جستجوی مقالات مرتبط با کلیدواژه « حافظه کاری » در نشریات گروه « تربیت بدنی »

In old age, motor and cognitive functions decrease. Fine motor control and working memory are functions that play a significant role in the independent life of the elderly and decrease in old age. The present study was conducted with the aim of comparing the effective of a selected bimanual exercise course and direct current transcranial stimulation and their combination on fine motor control and working memory of the elderly. This research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was elderly people aged 60 to 72 living in Mashhad. 40 participants were selected by available sampling method and were randomly placed in four control groups, selected bimanual exercise, tDCS application and combined, and data were extracted. Shapiro-Wilk test was used to check the normality of the data, and one-way analysis of variance with repeated measures and Duncan's post hoc test were used to find the difference between the groups, and the significance level of all tests was considered to be P≤0.05. It was shown that the effectiveness of the combined training course on fine motor control is more than other interventions and all the interventions are effective on working memory of the elderly, but there is no significant difference between the groups. Therefore, the combined intervention was able to show its effect, which is to reduce the duration of improvement of fine motor control and at the same time improve working memory. According to the results, the stability of this effect was shown one week later.

Considering that cognitive and physical exercises can significantly improve cognitive abilities and performing activities, therefore, the purpose of this study is to investigate the effect of participation in exercises with high cognitive load and without cognitive load on the working memory of women with phobias. Considering that the purpose and subject of the current research is semi-experimental with a pre-test and post-test design with a control group. The statistical population of this research includes all women suffering from panic disorder, whose panic disorder was diagnosed using the Albany Barlow and Zinberg Panic and Panic Questionnaire (APPQ) and an interview with a psychiatrist. From this community, 45 people in the age range of 25 to 45 years were selected using the purposeful sampling method and were randomly divided into three groups of 15 people, two experimental groups and one control group, then the experimental groups participated in the exercises. For 18 one-hour sessions before and after the exercise intervention, participants' working memory was evaluated using the N-BACK working memory test. The data was analyzed using the repeated analysis of variance method. The results showed that working memory increased significantly in the experimental group compared to the control group. Therefore, it can be concluded that cognitive and physical exercises strengthen executive functions and improve working memory in women with panic disorder, and it is suggested that inactive women participate in sports such as aerobics, which have a high cognitive load, in order to improve executive function

Working memory and sustained attention are two of the abilities of executive functions. The aim of this study was to compare the executive functions of some athletes, musicians and ordinary people. The research method was causal-comparative with comparative design of static groups. Participants included 47 athletes, 42 musicians and 54 ordinary people in the age range of 20 to 35 years who were selected by convenience sampling from the men and women of Arak city. In this research, it was observed that there was no significant difference in the working memory score between musicians and athletes (P=0.059), but these two groups scored better than the normal people group with a significant difference (P=0.001). In the sustained attention test, there was no significant difference in the time variable between the athlete's group and normal people (P=0.909); But the musicians obtained a better score with a significant difference (P=0.009), (P=0.023). And in the variable of the number of correct answers, only musicians scored better than normal people (P=0.012) and there was no significant difference between other groups. According to the results of this research, it was observed that sports activities and playing music have a significant effect on working memory and sustained attention in people, and performing these activities leads to the improvement of these two abilities in people.

This research determination the effect of coloring mandalas on working memory, and test anxiety in grade 12 female high school students in Ahvaz City, Iran.

This was an experimental study with Semi-experimental type of unequal control group, and one month follow-up. The statistical population included all grade 12 female high school students in Ahvaz. The study sample was selected using cluster sampling based on the inclusion and exclusion criteria. For this purpose, one education district was selected first and all grade 12 students in this school took the GHQ-28 screening test. Thirty of those scoring above the cut-off point were randomly assigned to the experimental and control groups (15 students in each group). Both groups were evaluated in the pretest, posttest, and follow-up stages using the Wechsler Memory Scale, which includes the digit span test (Wechsler, 2009), and Friedman Test Anxiety Scale (Friedman, 1997). The experimental group attended eleven 45-minute sessions of coloring mandalas, but the control group received no intervention program. The data were analyzed using repeated measures MANOVA in SPSS23.

The results indicated that coloring mandalas was effective in increase memory in and reducing test anxiety in students in the posttest stage, and its effects remained stable in the follow-up stage (P<0.05).

Based on the findings of the research, coloring mandalas can be used to increase memory and reduce test anxiety in female high school students, and it can also be employed by counselors and psychologists.

This investigation aimed to determine the role of using specific gestures in simple arithmetic. Forty-seven university students (25 females; Mage = 23.45 ± 3.51 years) voluntarily participated in this study. The participants completed two tasks. In the item-counting task, the participants were shown sets of identical colored squares and asked to count a specific color by either finger-pointing, nodding, or without any gestures while counting. After completing the counting task and for measurement of the working memory performance, the participants were asked to recall lists of alphabets that were previously to them. The results revealed that when using finger-pointing or nodding while counting, the participants counted faster and more accurately than when gestures were not allowed. The results of the memory task showed that the participants retrieved significantly more alphabets and more quickly when using finger-pointing or nodding while counting than when not gesturing. Thus, the gestures helped to free up cognitive resources. The findings support the hypothesis that gestures may facilitate cognitive functions by reducing cognitive load. This present investigation, consistent with previous research, suggests that we can benefit from using our hand and head movements to facilitate some simple arithmetic tasks.

The purpose of this study was to compare the effect of selected chess training programs on working memory, inhibition and attention of children with attention deficit hyperactivity disorder: with emphasis on inhibition and non-inhibition. In this study, 30 children with attention deficit hyperactivity disorder were randomly divided into three groups of chess training with inhibition (10 people), chess training without inhibition (10 people) and control (10 people). The training program of the subjects was three sessions a week for four weeks of chess training with and without inhibition, respectively, for the groups of chess training with inhibition and chess training without inhibition. Data were analyzed through one-way analysis of variance at a significance level of P≤0.05. In all three components, chess training groups (with and without inhibition) showed a significant difference (P≤0.05). Also, there was a significant difference between the two chess training groups (with and without inhibition) (P≤0.05). It was shown that both methods of teaching chess (with and without inhibition) had a significant effect on working memory, inhibition and attention of children with hyperactivity disorder and attention deficit disorder. It seems that chess training can improve the performance of these children and also the inhibition approach can be considered as a new approach to be used as an intervention for attention deficit hyperactivity disorder.

The present study was conducted with the aim of determining the effect of virtual reality games with and without unilateral transcranial direct current anodal stimulation on the cognitive function of sedentary adolescent girls.Therefore, 36 adolescent girls were purposefully selected based on the entry criteria. Then, equal numbers were placed in three control groups, virtual reality + anodal stimulation and virtual reality + sham stimulation. The intervention was implemented for 12 sessions (3 sessions per week). First, sham or anodal stimulation was applied simultaneously on DLPFC and M1 for 20 minutes with a current intensity of 2 mA. Then virtual reality exercises were performed for 1 hour. The control group did not receive any intervention. N-back tests, reaction time software and cognitive flexibility questionnaire were used to evaluate cognitive performance. The statistical test of the analysis Mixed ANOVA was used at the significance level of 0.05 and SPSS23 software. The results showed that the cognitive performance in the anodal stimulation group was superior to the other two groups in the post-test and retention phase (p=0.05). In fact, virtual reality with unihemispheric anodal stimulation has more and more lasting effects on the cognitive function of sedentary adolescent girls.

Achieving a high level of motor learning requires finding an optimal combination of variables and methods. This research aimed to investigate the interactive effect of the focus of attention (internal and external) and learning approach (explicit and implicit) on the retention and transfer of basketball free throw skills.

Forty-eight volunteer male students were randomly assigned to four Explicit Learning - Internal Attention, Explicit Learning - External Attention, Implicit Learning - Internal Attention, and Implicit Learning - External Attention groups. In the acquisition phase, the groups practiced basketball free throws in 6 blocks of 10 trials. 24 hours after the end of the acquisition phase, a retention test and two transfer tests were performed in a block of 10 trials for each test. The first transfer test was performed 10 minutes after the retention test under pressure conditions, and the second transfer test was performed ten minutes after the first transfer test from a 4-meter distance and a 45-degree angle.

The results showed that in explicit learning conditions, the external focus of attention and in implicit learning conditions, the internal focus of attention led to better learning in basketball free throw.

According to the findings of the present study, the cognitive overload of the explicit learning approach was moderated by providing the external focus of attention instructions. However, in the implicit learning approach, due to the use of analogy learning, little cognitive load is exerted on the learners’ working memory and it is possible to direct their attention to the skill itself or parts of the body that are involved in the execution of skill to achieve the benefits of the internal focus of attention.

Recently, the effect of the intensity and type of physical activity on executive functions has been the focus of many researchers. Our aim of this research was to investigate the effect of acute exhausting exercises on working memory of young athletes and non-athletes. The research method was a semi-experimental research with a pre-test-post-test design. The statistical population included male athletes and non-athletes, and the research sample included male athletes and non-athletes in Yazd. N-back 2 test was used to measure working memory and conconi training protocol was used as a retention training protocol. The working memory test was performed immediately after the conconi test, after 7 and 15 minutes. The mixed ANOVA method was used to analyze the data. The findings of the research showed that immediately after the conconi test, the working memory of athletes and non-athletes drops. This decrease was significantly higher in non-athletes than in athletes. Also, the working memory of both groups improved after 5 and 7 minutes, and the working memory of the athlete group was significantly better than the non-athlete group in these stages. According to the results of this research, athletes had better performance in the working memory test than non-athletes.

Despite the advances in modern medicine, drugs and medical technology, stroke diseases cause significant complications to people and always result in a decrease in performance, working memory and muscle strength. The aim of the present study was to investigate the effect of fall-proof training on functional capacities, working memory and Muscle strength of the elderly with stroke.

24 elderly patients suffering from a stroke were divided into two experimentally equal groups and control. The experimental group performed fall-proof exercises for eight weeks, and the control group did not perform any intervention. Training session consisted of 10 minutes of warm-up and stretching, 15 minutes of strength training, 25 minutes of multi-sensory system balance training, the center of gravity control, and posture strategies. In this study, to evaluate the functional capacity of the subjects, from three tests including: get up and go test, a 6-minute walking test, and 8-foot walking agility test, to evaluate working memory using the Wechsler working memory software and to evaluate muscle strength two tests of 30 seconds of lateral climbing and 30 seconds of sitting to standing were used.

Working memory (P = 0.002), stand up and go test (P < 0.001), 6-minute walk test (P = 0.020), 8-foot walk agility test (017 P = 0.01) and the 30 second lateral up test (P = 0.013) had a significant difference in the two experimental and control groups. Working memory (P = 0.001), stand up and go test (P < 0.001), 6-minute walk test (P = 0.009) and 8-feet walk agility test (P = 0.009), 30 seconds of sit-to-stand (P = 0.032) and 30-s Lateral Step Up Test (P = 0.013) in the experimental group increase significantly in the post-test stage compared to the pre-test. Also, the intra-group test did not show any significant difference in any of the variables in the control group in the post-test compared to the pre-test. 

The results showed that fall-proof exercises have led to an increase in working memory, functional index and muscle strength in the elderly with stroke. Due to the multi-dimensional effects of fall-proof exercises and the multifactorial nature of stroke, fall-proof exercises can be used in rehabilitation programs for the elderly with stroke.

Researchers have recognized that the brain responds to sports activities and can increase learning and memory function. Therefore, the aim of this study was to compare working memory and sports activity of physical education and non-physical education students of Al-Zahra University.A causal-comparative study was conducted in an accessible manner with a statistical sample of 75 students (39 physical education, 36 non-physical education and age range 18 to 35 years) of Al-Zahra University in the academic year 1398. Demographic questionnaires, Edinberg excellence and NB software were also used. The results showed that physical education students had significantly higher sports experience than non-physical education students and reported a lower average age. The findings also showed that physical education students reported lower mean working memory speed and higher average working memory accuracy than non-physical education students; Despite these findings, students did not differ significantly in the variables of working memory speed with a significant level (P = 0.16) and working memory accuracy with a significant level (P = 0.39) in working memory task.According to the statistical results of the analysis of research hypotheses and the difference between the means at the level of descriptive statistics, researchers acknowledge that exercise can have a positive effect on students' working memory; Therefore, it is suggested that universities in order to improve the level of sports activity of non-physical education students in holding extracurricular sports courses to improve working memory.

This study aims to investigate and compare the effect of decision-making training on working memory, selective attention and performance accuracy. This semi-experimental study was conducted with pre-test and post-test method. The participants were female students from the University of Tabriz aged 19 to 25 years. Via purposeful sampling, 45 trained amateur players that were selected. These players were randomly divided into the three low complexity, high complexity decision making, and control groups. The exercise protocol was performed at 18 sessions (3 weeks, 6 sessions per week) and to the exercise instructions the groups performed the exercises according (3 blocks of 20 trials per session). To evaluate selective attention, player performance accuracy and working memory, the Working Memory Capacity Tests, Strop Test, and Standard Volleyball Test were used, respectively. To investigate the normality of the data distribution, the Shapiro-Wilkes test was used. Moreover, to determine the mean difference between and within groups the analysis of variance at the significant level (P

Athletes in team sports must make many decisions when perceiving and interpreting available environmental information regarding the position of the ball, teammates, and opposing players while taking appropriate actions. Considering the nature of volleyball and the need to pay attention to multiple stimuli during training and matches, a high capacity for cognitive abilities such as working memory seems essential. This research aimed to compare the effectiveness of spatial and numerical working memory of skilled and semi-skilled volleyball players following decision-making exercises.

sixty female volleyball players, 30 of them for the semi-skilled group (15 people for each of the training and control groups) and 30 for the skilled group (15 people for each of the training and control groups) with the age range of 19-25 years were selected according to purposive sampling method. The protocol of decision-making exercises was carried out for 18 sessions and three blocks of 20-trial exercises were performed according to the training instructions for each group. The working memory capacity test was used to evaluate working memory. To test the hypothesis, due to the normal distribution of the data, the between- and within-groups factorial analysis of variance (mixed model) was used.

The results of the analysis at the significance level of α = 0.05 showed that there is a significant difference between the training groups, and the decision-making group got the highest score. The decision-making exercises at the semi-skilled level of proficiency compared to the skill level has a significant improvement in the spatial working memory variable.

The result shows that exercises with high cognitive load can be a necessity to increase spatial working memory in semi-skilled female volleyball players.

The purpose of the present study was to compare the effect of two learning by expecting to teach versus traditional learning styles on executive functions and motor learning of golf putting skill.

The present study was a quasi-experimental and was performed in two experimental groups for three days. Participants consisted of 24 adults (All males; mean age 22.58 ± 1.81 years.) who were selected convenience and randomly assigned to two experimental groups. Participants performed six blocks of 10 trials each day with 5-minute rest intervals.

The results of mixed ANOVA, one-way ANOVA and MANCOVA showed that in the acquisition phase (p = 0.07) and the response inhibition index (p = 0.06), the group of expecting to teach had no superiority to the control group, in the retention (p = 0.03) and transfer tests (p = 0.01) and also working memory index (p = 0.02), the group of expecting to teach had superiority to the control group.

In summary, it can be concluded that learning by teaching to others will improve motor learning by improving working memory. Therefore, in educational settings, it is suggested which this new style of practice can be useful.

The aim of this study was to study the effect and persistence (stability of exercise effect), working memory (ability to remember and manage information) and self-concept (overall evaluation of one's personality) among children with developmental coordination disorder.

The present study was a quasi-experimental study with a control group. 30 girls aged 8-10 years with developmental coordination disorder were divided into experimental and control groups based on the score obtained in the children's movement test and intelligence score. N-back tests were used to measure working memory and Pierce-Harris 2 test was used to assess self-concept. The training protocol included a set of cognitive, motor, and basic games that considered the development of memory and self-concept components. Data were analyzed using two-way analysis of varianceFrequent measurements on the test factor (time) were analyzed.

Findings showed working memory function (p = 0.000) and self-concept (p = 13.13). The results of the present study showed that working memory and self-concept scores increased significantly in the exercise group compared to the control group. Also, the effect of training permanence after three months on working memory (p = 0.000) and self-concept (p = 0.49) was maintained.

Based on the findings of the present study, selected games are effective on improving and maintaining the working memory and self-concept of children with developmental coordination disorders.

working memory, creativity and cognitive flexibility in bilingual and monolingual students of persian azeri languages. The research method was ex post facto. The statistical population of the study consisted of all bilingual and monolingual female students in district 19 of Tehran in 2018. Of this population, 120 people were selected by stage sampling. Data collection tools included Working Memory Questionnaire (Dunman & Carpenter, 1980), Creativity (Abedi, 1985) and Cognitive Flexibility (Dennis & vanderwal, 2010). Analysis of variance was used for data analysis. The findings showed that there was a significant difference (p <0.05) between working memory, creativity and cognitive flexibility in monolingual and bilingual groups. Bilingual students had a better performance than monolinguals in all three areas. In this regard, the differences between bilingual and monolingual students were (7 points) in creativity, (4 points) in flexibility, and (2 points) in working memory. Based on the findings, it can be concluded that second language instruction in students' developmental process can enhance their cognitive abilities, especially creativity and cognitive flexibility, which is likely to improve their academic performance.

Investigating the underlying factors of sports performance is one of the most important goals of sports science researchers. The present study aimed to investigate the relationship between core executive functions (inhibition and working memory) and shooting performance. For this purpose, 30 shooters from Kurdistan province, aged 18-32 years, trained under the supervision of the province's shooting committee, participated in this study. The working memory and inhibitory control were assessed through the N-Beck and Stroop tests. Then the score in the first official competition of these athletes was considered as shooting performance. Correlation between variables was evaluated by Pearson and Spearman correlation coefficient tests as well as linear regression. The results showed that there was a significant relationship only between the two components of incongruent trials errors and interference score in the Stroop test with shooting performance (P<0.05) and there was no significant relationship between the other components (P>0.05). Accordingly, the shooting score increased with decreasing errors in incongruent trials as well as reduced interference. In addition, linear regression results showed that only the interference score component was able to estimate part of the variance of shooting performance significantly. Overall, the present findings showed that among the core executive functions (working memory and inhibitory control), the inhibitory control can predict the shooting performance. Therefore, this component can be placed along with other important factors affecting shooter performance to be used first for evaluate and then to improve shooting performance through inhibition enhancement interventions.

Memory is the ability to recall learned information, and hence, there is a close relationship between learning and memory.

The purpose of this study was to investigate the relationship between working memory and long-term memory with the performance of 8 to 10 year old female gymnasts. For this purpose, 40 individuals were selected through available and purposeful sampling method. Wechsler working memory test was used to measure working memory, and Kim Card visual memory test was used to measure long-term memory. Four gymnastics toys were used to evaluate the performance of gymnasts. The method of scoring in this study was in accordance with the opinion of the gymnastics referees. Pearson correlation coefficient test was used for data analysis.

The results showed that there was only a significant positive relationship between working memory and gymnastics performance. But there was no significant relationship between long-term memory and gymnastics performance.

Overall, the results of this study show that working memory is directly related to the motor performance of elite gymnast girls

The aim of this study was to investigate the effect of a selected balance training program under dual and single-task conditions on working memory of children with developmental coordination disorder. The research method was semi-experimental and a pre-test-post-test- follow-up design with a control group. In this study, 39 boys with DCD were selected by the available sampling method and randomly assigned to three groups: Dual-task training (n=13), single-task training (n=13), and control (n=13). The two experimental groups performed a selected training program with two different conditions for 8 weeks. All subjects were evaluated in three stages of pre-test, post-test and follow-up test (two months after post-test) by the Corsi block-tapping test (working memory test). Data analysis using ANOVA with the repeated measure as well as one-way ANCOVA showed that in the post-test, working memory in dual-task group was superior to both single and control groups (P <0.05). Also, a significant difference was observed from pre-test to post-test in all experimental groups except the single task group in the extended block index and the control group. In the follow-up test, this superior was maintained only in the overall score index and the overall effort. Also, the single-task group was superior to the control group in the post-test (P <0.05). Due to the importance of executive function, using this selected exercise program to improve working memory can be a useful tool and is suggested for this group of children.

The purpose of this study was to investigate the effect of cognitive empowerment on working memory and observational learning of dart throwing skill in children. Forty 10-11 years students were voluntarily and availably selected. This study was performed in two phases. In the first phase, cognitive enhancement was performed and in the second phase observational learning of dart throwing skill was performed. In the first phase, the pre-test was performed and groups were matched based on age and pre-test scores and they were divided into two homogenies groups (n=20) of cognitive exercise and no cognitive exercise. The cognitive group was given 8 sessions (45 minutes) of cognitive empowerment training. Then both groups received cognitive test. The cognitive tests were performed using Corsiblack software to measure working memory. In the second phase of the study, each of the first phase groups were divided into two groups of 10 observational + physical and physical groups. After dart throwing skill pre-test, dart throwing training in the form of observational and physical training was performed( 3 sections of 20 throwing). The observation + physical group in addition to the dart throwing training observe the skilled model of dart throwing through video. Then posttest was performed at the end of the second phase. Cognitive + observational + physical group performed significantly better on the dart post-test than the other groups. Results showed cognitive training also had a significant effect on learning through observation on dart throwing skills.