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Volume 3, Issue 3 (3-2016)


The aim of this study was to investigate the Relationship Between Negative Mental Imagery and Executive Functions in People with Social Anxiety Disorder. 300 students were randomly selected in Kharazmi University students and then click SPIN questionnaire and answer questions about mental imagery semi-structured interviews with 60 subjects were selected. 20 of whom had symptoms of social anxiety and negative images, 20 people with social anxiety have a lower specification and images were negative and 20 patients with social anxiety had lower specification and images were negative. Stroop test, word is marked with the letters, Tower of London test was conducted on three groups. But social anxiety group was weaker than normal group with in next time thinking of the Tower of London test and. Three Stroop reaction time, high-frequency words, the previous time thinking and movements showed no significant difference in the Tower of London. Modified negative mental imagery in the social anxiety disorder can be associated with better performance on the executive function of individuals with this disorder.

Nahide Bagerpour, Ramin Habibi-Kaleybar1, Javad Mesrabadi,
Volume 7, Issue 4 (2-2020)

The aim of this study was to investigate the effect of training neuropsychological executive functions on metamemory, planning and problem solving in students with mathematics disorder. This research is semi-experimental and its design includes pre-test and post-test as well as a control group. The population of this research were female students with mathematics disorder from the third to sixth grade of primery school, who had been to the Isar Specialty Learning Problem Instruction Center in 2017-2018. Thirty of them were selected by available sampling and were divided into experimental and control groups. Initially, both groups were tested by Wechsler Intelligence Test and K-Mathematical Test. Both groups were assessed by pre-test and post-test using the Metamemory Questionnaire and the Tower of London Questionnaire. The experimental group received 10 sessions for 3 months, while the control group did not receive any training. The results of multivariate analysis of covariance indicated that there was a significant difference between the two groups in terms of metamemory, planning and problem solving. This means that training executive functions has been able to increase the amount of metamemory, planning and problem solving for students with mathematics disorder. The results of this study can be used in the education and treatment of students with mathematics disorder and executive functions should always be considered as a key factor.

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