficient female soccer players. Utilizing a quasi-experimental design with an applied objective, the research was conducted intra-group using a pre-test-post-test methodology. The statistical population comprised proficient female footballers who competed in the Premier League of Tehran Province. This study involved forty proficient female football players, with an average age of 23.09+2.03 years, who had at least eight years of competition experience. The samples were arbitrarily divided into two groups—ego-depletion and non-ego-depletion—using convenience sampling. The data were collected using the personal information questionnaire, General Health Questionnaire, Stroop, and the Decision-making tool. The ego-depletion group’s self-control strength was diminished in two cycles of eighty trials through the prior task, which was the Stroop inconsistent task. They executed a computer-based decision-making task under distracting conditions, which comprised 180 images depicting various football scenarios. The data analysis was conducted using SPSS-21 software and a mixed ANOVA with the SYNTAX command. The results showed that the ego-depletion group made decisions with significantly slower speeds and reduced accuracy (P<0.001). In contrast, the non-ego-depletion group demonstrated a statistically significant improvement in accuracy (P=0.003) but a considerable decline in decision speed (P<0.001). Overall, one could contend that mental fatigue-induced ego depletion undermined the capacity for self-control, which consequently compromised the decision-making abilities of the participants.

The aim of the present study was to investigate the effectiveness of the rehabilitation program on processing speed and attention of children with autism spectrum disorder. This research was semi-experimental with a pre-test, post-test, control group and follow-up design. The statistical population included all autistic students in the academic year 2022-2023 in Tehran. A sample of 20 students were selected by purposive sampling and randomly divided into control and experimental groups. The experimental group received 20 sessions of 30 mins cognitive rehabilitation intervention, twice per week while the control group did not receive any intervention. Integrated Visual and Auditory Continues Performance was used to collect data in three stages (before, after and two months later after the implementation of the cognitive rehabilitation program). The data analyses were done by repeated measurement test. The result showed that the cognitive rehabilitation program had effect on the processing speed and attention of students with autism spectrum disorder. Based on this finding, it is suggested that this program can be used to strengthen and improve executive functions of children with autism spectrum.

The main signs of cognitive dysfunction in the elderly. This study aimed to influence cognitive rehabilitation on cognitive performance (attention and memory) in the elderly. This study was quasi-experimental studies. The study sample included all nursing centers in korammabad in 2021 were elderly. The sample consisted of 30 elderly Tabriz which were selected. For data collection, analysis and continuous performance test computer memory boards were used. The data in spss version 21 using multivariate analysis of variance (MANOVA) were analyzed. The result of data analysis showed that the experimental group compared to the pre-test and post-test significant change in the CPT and the boards were significantly different. This means that attention and memory performance in the experimental group than the control group. Considering that cognitive rehabilitation has a significant effect on the cognitive performance and improves their function, it can be used as a suitable method to improve that cognitive rehabilitation can improve attention and memory in the elderly

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.

Many children with math learning disabilities encounter challenges related to attention, response inhibition, and verbal comprehension. Cognitive rehabilitation has been recognized as an effective intervention for enhancing the learning abilities of these children. However, there is a lack of comprehensive research regarding the design, development, and effectiveness of cognitive rehabilitation tools.

This study was conducted with the aim of examining the effectiveness of cognitive rehabilitation on attention, response inhibition, and verbal comprehension in children with mathematical learning disabilities.

This study employed a quasi-experimental design with pre-test and post-test measurements, including a control group. The statistical population consisted of students with math learning disabilities who were referred to centers for learning disorders and cognitive rehabilitation in areas 2, 5, 15, and 18 of Tehran. From this population, a purposive sample of 30 individuals was selected and randomly assigned to two groups: experimental (15 individuals) and control (15 individuals). To diagnose math learning disabilities, the Key-Math examination was used. The experimental group received twelve 50-60 minute sessions of intervention using a researcher-made package called Morva, while the control group did not receive any intervention. The children’s’ performance before and after the intervention was evaluated by the Children’s fourth Wechsler test (Wechsler, 2003) < . Analysis of covariance for the data was conducted in SPSS 22 software.

The results showed that the group receiving cognitive rehabilitation program had a significant improvement compared to the control group in attention and response inhibition variables (p<0.001), but had no significant effect on verbal comprehension (p>0.05)

Considering the positive impact on attention and response inhibition variables in children with math learning disabilities, we recommend the utilization of the MORVA cognitive rehabilitation package as an effective intervention for professionals working in this field.

The purpose of the current study was to determine the effectiveness of Cognitive-Behavioral Play Therapy (CBPT) on improving Attention and Planning in Children with Attention-Deficit/ Hyperactivity Disorder.

This was an experimental study with the pre- and post-test design and group control. The study population consisted of children ages 7-12 years old was diagnosed with ADHD in Ardebil city. Among them, 30 were selected by Convenience Sampling method. They were randomly assigned to equal rations in the intervention and control group. The research instruments were: Short Form and Revised Conforming Rating Scale for Parents (CPRS-R: S), Toulouse. Pieron’s attentional Test and Tower of London. Intervention group received Cognitive-Behavioral Play Therapy (CBPT) in 10 sessions. The data were analyzed using multivariate analysis of covariance (MANCOVA).

Results showed that cognitive behavioral Play Therapy (CBPT) had significant impact on the improving attention and planning in students with Attention-Deficit/ Hyperactivity Disorder (P<0/05) and the students who received Cognitive-Behavioral Play Therapy (CBPT) in the experimental group had higher levels of planning and attention than the students in the control group.

The findings indicated that Cognitive-Behavioral Play Therapy (CBPT) can be considered as an effective way to improve the attention and planning of students with Attention-Deficit/ Hyperactivity Disorder.

The aim of this study was to determine the effectiveness of Cognitive Training (CT) and Mind- Body Therapy (MBT) on different types of attention in children with attention deficit- hyperactivity disorder. The present study was a quasi-experimental study with a pretest-posttest design. 30 children were selected with aged 7-12 years who were diagnosed with Attention Deficit Hyperactivity Disorder according to DSM-5 criteria from counseling and psychotherapy centers in Tabriz in 2019- 2020, and were randomly divided into two experimental groups. Demographic information questionnaire, Raven IQ test for children, CSI-4, IVA test, Captain’s Log cognitive training program, and Mind-Body Therapy training package were the tools of this study.IVA test was performed as a pre-test after sample selection and random placement of individuals in experimental groups. Each group received intervention methods separately and then performed a post-test (IVA) to evaluate the effectiveness of the intervention methods. Multivariate analysis of covariance was used to analyze the data. The results of statistical analysis showed that the two educational-therapeutic methods have different and significant effects on the improvement of different types of attention (except alternating attention) because the calculated F (7.37) is significant at the level of P≥ 0/05. Analyzes showed that the difference between the two educational-therapeutic methods is able to explain 76% of the variance of the dependent variable (E2 = 0.76) with full power (0.99).

The purpose of this study was to compare the cognitive functions of people with passionate love and normal people.

In this research, 500 students from persian golf University Bushehr , who studied in 2017-2018, were selected through purposeful sampling with a mean age of 21 years and filled the passionate  love scale (PLS). Individuals who scored between 135 and 106 in the passionate love group and Those who scored 105-15 were in the normal group. Of these people, 204 were selected for Stroop, Wisconsin and Continuous Performance tests and analyzed by multivariate analysis of variance.

the study showed that there is a significant difference between respondents with passionate love and normal people in terms of inhibition. No significant difference was observed between the two groups in the cognitive flexibility and attention (P> 0.05).

According to the findings, people with passionate love of inhibition have a weaker response than normal people, and the lack of difference between the two groups in the component of cognitive flexibility and attention point to the similar performance of these two groups in cognitive functions. Findings show the attention component in the two groups is different based on gender.

The aim of this study was to compare the effectiveness of remote Attention and Memory Cognitive Rehabilitation on executive functions and behavioral symptoms in children with attention-deficit/hyperactivity disorder with and without special learning disorder. The method of this study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of all children aged 8 to 12 years with attention-deficit/hyperactivity disorder with and without learning disorders in counseling centers in Tehran in 1400. In this research, 15 children with attention-deficit/hyperactivity disorder with a learning disorder and 15 children without a learning disorder were selected by purposive sampling method. The experiment group received Cognitive Rehabilitation of memory and attention (Najati, 2021) during 10 sessions of 60 to 75 minutes. In order to collect data, the (Coolidge, 2002-CNT) Neurocognitive Test and Social Skills Rating Scale (1990-SSRS) were used. Findings showed that remote attention and memory cognitive Rehabilitation on executive functions (P < 0.001)and behavioral symptoms (P < 0.001) were higher in children with attention deficit disorder without learning disorder compared to children with attention deficit disorder with a learning disorder. The results of the present study showed that cognitive rehabilitation leads to the improvement of executive functions and reduction of behavioral problems in children with attention-deficit/hyperactivity disorder and learning disorder.

Attention Deficit Hyperactivity Disorder is one of the most common disorders in childhood and adulthood and has a negative impact on the performance and academic motivation of many students. The research is whether computer cognitive rehabilitation training and concept map training are effective on attention and concentration and comprehension? And which is more effective?

The aim of this study was to compare the effectiveness of computer cognitive rehabilitation training and concept map training on attention and concentration and comprehension of students with attention deficit and concentration.

The present study is a pilot study and research design "pre-test post-test with a control group. The study population included all female adolescents in the first secondary schools of Tehran who were studying in the academic year 1300-1499. The sample of the study included 60 students who The multi-stage random method was selected and then randomly assigned to 3 groups with similar spatial and temporal conditions.The adolescents in the computer cognitive rehabilitation training group were exposed to the Captain Log program in 8 sessions of 30 minutes, the second group was trained in the map. They received a similar concept at the same time, and the control group was exposed to exactly the same time and meetings with the experimenter but without any intervention, and multivariate analysis of covariance was used to analyze the data.

The results showed that computer cognitive rehabilitation training was effective on students' attention and concentration deficits while concentration map training was not effective on attention and concentration and also concept map training was effective on comprehension while computer cognitive rehabilitation training was effective on Comprehension was not effective. Between the two training methods, the computer cognitive rehabilitation training method was more effective on attention and concentration and there was no significant difference between the two training methods on comprehension.

Computer cognitive rehabilitation training can be used as a complementary therapy along with other educational interventions to increase attention and concentration by creating an attractive educational environment. Also, concept map training leads to the acquisition and reconstruction of cognitive structures and increase comprehension of these students.