جستجوی مقالات مرتبط با کلیدواژه "حافظهٔ فعال" در نشریات گروه "پزشکی"

Specific learning disorders are neurodevelopmental disorders with biological origin. This origin includes the interaction of genetic, paragenetic, and environmental factors. At the same time, the symptoms of this disorder occur at the cognitive level. Specific learning disorders include problems in academic abilities such as fluency in reading, reading comprehension, writing, and mathematical reasoning. The most common learning disorder seems to be dyslexia. Learning disabilities are one of the main problems in children's academic performance and progress in the educational system of the United States and probably other countries around the world. One increasingly prominent and well–documented treatment for this developmental impairment has recently been the executive functions training approach. This study is intended to be a systematic review of the effectiveness of executive functions training on reading and writing skills of students with learning difficulties as a scientific ground for selecting more efficacious treatments.

To this end, this research was done as a systematic literature review, scoping various techniques and different treatment approaches that have been applied so far to enhance the academic performances of students with reading and writing difficulties. Three online databases were searched: PubMed, Scopus, and Web of Science. Only research studies published in English were accounted for. No limitations were exerted but on the subject's country or language. The time duration for all search was from 2010 to 2022. All papers were to be first–order research; this study did not include other literature reviews and meta–analytic research in its study sample. It also excluded interventions for other learning problems, such as dyscalculia. Furthermore, interventions for adult problems were excluded.
A total of 1172 potentially relevant papers were found at the primary searching activities. However, after different levels of elimination, only 14 papers were decided to meet the criteria fully.

There were few relevant treatments, but they were divergent regarding the techniques used and the cognitive functions trained. Among them, however, those who were found to be more decisively influential were Computerized Executive Functions Training (CEFT), Computerized Working Memory Training (CWMT), Action Video Games Training (AVG), and Visual Spatial Attention training. Careful examination of these treatments shows that most computerized training tasks could have been executed in non–computerized versions. Indeed, computerization for most tasks is only a methodological strategy to implement training in exact timing. Meanwhile, some negative evidence was also found, suggesting that some of the executive functions training that has been frequently claimed to be effective were completely useless on children with learning disabilities. Although this evidence is relatively negligible, subsequent work is needed to determine the effectiveness of each treatment. On the other hand, some of the most effective intervention programs were organized in such a way as to take, explicitly or implicitly, a central or supervisory system of executive functions for granted.

Despite the lack of certainty regarding the effectiveness of each of the interventions individually in improving learning problems, it seems that to improve children's reading and writing skills, using programs based on executive functions as a combination of several designed components is a more practical approach.

Attention–deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder associated with certain types of behavioral and neurological problems. Working memory deficits are present in most children with ADHD. Working memory refers to the active, top–down manipulation of information in short–term memory. Attention deficit is one of the symptoms associated with ADHD. Attention is conscious concentration on a phenomenon to the exclusion of other stimuli. Until now, various drug and non–drug treatments could not introduce a golden standard of treatment in ADHD children. Considering the high prevalence of ADHD children and their many neurological and behavioral problems, which can endanger their future both academically and professionally, new and diverse treatment techniques are needed to help them. Therefore, this study aimed to investigate the effectiveness of transcranial direct current brain stimulation on working memory and attention in children with ADHD.

This quasi–experimental study employed a pretest–posttest design with a control group. Among children aged 6 to 9 years with symptoms of ADHD referred to psychology and psychiatry clinics in Yazd City, Iran, 30 qualified volunteers were randomly chosen and included in the study. Then, 15 were randomly assigned to the intervention group and 15 people in the control group. The inclusion criteria were as follows: having ADHD with a psychiatrist's approval, age range of 6 to 9 years, not using other treatment methods such as behavioral therapy and drug therapy, and lacking motivation of the child's family to participate in the research. In both groups, in the pretest and posttest stages, the variable of working memory was evaluated with the Working Memory Test (Damin & Carpenter, 1980), and the variable of attention was assessed using the Test of Everyday Attention (Robertson et al., 1996). Data analysis was done using covariance analysis in SPSS 17. The significance level of the tests was set at 0.05.

Data analysis showed that the mean scores of active memory and attention tests in children with ADHD in the intervention group and after treatment increased significantly compared to the control group (p<0.001). Based on the effect size results, 58% of the difference between the intervention group and the control group in the variable of working memory was due to the transcranial direct current stimulation of the brain. This amount for the attention intensity variable was 54%.

The results of the present study showed that transcranial direct current stimulation of the brain could be used as a complementary therapy to improve working memory and attention in children with attention–deficit/hyperactivity disorder.

Attention–deficit/hyperactivity disorder (ADHD) is the most common childhood neuropsychological disorder. This disorder causes problems and damage to normal functions such as academic achievement, behavior in school, interaction with family, and communication with peers. Research shows that defects in cognitive functions are prevalent in these children. So, children with ADHD face severe problems in the executive functions of the brain, such as working memory. Although the use of computer programs to improve the performance of children with hyperactivity disorder has gained significant popularity today, better results can be achieved by integrating these programs with family–oriented educational/therapeutic techniques. Since there has not been a study on the effectiveness of a combined family–centered and computer–aided educational program in improving the problems of children with attention deficits, based on this, the present study aims to determine the effectiveness of a comprehensive family–centered computer–assisted program in improving the working memory of 6–9 years old children with ADHD was performed.

This quasi–experimental research employed a pretest–posttest design with a control group. The study population included children with ADHD in the age range of 6 to 9 years in Tehran City, Iran. They were referred to Hasti and Parsa medical clinics in the academic year of 2022–2023 and were diagnosed with hyperactivity. The research sample included 30 children selected by convenience sampling and randomly replaced into two groups of each 15: experimental and control. The research tool was the Wechsler Intelligence Scale for Children–4th Edition (2003). The implementation method was such that after the necessary coordination with the officials of Hasti and Parsa clinics, the implementation of the research began. In this way, the working memory pretest was performed first for both groups (experimental and control). The treatment sessions were conducted in 9 sessions for the experimental group, but no intervention was applied for the control group, and the intervention was completed immediately after. The posttest was carried out for the experimental and the control groups. To comply with the ethical principles of the research, treatment sessions were given to the people of the control group after the research, and they were also assured about the confidentiality of the information of the research samples. In this way, the required data was collected. Finally, using SPSS version 26 software, the independent t test was used to compare the ages of the two groups, and covariance tests were used to measure effectiveness at the 0.05 level.

According to descriptive findings, the scores of the experimental group showed noticeable changes in all three dimensions of working memory compared to the control group's scores. So, the average score of the experimental group in the dimension of forward digits increased from 7.594±0.942 in the pretest to 8.888±0.734 in the posttest. The average dimension of backward digits increased from 7.683±0.903 to 8.712±0.613, and finally, the average dimension of numerical sequence increased from 8.514±0.702 in the pretest to 9.313±0.731. In the control group, the changes were almost very minor. The result of the covariance analysis showed that after removing the effect of the pretest, the average posttest scores of the two groups had a statistically significant difference in the variables of forward digits (p=0.003), backward digits (p=0.038) and numerical sequence (p=0.001).

Considering the effectiveness of a computer–assisted comprehensive family–centered program in increasing working memory in Children with ADHD, this program has validity, and this package can be used in interventions related to solving the behavioral, cognitive, social, and academic problems of these children.

Patients with myocardial infarction experience trauma. This physical damage accumulates and consolidates anxiety and negative death–related thoughts in the patient's memory, leads to changes in their thinking and cognition process, and provides grounds for memory failure and cognitive deficits. Strengthening active memory can play an essential role in improving the quality of life, adaptation, and coping of patients with myocardial infarction in stressful and difficult conditions, reducing the probability of subsequent myocardial attacks, accelerating the return to work, and strengthening mental health. However, there has been little research on strengthening the active memory of this group. In this regard, the challenge of desensitization with eye movements and reprocessing is a cognitive method that can strengthen cognitive functions as a challenging stimulus. So, this study investigated the effect of the Eye Movement Desensitization and Reprocessing (EMDR) method on the active memory of patients with myocardial infarction.

This clinical trial was conducted in 2021–2022. Using the convenience sampling method, sampling started after obtaining the code of ethics from Yasuj Islamic Azad University, Ethics Committee. Also, the study was registered in the Clinical Trial Center of Iran. A total of 60 patients with myocardial infarction who were eligible volunteers were selected from the medical centers of Yasuj City, Iran. They were randomly selected and divided equally into two groups: intervention and control, using random block allocation. The demographic information questionnaire and the Wechsler Working Memory Scale (Wechsler, 1945) were used for data collection. The EMDR method was implemented for the intervention group during six treatment sessions. The control group patients received only the usual medical care and no therapeutic intervention. The EMDR was performed in the consultation room of the cardiac department and the therapeutic and educational environment of the hospital and counseling centers with the consultation and coordination of the treatment group of the researcher and consultant cardiologist. Data analysis was performed using descriptive (mean, standard deviation, table, graph) and inferential statistics (univariate and multivariate covariance) in SPSS software version 21 at a significance level of 0.05.

The results indicated that after removing the pretest effect, there was a significant difference in the working memory variable between the two groups in the posttest (p<0.001). The analysis of each dependent variable (direct and reverse memory) was determined alone after removing the effect of the pretest. In the posttest, these two variables showed significant differences between the two groups. As the comparison of means showed, the mean of direct memory (p<0.001) and reverse memory (p<0.001) were significantly higher in the experimental group than in the control group.

Based on the findings of the study, the desensitization treatment with EMDR is effective in strengthening and increasing active memory and its components, including direct memory and reverse memory in patients with heart attack.

The presence of job demands for military personnel can sometimes lead to family intolerance and dissatisfaction, resulting in issues for their children, including academic challenges like learning disorders.

The study aimed to compare the impact of metacognition training and working memory training on math performance and anxiety in tudents with military parents.

A quasi-experimental pre-test-post-test design with a control group was employed. The research included all second and third-grade elementary school students with math disorder and military parents in Bandarabbas city. Forty-five students were randomly assigned to three experimental and control groups. An 8-week intervention of 90-minute sessions for metacognition and working memory training was conducted. Data collection involved Spence’s anxiety questionnaire and math tests. Data analysis utilized MANCOVA and posthoc Benferroni tests with SPSS-24 software.

Covariance analysis results indicate that metacognition training significantly influences both math performance and anxiety (P<0.001). The impact on math performance is 0.51, and on anxiety, it is 0.42. Additionally, active memory training significantly affects math performance (P<0.001) with an impact of 0.47 on math performance and 0.39 on anxiety. Bonferroni test results reveal no significant variance between metacognition training and working memory training regarding enhancing math performance and alleviating anxiety (P<0.01).

According to this research, using a metacognitive training program and active memory training can improve math lesson performance and reduce academic anxiety in students with math learning disorders, as well as those who face difficulties or anxiety in math learning.

The aim of the research is to investigate the relationship between cognitive functions and reading literacy in fourth grade primary school students.

Methods and Materials:

 The study method is descriptive-correlation. The statistical population includes all the male students of the fourth grade of primary school in Tehran who were studying in the academic year of 1402-1403, and 174 of them were purposefully selected as a sample. Reading literacy progress tests (Perles, 2016) and subtests from the fifth edition of the Wechsler Intelligence Test for Children (WISC-5) and the attention and concentration test IVA-2 were used for measurement.

The Pearson correlation coefficient results showed that there is a positive relationship between the components of cognitive performance and literary and information literacy of fourth grade elementary school students. The results of regression analysis showed that conceptual thinking with standard beta coefficient (0.451) had the highest regression effect on students' literary reading literacy. In addition, conceptual thinking with a standard beta coefficient (0.456) had the highest regression effect on students' information literacy, and processing speed, active memory and attention after conceptual thinking had the highest regression effect on students' information literacy.

By increasing the cognitive abilities of students, it becomes possible to perform multiple skills at the same time, and students with information literacy recognize the value of information in texts and have the ability to find and analyze information while reading and are able to understand the content. Evaluate information critically

Background and Dyslexia as the most common specific learning disorder is related to working memory deficiency. In this research, the effectiveness of transcranial electrical stimulation of the brain (real and sham) combined with Attentive Rehabilitation of Attention and memory (ARAM) on working memory and reading efficiency in students with dyslexia was investigated.
This research was a quasi-experimental study with a pre-test and post-test design and the study population includes all students with dyslexia aged 8-12 years old in north of Iran (Babol). Among them, 22 students were selected and randomly placed in two experimental groups (11 students in each group). After performing the pre-tests, the first experimental group was exposed to real electrical stimulation combined with ARAM and the second group was exposed to sham electrical stimulation combined with ARAM (for 12 sessions of 60 minutes). Working Memory Test for Children (WMTC) (Arjamandinia, 2016) was used to evaluate the working memory of students with dyslexia, and NEMA reading and dyslexia test (Moradi et al., 2016) was used to measure reading efficiency. The analysis of covariance was used to analyze the data.
Statistical analysis showed that the increase in working memory scores and reading efficiency in the first experimental group was significantly higher than the second experimental group (P<0.05).
Based on the findings, it can be concluded that the method of real electrical stimulation combined with ARAM was more effective compared to sham electrical stimulation method combined with ARAM. Therefore, based on the results of this research, it can be suggested to specialists of learning disorders to use the mentioned method in order to improve working memory and reading efficiency of students with dyslexia.

Specific learning disorders have been introduced in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders as a general category and a single diagnostic criterion, and it focuses on four general educational functions and the provision of appropriate educational services, instead of the traditional component of the diagnostic criterion of inconsistency between intelligence and progress, it is based on Personal growth, education, family and educational records such as academic grades, response to educational interventions and observation of teachers are emphasized. These skills and cognitive abilities are necessary for purposeful behavior and adaptation to environmental changes and are often responsible for cognitive skills such as attention, language, and perception, and creating higher levels of creative or abstract thinking. All these activities are performed in three main parts of executive functions including attention, cognitive flexibility, and working memory, and there is a mutual relationship between these three parts of executive functions. Special failure in learning has a high prevalence. Based on the research, learning disability is associated with a prevalence of 13-17% in boys and 10-12% in girls. One of the problems of this category of children is the problem with their active and working memory. It can be said that working memory is used in all conscious actions. Without this memory or its disorder, a person's normal life becomes vulnerable. Some researchers have emphasized the importance of working memory in increasing intelligence and cognitive abilities and have provided evidence that they have been able to increase fluid and crystallized intelligence by training and strengthening working memory. Another problem of children with special learning disorder is visual-spatial perception. Visual perception is essential to perform the smallest daily actions, and the better the visual perception works in a situation, the better a person can cope with various tasks that deal with vision. Research shows that visual perception is not a fixed process, it expands and expands over time, and it is necessary to know how visual perception evolves at different ages. Visual perception is the process by which visual information is analyzed. In this process, vision integrates other sensory data and past experiences. Visual perception allows a person to accurately judge the size, shape, color, and spatial relationships of objects. Between visual perception and reading and writing, which are the main academic skills; there is a connection and in order for a person to be able to read, he must process visual stimuli well and also not have phonological problems. Researchers believe that by training functional skills, visual-spatial perception can be improved and interest in lessons, learning, and memorization can be increased. Research has shown that cognitive training of executive functions, of which active memory and visual-spatial perception are important parts, improves the problems of adulthood in childhood. Researchers investigated auditory and visual working memory performance in students with attention-deficit/hyperactivity disorder, learning disabilities, and clinical controls. Individuals with learning disabilities showed poorer auditory working memory than individuals in the attention-deficit/hyperactivity groups or clinical controls.The present study was conducted to determine the effectiveness of computer games on strengthening the working memory and visual-spatial perception of children with specific learning disabilities (reading, writing, math).

The method of this research was a semi-experimental type and a pre-test-post-test design with a control group. The statistical population of this research was all students from the third to sixth grades of Maad and Imam Sajjad girls' schools in the fourth district of Tehran, which were about 300 people. Thirty of them were selected as a sample (ten control groups and twenty experimental groups) and were evaluated through purposeful sampling and random assignment. Exercises were performed in twelve 20-minute sessions as a computer game, and Susan Pickering's working memory test and Frostig's visual-spatial perception test were used to test the data.

The data were mixed using variance statistics and analyzed with SPSS software. The significance level of the test (p<0.05) was considered. The findings showed that after removing the pre-test effect, there was a significant difference in working memory and visual-spatial perception between the control and experimental groups in the post-test.

The results of the effect of cognitive-oriented computer games on the executive actions of preschool children with neuropsychological learning disorders showed that cognitive-oriented computer games improve executive actions in the component Problem solving, planning, behavioral and emotional organization of preschool children with neuropsychological learning disorders are effective.

Developmental dyscalculia is defined as a selective impairment in mathematical skills of developmental origin. One of the valid theoretical models to explain the etiology of specific learning disorder is the deficiency in neuro-psychological mechanisms in these children; So that some researchers consider learning disorder as a type of mild brain damage that is accompanied by cognitive defects. Children with Developmental dyscalculia is usually confused in spatial perception and perception of concepts such as up-down, left-right, below-up, beginning-end, front-back, far-near and between. These problems create disturbances in the mental image of the number system and cause this group of people to face difficulties in recognizing the distance between numbers and their respective places.
Also, the problems of people with learning disabilities are rooted in different components of active memory; In other words, the phenotypic signs of learning disorder can be best understood and investigated in the form of active memory architecture, which somehow plays the role of language learning mechanism and supports verbal and written language acquisition. In recent decades, for the treatment of developmental disorders, there is an increasing interest in using computers in the field of cognitive problems, which has led to the expansion of cognitive training programs based on computers; So that these programs have the ability to adjust the difficulty level of the task from simple to difficult based on individual differences and create continuous cognitive challenges for the individual.Neuropsychological rehabilitation is a method created by the integration of cognitive neuroscience with information technology and is used to improve the capabilities of the brain in the field of cognitive functions such as perception, ate
ntion, alertness, and memory. Cognitive rehabilitation of Captain Log's cognitive-computer program can be used as an efficient method to improve geometric thinking (dynamic spatial reasoning and static spatial reasoning) and active memory of 7-12-year-old children with Developmental dyscalculia. The current study was conducted with the aim of investigating the efficacy of cognitive-computer program on geometric thinking (spatial and static reasoning) and working memory of 7-12-year-old children with Developmental dyscalculia.

The research method was semi-experimental with a pre-test and post-test design with a control group and a 2-month follow-up phase. The statistical population of this study was all children aged 7-12 years old with Developmental dyscalculia in Isfahan city in 1402-1401. A quantitative sample included all children (7-12) years old with Developmental dyscalculia in Isfahan city who referred to the Comprehensive Psychology Clinic of Islamic Azad University of Isfahan in 1401-1402, whose parents had agreed to their participation in the research, and in the diagnostic interview based on the guide Statistics and Diagnostics of Mental Disorders Version 5. Diagnosed with Developmental dyscalculia was purposefully selected based on the inclusion criteria and randomly assigned to the experimental and control groups (15 people each). In this study, based on the logic proposed by Cohen (1986), and Sarmad, Bazargan and Hijazi, (2016) assuming that a = 0.05 and the effect size equal to 0.50 to achieve the power of the statistical test equal to 90. 0, for each of the two experimental groups and one control group, a sample equal to 15 participants was selected. The criteria for entering the research include the age of 7-12 years, receiving a disorder diagnosis based on an interview according to the statistical and diagnostic manual of mental disorders, edition 5, not receiving medication, having an IQ above 90 based on the Wechsler IQ test, fifth edition (Wechsler, 2014); and parental consent were required to participate in the research and the exit criteria included the absence of more than two sessions of the participants in the training sessions and the presence of any problems and disturbances in the process of the experiment (failure to complete homework) by the participants.
The intervention group received 10 60-minute sessions of cognitive-computer program Captain Log, while the control group was waiting to receive the intervention and did not receive these interventions during the implementation of the research. The instrument used included Wechsler's five test (The Wechsler scale 5 is the latest version of the Wechsler scales for children. This scale is a comprehensive clinical tool for evaluating the cognitive abilities and intelligence of children aged 6 to 16 years and 11 months, which was presented by the Pearson Institute in 2014 and adapted and standardized by the psychometric collection. This version has many differences compared to its previous versions) and the analysis of the data obtained from the study was done by SPSS software (version 26) using analysis of variance with repeated measurements. To observe ethical principles, the research was approved by the Research Committee of the University with the ethics code IR.IAU.KHUISF.REC.1401.044 was obtained.

In order to check the hypotheses, the method of analysis of variance with repeated measures has been used. In this section, group membership is considered as an independent variable and the scores of the research variables including geometric thinking and active memory in the post-test and follow-up phases are considered as dependent variables and the pre-test scores of these variables are considered as control variables. The results showed that Captain Log computer cognitive software significantly affected on static spatial reasoning, and working memory (p<0.001).

The data related to the research has been analyzed at two descriptive and inferential levels and the results show that the exercises presented in Captain Log cognitive software strengthen active memory and geometric thinking at the level of static spatial reasoning and improve the visual and spatial understanding of affected children. It is considered a disorder. These exercises are different according to the cognitive level of the child, and with the increase of the cognitive level, the exercises also improve. With this in mind, exercises tailored to learning styles in successive stages are effective in improving children's cognition and improving basic mind processes that are important in high-level learning. In this regard, these results can be used as a guide to design and implement treatment programs to improve the condition of children with Developmental dyscalculia.

abstractThe aim of this study was to evaluate the effectiveness of cognitive rehabilitation therapy intervention on working memory and processing speed of students with special learning disabilities. The research method was quasi-experimental with pretest-posttest design and control group. The statistical population included male and female elementary school students with learning disabilities in the Tonekabon city who referred to the health learning disability center of that city in the 99-98 academic year. Sampling method of this study was available that after selecting 30 people were randomly assigned to experimental and control groups. Data collection tools were clinical interview and Wechsler 4 (2003) IQ scale. Univariate analysis of variance was used to analyze the data. The above tests were performed using version 22 of SPSS software. The results showed that cognitive rehabilitation therapy had a positive and significant effect on working memory and processing speed of students with special learning disabilities.

The prevalence of psychological problems in the elderly with mild Alzheimer's is high, which requires interventions to solve these problems. This research was conducted with the aim of determining the effectiveness of repetitive transcranial magnetic stimulation (rTMS) treatment on executive function and working memory of elderly people with mild Alzheimer's disease.

The research method was semi-experimental and pre-test, post-test with a control group. The statistical population included all elderly people with mild Alzheimer's disease in Kerman city in 2023, 30 people (15 people from the experimental group and 15 people from the control group) were selected by available sampling method. The data collection tool was the executive function questionnaires of Gerrard et al. (2000) and the working memory questionnaire of Enbeck (1985). The treatment intervention of repeated transcranial magnetic stimulation in 10 sessions of 20 to 30 minutes and twice a week was performed on the experimental group and the control group did not receive any intervention. Data analysis was done with descriptive tests (mean and standard deviation) and covariance analysis using SPSS version 24 software. The level of P less than 0.05 was considered significant.

in the executive function variable, the mean and standard deviation of the experimental group in the pre-test was 146.92±16.74 and in the post-test 192.82±16.37 and in the working memory variable, the mean and standard deviation of the experimental group in the pre-test 36.19 ± 7.40 in the test and 68.59 ± 6.43 in the post-test. The results of covariance analysis also showed that repeated transcranial magnetic stimulation treatment had an effect on the executive function and working memory of the elderly with mild Alzheimer's disease (P < 0.01).

Based on the research findings, the treatment of repeated transcranial magnetic stimulation can be used to increase the active memory of the elderly with mild Alzheimer's.

Alzheimer’s disease (AD) is a common neurological disorder that begins with mild memory loss and progresses to severe impairment of executive and cognitive functions. This study aims to investigate the effect of repeated transcranial magnetic stimulation (rTMS) on the working memory of patients with AD.

In this quasi-experimental study with a pre-test/post-test design, 30 patients with AD aged 55-75 years referred to neurology clinics in Yazd, Iran participated, who were selected using a convenience sampling method and divided into two groups of intervention (n=15) and control (n=15). Active memory was measured by a computerized n-back test, both in terms of reaction time and percentage of accuracy before and after treatment. In the control group, each patient received 10 sessions of inactive rTMS for 20 minutes, while the intervention group received 10 sessions of active rTMS for 20 minutes at a frequency of 10 Hz over the left dorsal lateral prefrontal cortex. Data analysis was performed using analysis of covariance.

Data analysis results showed that the reaction time significantly decreased, and the percentage of accuracy significantly increased in the n-back test in the intervention group after receiving rTMS compared to the control group (P= 0.001).

It seems that rTMS over the left dorsal lateral prefrontal cortex can improve the working memory in patients with AD.

Developmental dyslexia is a Neuro-developmental disorder characterized by reading and phonological awareness problems. Considering the relationship between working memory and reading skills and other high-level cognitive skills, the purpose of the present study was to investigate the effectiveness of working memory training, on the improvement of reading skills in children with dyslexia.

In this study, 30 children aged 7-9 years old with dyslexia in the second and third grade of elementary school were selected and randomly assigned to an experimental and a control group, (n=15; 7 girls and 8 boys in each group). To evaluate the cognitive and language skills of the participants, the Intelligence test (WISC-4), Sina software digits span and Corsi blocks tests, phonological awareness test, and the reading and dyslexia test (NOMA) were used. Working memory enhancement sessions (10 sessions) were held using the Sina working memory training software and pen-paper tasks (working memory span tasks) for the experimental group.

The findings of this research showed a significant difference between experimental and control groups in the mean scores of digits span and Corsi blocks at post-test (P<0.05). Also, the increase in the mean scores of the phonological awareness test and non-word reading test after the intervention showed that there was a significant difference between the two groups (P<0.001).

The results indicated after working memory training the ability to store verbal and visual-spatial information in working memory increased, and through the near transfer of the effects of training, it increased phonological awareness and improved the reading ability in children with dyslexia.

Autism is a highly debilitating neurodevelopmental condition that affect behaviors and is caused by impairment in neurological functions, especially executive functions. In many studies, it has been reported that the brain areas including the frontal lobe, limbic system, basal ganglia, occipital lobe and cerebellum, and the frontal cortex and its connections with the striatal and occipital brain areas are involved in a wide range of cognitive functions called “executive functions”. The current study aims to investigate the effectiveness of Baran's cognitive rehabilitation program on executive functions (working memory, sustained attention, and cognitive flexibility) of children with high-functioning autism.

This study has a single subject design with repeated measurements. The study population consists of all children with high-functioning autism who referred to Baran Clinic in Tehran, Iran in 2016-2017. Samples were 3 boys with autism spectrum disorder aged 8-11 years who were selected using a convenience sampling method. Assessments were done in 5 stages. The first stage was 2 weeks before the treatment. The second stage was performed 2 days before the start of treatment. The third stage was done after 5 sessions of treatment, which was held as a 1-hour session. The fourth stage was performed after 10 one-hour treatment sessions, and finally, the fifth stage was performed 4 weeks after the end of the treatment. Digit span, word span, and non-word span tests were used to assess the working memory. Digit span, Word span, non-word span tests was used to assess the sustained attention. Trial making test (A and B ) was used to assess the cognitive flexibility. After collecting and analyzing the data, the methods of visual analysis and effect size assessment was used 

The performance of children in working memory, sustained attention, and cognitive flexibility improved significantly after treatment. Hence, Baran’s cognitive rehabilitation program based on balance movements was effective in improving executive functions of children with high-functioning autism.

cognitive rehabilitation program based on balance movements can improve working memory, sustained attention, and cognitive flexibility of children with high–functioning autism.

Cognitive rehabilitation consists of a set of targeted programs to remediate or improve cognitive functions. Cognitive skills are considered the main predictors of mathematical ability and related deficits are associated with mathematical disorders. The present study sought to investigate the effectiveness of cognitive rehabilitation in improving working memory performance, visual processing, and spatial perception in children with mathematical learning disorders.

This research utilized a semi-experimental approach with a pre-test-post-test design. The population of the study consisted of students with math problems in Tehran province. 30 participants were selected by purposive sampling and randomly assigned into two experimental (n=15) and control groups (n=15). KeyMath diagnostic test (Connelly, 1988) was used to evaluate their mathematical learning disorder. A researcher-made device called Morva was used for the intervention program. The experimental group participated in eight intervention sessions of 50 to 60 minutes for four weeks. However, 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 findings revealed a significant difference between the two groups (P<0.001). Therefore, our results suggest that the cognitive intervention had a significant effect on working memory performance, visual perception, and spatial perception.

These results reveal that cognitive interventions might have been effective on the mathematical competency of children with math learning disorders.

One of the problems of children with math disorders is the problem of working memory and sense of numbers, which can be increased by teaching math. The aim of this study was to evaluate the effectiveness of mathematics education on the numerical sense and visual-spatial working memory of first-grade elementary school girls with mathematical problems.

The method of this research was quasi-experimental and pre-test-post-test with the control group. The statistical population of this study included all experimental students with first-grade mathematical problems in Kerman primary school in 1399. The research sample consisted of 30 people who were selected by the available sampling method and were randomly divided into two experimental groups (15 people) and a control (15 people). They answered Jordan's number sense test, Wechsler intelligence test, and continuous performance test before and after the intervention. The experimental group underwent math training intervention and the control group did not receive any training. Research data were analyzed using descriptive statistics and paired comparison post hoc tests.

The results showed that in the post-test stage, the mean scores of number sense and working memory in the experimental group increased significantly compared to the control group (P <0.01).

Mathematics education is effective in improving auditory-spatial working memory and number sense in students with mathematical disorders. Therefore, this type of education can be used to reduce the problems of children with math disorders.

Intellectual disability is a common neurodevelopmental disorder. Working memory deficit can affect children. One of the effective methods in the field of learning is playing games and the application of play therapy techniques. In this method, children are allowed to practice useful social behaviors and experience new thoughts and feelings in a safe environment with supportive relationships. This study aimed to examine the effectiveness of Adlerian play therapy on the working memory of female students aged 7 to 12 years with mild intellectual disability.

Out of 60 female students aged 7 to 12 years with a diagnosis of mild intellectual disability in Fatemeh Zahra Special School in Qom, 28 students met the inclusion criteria. They were divided into the experimental and control groups by 1: 1 random allocation. The experimental group received the Adlerian therapy protocol for ten weeks in three 45-minute sessions (30 sessions) every week. The working memory of both groups was examined in three stages, including pre-test, post-test, and one month later, without receiving any intervention for follow-up, by the fourth version of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). Data analysis was done by Shapiro-Wilk, Friedman, Mann-Whitney, and Bonferroni tests and generalized estimation equation by SPSS software v. 22 at the significance level of 5%.

Most of the subjects in each group were aged 7 years (first grade) with six people (43%), whereas the lowest frequency was related to the age of 9 years (third grade) with two people (14%) per group. The mean and standard deviation of the working memory subtest in the experimental group increased from 6.28 3.66 in the pre-test to 10.4 86 in the post-test and increased to 12.64 5.25 in the follow-up stage. However, in the control group, the mean and standard deviation changed from 5.92 3.19 in the pre-test to 5.64 3.17 and 5.85 3.41 in the post-test and follow-up, respectively. In the experimental group, there was a significant difference in the mean score of working memory in all stages of measurement (p< 0.05). In the pre-test stage, there was no significant difference in the mean score of working memory in the experimental and control groups (p>0.05). In the post-test stage, because the P was very close to 0.05, we can ignore it and consider it significant. In the follow-up stage, there was a significant difference in the mean score of working memory in the experimental and control groups (P<0.05).

It seems that child-centered Adlerian play therapy has a persistent effect on the working memory of students with mild intellectual disabilities. Therefore, Adlerian play therapy can be used in educational planning to enhance the working memory of these students

This study aims to investigate the effect of motor rehabilitation training on working memory and attention/concentration in male school students with reading disorders.

This is a quasi-experimental study with pre-test/post-test design. The study population included all male students in elementary schools (6th grade) of Kerman, Iran in the academic year 2019-2020. Samples were 30 eligible students who were selected by a convenince sampling method and were randomly divided into two groups of 15 people. Both groups underwent N-back test for working memory test and the continuous performance test before and after the intervention. Data were described using the mean and standard deviation, and were analyzed using the analysis of covariance in SPSS v. 22 software.

The motor rehabilitation training had a significant effect on working memory and attention/concentration of male students (P<0.001).

The motor rehabilitation training can improve working memory and attention/concentration of male students with reading disorder. Therefore, the training can be used to reduce the reading problems of these students.

Women's health is the basis of family and community health. Previous studies showed that one of the factors that leads to the promotion of women's general health is the level of different cognitive and emotional skills. The aim of this study was to compare the acceptance and commitment based therapy and cognitive rehabilitation of working memory and their integration on depressed girls' general health.

The research method was quasi-experimental with pre-test, post-test and follow-up stages with a control group. The statistical population of this study included all girls referred to psychological centers in Sabzevar in 2019 that of these clients 60 people were randomly selected and divided into 3 experimental groups and 1 control group. Participants in the first intervention group underwent 8 sessions of acceptance and commitment therapy, the second one underwent 10 sessions of cognitive rehabilitation of working memory and the third group underwent 8 sessions of acceptance and commitment therapy and 10 sessions of cognitive rehabilitation of working memory.

The results of the present study showed that there was a significant difference (p=0/001) between the effectiveness of acceptance and commitment therapy, cognitive rehabilitation of working memory and the combination of these two methods.

The results of the present study showed that the combination of two methods was more effective than acceptance and commitment therapy and cognitive rehabilitation by itself.

Changes in the structure and function of the family are among the most interesting topics for psychologists. A number of reasons have led to single-parent families not being nuclear. The transformation of the nuclear family into a single-parent family can impact various aspects of the children's and adolescents’ development. This research aimed to compare executive function, working memory, and academic performance of female students from nuclear and single-parent families.

The research method was a causal-comparative type. The population included all female students in the first and second grades of secondary school in the 2017-2018 school year. Eighty female students (including 40 students from nuclear families and 40 students from single-parent families) were selected through multistage cluster sampling in two stages. The research instrument included the Wisconsin Test Software (Grant & Berg), students’ averages from the previous year, and the Wechsler Memory Scale (form A) (Wechsler). Data were analyzed using multivariate analysis of variance and independent t-tests.

The results showed that female students in nuclear families scored higher than female students in single-parent families in executive functions, working memory and its subscales, and academic performance (P <0.01).

According to the research results, female students from single-parent families have lower executive functions, poorer working memory, and lower academic performance than students from nuclear families due to the absence of a parent in the family, which can contribute to a reduced social support system and lower socioeconomic status. Therefore, these problems can be solved through education and family counseling and the implementation of special rehabilitation programs for this group of students.