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Showing 5 results for Reaction Time

H. Zare, P. Nahravanian,
Volume 1, Issue 1 (12-2013)

The goal of the present study was to investigate the impact of the attention training on the visual search in normal adults and children. In this study, using purposive random sampling, 60 subjects (30 adults and 30 children) were selected. The tools used in this study were concentrated attention test, mini mental state examination and researcher made questionnaire which was used to control the variables. First, the pre-test (concentrated attention) was performed and then the adults has underwent five 35 minutes sessions of training for three weeks and the children has underwent ten 45 minutes sessions of training for five weeks, and finally post-test was performed for the two groups. Data was analyzed using multivariate analysis of variance. Analysis of the data showed the significant impactof the attention trainingon the rate of correct responding and the reaction time of visual search. Given the impact of the attention training on the visual search, the importance of these trainings in process shaping, correct cognitive processes, paying attention to the target stimuli and quick, accurate responding become more and more clear.

D. Hezaree, K. Rasulzadeh, A. R. Moradi, M. J. Asgari,
Volume 1, Issue 1 (12-2013)

The present research aims at comparing the effectiveness of Cognitive Behavioral Therapy (CBT) and Behavioral Activation Therapy (BAT) in the improvement of cognitive functions (working memory and simple reaction time) in the heroin abusers in Afghanistan.
To this end, through a semi-experimental design including two groups with pre test and post test, 30 heroine abusers referring to the abstinence center of Universal Kabul Physicians were selected by the availability sampling and were then divided into the two groups of experimental 1 (CBT) and expeerimental2 (BAT).  Both groups were first administered the Working Memory Inventory, one of the subscales of Wexler Memory Test (the third edition) and the Stroop software to be evaluated on the working memory and the reaction time. Then the experimental group1 was administered cognitive behavioral therapy and the experimental group2 was administered behavioral activation therapy within 10 sessions of group therapy.
The analysis of the findings indicates that there is a significant difference between the two groups in terms of working memory and simple reaction time. The findings indicate that behavioral –cognitive therapy is more effective in the improvement of working memory and the behavioral activation therapy is more effective in the decrease of the reaction time of heroine abusers. Therefore, both therapy methods are applicable in the improvement of cognitive functions for heroine abusers.  

F. Ghadiri, A. Bahram, A. Rashidipoor, S. Zahedi Asl,
Volume 1, Issue 2 (3-2014)

The Purpose of this study was investigating the effects of the emotion elicitation on the enhancement of the implicit motor memory. To achieve this goal, of the students of Kharazmi University, 40 undergraduate students (20 male and 20 female students), who were accessible, were selected, and then they were divided randomly into two emotional and neutral groups: in each group there was 10 men and 10 women. Serial color matching task was considered for this study. The experiment included two periods: acquisition and remembering period. In the acquisition period, all groups practiced the task for six blocks of 150 trials with the repetitive and random frequency. During the acquisition period, the emotion of a group was aroused by the method of manipulating failure while the other group was in a neutral situation. During the experiment, the changes occurred in the density of the salivary cortisol and anxiety was measured. The Results showed that increasing the emotion of the task could increase the density of the salivary cortisol and anxiety. Furthermore, while the neutral group had no enhancement in SCRT learning during the 24 hours, the emotional group showed substantial enhancement during the same period of time.  

S. Hamideh Bakhshayesh, Fatemeh Bahmani, Mohammad Kamali,
Volume 2, Issue 1 (6-2014)

In this study was tested the effect of psychology pressures on the serial reaction time task. In this research served 75 right-handed participants, were randomly assigned to three experimental condition (each group consisted of 25 students), including the outcome pressure, monitoring pressure and control groups. First of all groups practice serial reaction time and then test stage was performed by applying pressure conditions for the group. Results repeated measures ANOVA showed that subjects in the monitoring pressure group had decrement performance higher than the other groups in the test phase. Skill failure and success depends in part on how the performance environment influences attention and the extent to which skill execution depends on explicit attentional control.

Marzie Samimifar, Sahar Bahrami-Khorshid, Soghra Akbari Chermahini, Maryam Esmaeilinasab, Elham Fayyaz,
Volume 8, Issue 3 (12-2020)

Recent research has indicated the influence of bilingualism on many cognitive and emotional processes. The aim of the present study was to investigate the role of bilingualism in processing anger in Turkish-Persian bilinguals’ first (L1) and second (L2) language. To achieve this goal, 18 Turkish-Persian sequential bilingual students with an average age of 26 from different universities in Tehran were selected with targeted sampling to participate in this quasi-experimental research. Participants completed the language history questionnaire, the General Health questionnaire, and the Positive and Negative affect schedule questionnaire, in addition to a computerized task designed to induce anger and determine the meaningfulness of Turkish and Persian words and non-words. Repeated measures ANOVA revealed that the participants significantly spent more time on determining the meaningfulness of words when they were induced with anger in comparison to the normal condition. Moreover, they were significantly slower in selecting Turkish words compared to Persian ones. Regarding the comparison of the two languages in both conditions separately, paired comparison results demonstrated that participants’ reaction time to Turkish words in anger inducing conditions was significantly longer. Thus, it could be proposed that Turkish-Persian bilinguals are more involved in their first language in emotional states, specifically anger states, and the Turkish language has more and deeper emotional associations for them, hence their emotional involvement is stronger for their mother tongue than for their second language.

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