نشریه عصب روانشناسی
سال ششم شماره 4 (پیاپی 23، زمستان 1399)

The purpose of this study was to evaluate the effect of Trancranial Direct Current Stimulation (TDCS) on reducing positive and negative symptoms in chronic schizophrenia.

The method of this study was quasi-experimental with ABA design. The statistical population was all people with chronic schizophrenia who were admitted to the Fouman Patient Psychiatric Treatment Center. Purposeful and accessible sampling method was used among which 4 people were selected randomly. To collect statistical data research of Positive and Negative Symptoms inventory and transcranial Direct Current Stimulation Instrument (TDCS) has been used.

The results showed that anodic tDCS application on the left dorsolateral prefrontal cortex (DLPFC) had a positive effect on decreasing positive, negative, and depression symptoms in people with schizophrenia disorder.

In general, it can be said that was effective transcranial Direct Current Stimulation (TDCS) in reducing the symptoms of schizophrenia, so this method can be used in the treatment of people with chronic schizophrenia disorder.

This study was to develop and efficacy of Working Memory, Attention, and Inhibition in children with executive dysfunction.

In this semi-experimental study (pretest-posttest with the control group) design, 23 students with Executive dysfunction were selected using the non-random purposive sampling method and randomly divided into the experimental and control groups. In order to identify the needs and components of the Cognitive Rehabilitation Program, a systematic review of the existing research was carried out and finally, based on the existing theoretical and research foundations of the computerized Cognitive Rehabilitation Program. The executive function training program was performed in 18 sessions (45 minutes) using the computerized training program in the experimental group. Behavior Rating Inventory of Executive Function (BRIEF) was used to assess executive dysfunction, the HAFBAK Tests were used to assess the working memory, and using the IVA test to assess attention. Also, an analysis of covariance was used to examine the effectiveness of an intervention.

The results showed that after the intervention program, the improved working memory and attention (p < 0/05). Instead, no significant differences were observed in inhibition between the two groups after the intervention (p < 0/05).

Therefore, computerized cognitive rehabilitation, as a complementary therapeutic approach along with other therapies, can be used in conventional interventions to enhance executive functions.

Aim one type of learning disorder is Dyslexia which refers to the defect in the acquisition of a person's reading skills. The purpose of this study was to investigate the effectiveness of Neuropsychological Practical exercises on Improving executive functions and attention span in Students with Dyslexia.

this semi experimental study carried out with pre-test post-test design with control group. Accordingly, using the purposive sampling method, from among dyslexic students of the fourth grade primary schools in Isfahan in 2019-2020, 30 students were selected regarding assigned inclusion criteria and then, and they were assigned randomly into experimental (15participants) and control(15 participants) groups. For data collection, the fourth edition of the Wechsler Intelligence Scale for children (WISC-IV), Neurological questionnaire of Coolidge and Test of Attention & Concentration were used. Data were analyzed using MANCONA and using SPSS software version 23. Data analysis showed that Neuropsychological Practical exercises is effective in improving executive functions and attention span of dyslexic students (p < 0.01).

Neuropsychological Practical exercises can be an effective therapeutic approach to improve the executive functions and attention span of dyslexic students.

Memory function is essential for storing and coding information, thinking, reasoning, analysis and organization, evaluation and retrieval, and other cognitive and metacognitive activities, but strategies for improving this structure have received less attention in adults; Therefore, the aim of the present study was to investigate the effectiveness of exercises based on psychological neurological skills in Captain Log's software on improving adult memory function.

This study was conducted by quasi-experimental method (pretest-posttest and control group). The statistical population of the study included all adults aged 30 to 60 with memory problems who had referred to psychological clinics in Isfahan in the first half of 2019. The research sample consisted of 30 people from the mentioned community who were selected through convinced sampling and randomly were displaced into two experimental groups (n= 15) and control (n= 15). Assessment’s instrument was Wechsler Memory Scale. Exercises based on psychoneurological skills were performed on Captain Lag during 15 sessions of 60 minutes using the 2014 version of Captain Log's software.

The results of covariance analysis showed efficacy of exercises based on neuropsychological skills in Captain Log's software on memory improvement and its dimensions include personal awareness of daily and personal issues, mental control, logical memory, repetition of forward and reverse numbers, visual memory and memory. Associations have an effect (p <0.05). This method did not affect the awareness of the time and place (orientation) of adults.

In order to improve the performance of adult memory, you can use Captain Log software.

The main aim of the present research was to compile a cognitive rehabilitation program and study its efficacy on cognitive functions and satisfaction of life in the erderly with mild Alzheimer’s.

The research method of this study was a Quasi-experimental method with pretest-posttest designs with control group with one month follow-up. Statistical population was all the elderly with mild Alzheimer's living in the elderly residential care centers in Shemiranat in Tehran provinc, in winter of 2018-2019 and spring and summer of 2019. The sample included 50 participants with mild Alzheime's by the physician's diagnosis and getting score between 20-25 in Mini-Mental State Examination(MMSE) meeting the other inclusion criteria of this study, was selected through purposive sampling and then the participants were assigned in experimental(25 patients) and control group(25 patients) by random assignment technique. The experimental group trained 45 minutes-1 hour twice a week for 20 sessions of cognitive rehabilitation intervention. Training of the control group was postponed for the another time. Data were collected by Wechsler Memory Scale Questionnaire(WMS-Q), Wisconsin Card Sorting Test(WCST), Cognitive Empowerment of the Elderly of Individual Changes Questionnaire(CEEIC-Q) and Life Satisfaction Index-Z(LSI-Z) in the elderly. The data were analyzed through repeated measures analysis of covariance.

The results showed that scores in(WMS-Q),(WCST),(CEEIC-Q) and(LSI-Z) had significant increase in the experimental group and fowllow-up showed These effects were maintained for one month.

it can be concluded that cognitive rehabilitation was useful for repairing cognitive impairments and improving life satisfaction in the elderly with Alzheime's and it is recommended to use this technique as a non-pharmacological treatment in these patients.

Attention Deficit / Hyperactivity Disorder is a disorder with cognitive impairment that standardized tests such as Wechsler use to diagnose these defects. Recently, neural network research has received special attention in psychological research. The aim of this study was to rank Wechsler's effective fourth and integrated subscales in predicting this disorder by neural network method.

The research sample was the students who referred to Shahriar Counseling Centers and were selected by the sampling method and 162 people were selected by clinical interview based on DSM5 criteria in the academic year of 1996-97. Attention Deficit Hyperactivity, Hyperactivity, and Combination Scores were determined by teachers by completing the Swanson and Neupleham questionnaire, and finally the Wechsler Intelligence Test was performed in the fourth version. The data were analyzed by neural network and MATLAB software. 40 subscales were identified as network inputs with 40, an intermediate layer with 42 neurons, and an output layer as the best network pattern.

In the combined type of subscales 1-complete the picture, 2-Capacity of letter-to-song, 3-Similarities, 4- Options of visual vocabulary, 5-Accidental deletion, In the type of hyperactivity 1- complete the picture, 2-Deletion Random, 3- Direct spatial capacity, 4- Cube design process and 5- Similarities, in the type of failure, attention 1-picture concepts 2-Similarities 3- Symbolism, 4- Number-letter sequence 5- Calculations of the most effective subscales Were(P <0.05).

The results showed that neural networking is a method capable of predicting attention deficit / hyperactivity disorder, and some of Wechsler's subscales are superior to others in identifying cognitive impairments.

The purpose of the present study was to investigate the effectiveness of a Cognitive Neuroscience Curriculum on improving executive functions and working memory in elementary students with mathematical learning disorder in Shiraz.

The research method is quasi-experimental. The statistical population of this study includes all students with math learning disabilities from Grades two to six in Shiraz District 2 and 4. Using simple random sampling, Thirty-one students were randomly selected and then randomly assigned to experimental and control groups. Training in the control group was based on the traditional teaching style and the curriculum patterns that were implemented. The training in the experimental group was based on a cognitive neuroscience curriculum model.

Findings showed that the difference between the mean scores of working memory in the post-test after pre-test control and in the experimental and control groups was equal to 8.740. And F equals 264/26 with a significance level of P≤0.001 and this shows that this difference is significant with pre-test control. In the executive functions section, the average score was 205.337 and the value of F was 2.94. There was a trend towards the effectiveness of the intervention, but no statistically significant difference was observed. Therefore, it can be concluded that the intervention had a positive and significant effect on working memory and an indirect effect on students' executive functions.

Cognitive neuroscience interventions can be an effective way to improve math learning disabilities by highlighting basic math learning skills.