جستجوی مقالات مرتبط با کلیدواژه « cognitive control » در نشریات گروه « پزشکی »

Defects in cognitive control and response inhibition along with disturbance in sleep quality have been observed in people with anxiety symptoms. Based on this, the present study aims to investigate the role of response inhibition, cognitive control and sleep quality in predicting the symptoms of male adolescent anxiety disorders were investigated. 

Methods and Materials:

 The method of the current research was quantitative and correlational. The statistical population of the present study was made up of all male students of the second year of high school in Tehran in the second semester of 1400-1401, out of which 290 people were selected by available sampling method. To collect data from the Go/No Go task (GO/NO GO) by Hoffman (1984), the Cognitive Control and Flexibility Questionnaire (CCFQ) by Gabers et al. (2018), the Pittsburgh Sleep Quality Scale (PSQI) by Bayse et al. (1989), and the Multidimensional Anxiety Scale for Children (MASC) March et al. (1997) were used. The collected data were analyzed using Pearson's correlation coefficient and multiple regression.

The results showed that inappropriate response inhibition and low sleep quality have a significant positive relationship with the symptoms of anxiety disorders, and cognitive control has a significant negative relationship with it. Also, response inhibition, cognitive control and sleep quality explain 40.6% of the variance of the symptoms and signs of anxiety disorders.

Based on the mentioned results, it can be concluded that response inhibition, cognitive control, and sleep quality as effective factors on the symptoms and signs of anxiety disorders in adolescents should be considered by specialists and therapists.

Adolescence is a transition period that is associated with physical, emotional and psychological changes and developments, and in which children are at greater risk for certain behaviors, including drug use, risky sexual behavior, and behavioral adjustment problems (1). Engaging in these risky behaviors and adjustment problems at an early age is particularly problematic because it is associated with many negative outcomes later in life, including pregnancy and adult substance or alcohol abuse (2). Researchers believe that risky behaviors are one of the most important factors that affect people's physical, social and psychological health (7). Therefore, the mechanisms that explain the various traumas during adolescence are said to pinpoint the protective factors that prevent the development of high-risk behaviors. It is one of the most important mechanisms for brain development processes; During adolescence, neural development is characterized by long-term growth of frontal brain regions and earlier and faster development of limbic systems (9). The joint development of these two systems and their inability precede risky behaviors during adolescence, because maturation in the prefrontal regions enables diagnostic control and regulates decision-making behavior to overcome inappropriate responses. Its growth is associated with defects in cognitive control and causes high-risk behaviors (10). On the other hand, a series of researches and other studies indicate that high-risk behaviors may also be caused by emotion regulation processes (14). Agents who use negative emotional regulation strategies and suppress their emotional responses are prone to tend to risky behaviors in order to self-control their emotional states (17). Among the treatments that have recently received a lot of attention for the advancements of the nerves is emotional working memory training, which can be effective in improving cognition and regulation of affective sciences (19, 26, 29). However, due to the fact that less researches have investigated the effectiveness of working memory training to control cognition and emotional regulation in adolescents with a tendency to risky behaviors, the purpose of this research is to investigate the effect of emotional working memory training on cognitive control and regulation. Excitement in teenagers tends to risky behaviors.

For the implementation of this research, which was in the category of semi-experimental research with a control group and of pre-test and post-test type, 30 adolescent boys who had the minimum cut-off score of the questionnaire tending to risky behaviors and other entry criteria were selected as available. They were divided into two groups of 15 people, experimental and control. The experimental group underwent 20 sessions of emotional working memory training, but the control group did not receive any intervention. All of these people were evaluated before and after the training in two stages, pre-test and post-test, with Gross and Jan (2003) emotion regulation questionnaire and (go/no-go) test. The collected data were analyzed using the Mancova multiple covariance analysis method by SPSS software version 28. The tools of this research include Iranian adolescents' risk-taking scale, emotion regulation questionnaire and test (Go/No-go). To train emotional working memory in this research, emotional memory training software based on the protocol described by Schweizer et al. was used (20). This software includes visual and auditory back-to-back emotional tasks in which a face was simultaneously presented for 500 milliseconds on a four by four matrix on the monitor screen and a word was presented for 500 milliseconds in headphones, during which the subjects pressed Pressing the button responded to one or both stimuli simultaneously. 60% of the words (such as rape and death) and faces (such as fear, sadness and anger) are emotionally negative and the rest are emotionally neutral (for example, closet and chair). The subject was required to compare whether the word Is the previous hearing similar to the presented word or not, or is the presented image compatible with the previous image or not? In order to place the subjects at their best level of performance, the lower threshold of the test was 20 and the upper threshold of the test was 60 (out of a total score of 100). That is, if the number of correct answers of the subjects for images and auditory stimuli was more than 60, one step was added to the test, and if the number of correct answers of the subjects was less than 20%, one step was reduced from the test.

The results of covariance analysis and T-test showed a significant difference between the control and experimental groups in reaction speed (β = 0.89 & p < 0.01) as well as improving positive emotion regulation skills (β = 0.89 & p < 0.01). and negative (p < 0.01 & β = 0.89) in subjects. Therefore, it can be said that working memory training has a significant effect on the variables of cognitive control and emotion regulation and their components in teenagers with high-risk behaviors (P<0.05).

The results of this research showed that 20 sessions of continuous training of the emotional working memory program increased the cognitive control of subjects with a tendency to risky behaviors in the reaction time component of the correct answer as well as their emotional regulation from the pre-test to the post-test stage. The results of this research are consistent with the results of Friedman and Miyak's research on the increase of emotional working memory capacity after emotional working memory training; According to the results of this study, increasing the capacity of emotional working memory leads to an increase in the activity of frontal regions related to cognitive control, which improves cognitive control of people as a result (38). The results of Schweizer et al.'s research also showed that emotional working memory training can improve cognitive and emotional control and emotion regulation (39). According to the results of the present study and the results of other studies, it can be said that training emotional working memory by improving emotional regulation can reduce the tendency to risky behaviors in adolescents. Also, the application of this new treatment method by improving executive actions and cognitive control of people limits their attention to irrelevant thoughts and information and reduces risky behaviors.

Breast cancer (BC) is the most common cancer diagnosed in women in worldwide. This study examines the mediating role of fatigue in relationships between cognitive control with post-traumatic stress symptoms, and adherence to treatment in patient with breast cancer.

This is a cross-sectional study with a convenience sampling method. A total of 206 women with breast cancer in Karaj, Iran participated in this study and completed five questionnaires, namely the PTSD checklist, the Adult Executive Functioning Inventory, the cognitive flexibility scale, the cancer fatigue scale, and the treatment adherence Inventory. The findings were analyzed through the advanced statistical method of structural equation modeling and using SPSS26 and SmartPLS 4 software

Structural Equation Modelling demonstrated that cognitive control was positively associated with PTSD (β= .598; T=3.76; P<.001) and fatigue (β= .829; T=19.17; P<.001), also fatigue was positively associated with PTSD (β= .389; T=2.38; P=.02). The results showed a non-significant relationship between cognitive control and fatigue (β= .23; T=1.29; P=.21) and cognitive control with adherence to treatment (β= .01; T=.09; P=.93). Multiple mediator modeling provided evidence that fatigue partially mediated the relationship between cognitive control and PTSD, and a full mediated relationship between cognitive control and treatment adherence.

In general, the findings emphasized the important role of cancer-related cognitive impairment in the possible consequences of this disease. An important issue that, along with other problems such as fatigue, can affect the quality of life and mental health of breast cancer patients.

The aim of this study was to investigate the effects of computer cognitive control intervention on cognitive functions and motor coordination in children with attention deficit hyperactivity disorder (ADHD). Forty boys between 7 and 11 years of age were randomly divided into three groups: cognitive control, mind games and control (20 children in each group). This intervention was performed for 8 weeks. Before and after the intervention, and 48 hours after the intervention, both groups completed the Color Trace Attention Test, the Continuous Performance Test, and the Lincoln Oseretsky Motor Growth Scale. The results show that the cognitive control exercise program significantly improves the parameters of speed and attention retention. In terms of motor coordination, the results showed significant improvement in all four subtests (body balance, hand agility, aiming and finger agility). Overall, the results show that the cognitive control program significantly improves cognition and motor coordination in children with ADHD. Efforts to improve each of the cognitive processes can increase a  learning abilities and skills and improve his performance in various areas of social and professional life. Improving cognitive control can also alter brain function and, consequently, improve motor coordination. Therefore, a computer cognitive control training program is recommended to simultaneously improve cognitive functions and motor coordination in children with ADHD.

Objectives Cognitive control problems and deficiencies highlight the need for new therapeutic methods in adolescents with Post-Traumatic Stress Disorder (PTSD). The current study aimed at investigating the effect of emotional working memory training on the cognitive control of adolescents with PTSD.
Methods Available sampling method was employed to select 5 adolescents (2 males and 3 females) with PTSD diagnosed based on the structured clinical interview for the Diagnostic and Statistical Manual of mental disorders (DSM) (SCID-I), and the impact of event scale from 1 of the child care centers in Karaj, Iran. Selected subjects were under a 20-session training for emotional dual n-back working memory. All subjects were assessed during 3 stages pre-training, in training, and follow-up by go/no-go task. Variance analysis (repeated measures) and Bonferroni test were used to analyze the data.
Results Results of the repeated measure ANOVA indicated that the emotional working memory training results showed increase in the ability of participants in cognitive control, the reaction time of correct response in go/no-go task from pretest (M=402) to post test (M=121/60), and then, the follow-up (113/80) (PConclusion Based on the results of the current study, emotional working memory training was an appropriate method to increase cognitive control in adolescents with PTSD. Therefore, it is suggested to conduct further similar studies by this training method on other clinical groups with larger sample size.