Showing 7 results for Response Inhibition
Bahram Peymannia, Hamid Poursharifi,
Volume 1, Issue 1 (12-2013)
Abstract
Executive function is a set of processes which is responsible for the cognitive, emotional, and behavioral and performance conduct of human being at the time of activities and problem solving. The aim of this study was the comparison of the executive function of the reorganization of thought in adolescents with cannabis abuse. This study is a casual comparison, so 50 adolescents with cannabis abuse who lived in Ahwaz’ juvenile institution and were between the age of 15 and 18 were selected and were compared with 50 normal adolescents of a high school in Ahwaz city, as the control group, who were similar to each other in terms of some demographical variables and who were selected through availability sampling. To collect the data, Gestalt test, TOVA test (as a continual performance test) and Vygotsky’s concept formation test were used. The data was analyzed through multivariate analysis of variance (MANOVA). The results showed that the adolescents with a cannabis abuse disorder had weaker performance in the behavior inhibition and reconstruction of thought than the normal adolescents and there was significant difference between these two groups. Generally speaking, considering the results of the study, i.e. the weaker performance of the adolescents with cannabis abuse disorder in executive functions (behavior inhibition and reorganization of thought) than the normal students, it seems that this weakness would lead to the inappropriate social behaviors, problems in decision making, inappropriate judgment, problems with innovation and change, distractibility and problems in various aspects of memory.
Seyyed Mohsen Asgari Nekah, Zohreh Abedi,
Volume 2, Issue 1 (6-2014)
Abstract
The aim of present Study was The effectiveness of neurocognitive Executive Functions based Play Therapy on improv the ability Response Inhibition,planning-organization and working memory with attention deficit hyperactivity disorder(ADHD: This study was a quasi-experimental design with pre test and post test control group. The study population consisted of children ages 7-12 years old was diagnosed with ADHD in mashhad city, Through Convenience Sampling ,Twenty four student with this disorder in Taha boys' primary school(District 5 Khorasan Razavi) were identified Through introducing the consultants and the SNAP-IV scale and Were randomaly embedded into both control and experimental groups Based on even and odd list. . Both groups were evaluated in two pre and post-test stages With software version of the Tower of London and stroop and Instrumental version Wechsler digit span test. The experimental group participated as a group in 12 sessions of Executive Functions based Play Therapy. The data were analyzed With univariate covariance analysis(ANCOVA). The result showed Executive Functions based Play Therapy significantly decreased in the post test interference score, delay time), and test time) and total time and data span a significant increase in direct and revers.neurological Functions based Play Therapy is recommended be used as a Natural Approach and non-instrumental as an effective psychological intervention in Designing and Presentation treatment protocols of attention deficit/hyperactivity disorder.
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Volume 3, Issue 3 (3-2016)
Abstract
Abstract
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.
Mr Reza Mohammadzadeghan, Mr Abolfazl Farid, آقای Gholamreza Chalabianlu Hasratanlo, آقای Javad Mesrabadi,
Volume 10, Issue 2 (10-2022)
Abstract
This research aimed to compare the effectiveness of mindfulness-based socio-emotional learning program with/and without Transcranial Direct Current Stimulation on sustained attention and response inhibition in children with attention deficit/hyperactivity disorder. This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population included all students aged 11 to 14 who referred to child and adolescent counseling centers in Khoy city in 2021-2022 year. 45 people with attention-deficit/hyperactivity disorder of the mixed type were selected from among those who refer to the treatment centers by the purposeful sampling method and randomly replaced in two experimental groups and one control group. The first experimental group received the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation and the second experimental group received the mindfulness-based socio-emotional learning program for 8 weeks, but the control group did not receive any intervention. All participants were measured before and after the training using continuous performance test and GO/NO-GO test. For data analysis, multivariate covariance analysis was used in SPSS program. Data analysis showed that mindfulness-based socio-emotional learning combined with Transcranial Direct Current Stimulation compared to the other two groups and mindfulness-based socio-emotional learning compared to the control group were more effective on sustained attention and response inhibition. According to the findings, it can be suggested that the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation is an effective intervention to improve the cognitive functions of children with attention deficit/hyperactivity disorder.
Mr Mohammad Reza Zoghi Paydar, Miss Nasrin Yousefi,
Volume 10, Issue 4 (3-2023)
Abstract
In different parts of the world, people speak different languages to each other. Some parts of the world are more linguistically rich and more than one language is spoken in those regions. The aim of this study was to evaluate and evaluate the executive functions of the brain including cognitive flexibility, selective attention and response inhibition in monolingual and bilingual male and female students of Bu Ali Sina University of Hamadan. This research has been done by descriptive and causal-comparative method using complex Stroop computer test. The statistical population selected for this study were bilingual and monolingual students of Bu Ali Sina University. The test was performed on 214 male and female students. Data obtained from 165 students were analyzed by independent t-test and one-way analysis of variance. The obtained results showed that there is a significant difference between gender and executive functions studied in this study. But there was no significant difference between bilingual and monolingual individuals with these functions. In this study, we concluded that gender affects the executive functions of the brain, but bilingualism and monolingualism do not affect the executive functions of the brain.
Sima Eivazi, Jahangir Karami, Kamran Yazdanbakhsh,
Volume 10, Issue 4 (3-2023)
Abstract
Dysgraphia is one of the common symptoms of specific learning disorders. children with dysgraphia have several cognitive problems. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving executive functions (working memory and response inhibition) in children with dysgraphia. The present research was semi-experimental in the form of pre-test-post-test with a control group. The statistical population of the research was students with dysgraphia who referred to education counseling centers in Kermanshah city in 1401. Among them, 40 people (initially 20 people in the experimental group and 20 people in the control group, but one of the control group was removed by the end of the experiment) who were willing to cooperate and were also available were selected and then randomly divided into experimental and control group. Then, in both groups, the pre-test was implemented, and after that, the experimental group received 12 intervention sessions of the HAMRAH cognitive rehabilitation package, but there was no intervention for the control group. Then, a post-test was performed for both groups. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving working memory and response inhibition in children with dysgraphia (P<0.01). It is suggested that the HAMRAH cognitive rehabilitation package be used in medical centers by mental health specialists, along with other treatment methods, in order to improve working memory and response inhibition for children with dysgraphia
M.a Student Elaheh Shirovi, Dr Shekoofeh Mottaghi, Dr Afsaneh Moradi,
Volume 11, Issue 1 (5-2023)
Abstract
Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), software tests of Wisconsian card sorting (Grant and Berg, 1984), go /no go (Hoffman, 1984) and mind reading through eye images (Baron-Cohen et al., 2001) were used. For data analysis, Pearson's correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions.
