Showing 4 results for Emotional Working Memory Training
Zobair Samimi, Somayeh Ramesh, Moslem Kord Tamini,
Volume 4, Issue 3 (12-2016)
Abstract
Being behavioral inhibition problems in people with obsessive-compulsive disorder outstands need for more notice to new therapeutic methods. Therefore, The aim of this study was to investigate the effectiveness of emotional working memory training on improvement behavioral inhibition of people with obsessive-compulsive disorder. For this purpose, 20 people with obsessive-compulsive disorder were selected available sampling by using 2 instruments (SCID-I) & (YOCS) .Then they randomly divided into two groups, control and experiment. The experimental group participants were under emotional working memory training during 20 sessions. All participants were assessed during pre-training and post- therapy by go /nogo task. The results of multivariate analysis of covariance showed that there is a significant difference in go /nogo omission error and reaction time between two groups in post-test stage and scores of experimental group were less than the control group.
Regarding to the current study, it can be said that emotional working memory training is an appropriate choice for improvement behavioral inhibition of people with obsessive-compulsive disorder.
Zobair Samimi, Somayeh Ramesh, Javad Afzoon, Sayed Ali Kazemi Rezaei,
Volume 5, Issue 1 (6-2017)
Abstract
The failures of memory function in post-traumatic stress disorder and its relationship with severity of symptoms need to take new approaches to improve the memory performance in patients. The aim of this study was to investigate the Effectiveness of emotional working memory Training on improvement memory in adolescents with Post- Traumatic Stress Disorder (PTSD). For this purpose, 4 adolescents (M: 2 F: 2) were selected available sampling by using 2 instruments (SCID-I) & (IES-R) The selected people– one by one were under emotional working memory training during 20 sessions. All people were assessed during three stages (pre-training, post- training and 2 month follow up) by children' Wechsler Digit Span Test (direct and reverse). Data were analyzed using the indices for trend changes, slope and the visual inspection of the charts; recovery percent index and effect size were used to determine the clinical significance. The results showed that emotional working memory training lead to increase in ability of participants in memory from pretest to follow up who suffering from Post- Traumatic Stress Disorders. Regarding the current study, it can be said that emotional working memory training is an appropriate choice for increase in memory in adolescents suffering from Post- Traumatic Stress Disorder
Somayeh Ramesh, Zobair Samimi, Ali Mashhadi,
Volume 6, Issue 1 (6-2018)
Abstract
The aim of this study was to investigate the Improvement cognitive inhibition of children with attention deficit / hyperactivity in the context of emotional working memory training. The 20 children with attention deficit / hyperactivity were selected available sampling and using diagnostic tools (SCID-I and SNAF-IV) and randomly assigned to two experimental and control groups. The experimental group were trained in emotional working memory for 15 sessions of 40-30 minutes during 15 days, while the control group did not receive such training. Both groups were tested in pre-test and post-test by classic Stroop test. The results of multivariate analysis of covariance showed that emotional working memory training has leads to Improvement cognitive inhibition in the experimental groups in comparison with the control group. Thus, it can be concluded that that emotional working memory training can as a viable option for improvement cognitive inhibition in children with attention deficit / hyperactivity disorder be regard to specialists and researchers
Zobair Samimi, Abolfazl Farid, Ramin Habibikaleybar, Javad Mesrabadi,
Volume 7, Issue 2 (11-2019)
Abstract
The purpose of this study was to compare the effectiveness of emotional working memory training and neutral working memory training on improving cognitive functions and decreasing test anxiety symptoms in a group of university students. 60 students with high test anxiety were selected with Spielberger test anxiety inventory. Subjects were divided into three groups: emotional working memory training, neutral working memory training and control. Subjects in the experimental groups received 15 minutes of 45 sessions of emotional and neutral working memory training, while the control group received no intervention. All participants were assessed before and after training using Spielberger test anxiety inventory, Wechsler Digit Span Test, and continuous performance test. Data were analyzed using multivariate analysis of covariance in SPSS-22. Result showed that the subjects in the emotional working memory and he neutral working memory group had a significant improvement in the symptoms of anxiety, direct and inverse Digit Span Test, omission error, commission error and reaction time compared to the control group. The results also showed that the subjects in the emotional working memory group had higher improvement in Emotionality (emotional component of test anxiety) and presentation error compared to the neutral working memory group. Based on the results of the present study, the use of working memory-based computer training, especially emotional working memory, can be suggested as an effective intervention to reduce test anxiety symptoms and improve working memory and sustained attention.
