JOURNAL OF NEUROPSYCHOLOGY
Year:2019 | Volume:5 | Issue:3 (18) |Papers Count:8

Aim: In the present study, the ffectiveness of teaching neuropsychological skills on Braille writing and Braille reading of students with visual impairment in Shaghayegh elementary school of Yasuj was examined. Method: The study ueses a semi-experimental design and pre-test-post-test with control group. The statistical population includes all first to the sixth grade students with visual impairment. The sample included 24 students with visual impairment (12 students recieved neuropsychological training and 12 students recieved no intervention) by available sampling method. The instrument used in this study was neuropsychological interventions and a researcher-made test of Braille writing and Braille reading. Data were analyzed using SPSS21 software and covariance analysis. Findings: Results showed that the scores of experimental group students in writing speed, reading speed, reading comprehension, and accurate reading were significantly higher than those of the control group students (P ≤ 0. 001). However, the scores of the experimental group students in the incorrect writing were significantly lower than those of the control group (P ≤ 0. 001). Conclusion: Neuropsychological skills training can be an effective approach in Braille writing and Braille reading.

Aim: The aim of this study was the effectiveness of cognitive rehabilitation on Improvementeveryday memory of patients with ischemic stroke. Method: This study was quassi experimental one with pre-test and post-test. The sample included 20patients with ischemic stroke who were randomly selected. They hadnot significant difference in terms of the duration of the disease, the type of stroke and Neurological problems, then they Were assigned randomly into two experimental and control groups. Cognitive assessment of patients including pre-intervention, evaluation immediately after intervention and five weeks after intervention using Sunderland everyday memory Questionnaire (1983) was done. The experimental group received cognitive rehabilitation program as one-hour weekly sessions for eight weeks and the control group did not receive any intervention. Data were analyzed by Repeated Measure. Findings: Results indicated that cognitive rehabilitation had a positive effect onimproving the everyday memoryfunction of patients with ischemic stroke in the experimental group(p<0/05)These results were also obtained at the follow-up stage, which was 6 weeks after the cognitive intervention. Conclusion: according to the resultthere is evidence for the effectiveness of cognitive rehabilitation program in the everyday memory in patients with stroke. Cognitive rehabilitation can improve memory disorders, and have a positive effect on memory performance in these patients.

Aim: The relation between cognition and emotion has always been interesting for researchers. Although they are separate domains, they interact with each other. The purpose of this study was to investigate the influence of shame and guilt emotions on phonological loop and visuSpatial Sketchpad of Working Memory. Method: A quasi-experimental pretest-posttest design was applied in this research. Sixty university students were selected through convenience sampling. Adult Wechsler test (digit span Test) and corsi blocks task were used for data collection. Results: The results of covariance analysis showed that shame and guilt emotions significantly affected phonological loop and visual-spatial working memory. Conclusion: Shame and Guilt Emotions can negative influence on working memory performance.

Aim: The impairment in Cognitive functions is common symptoms of Depression. The purpose of this research is investigation of the effect of transcranial direct current stimulation (tDCS) on risky Decision-Making and reaction times (RT) in patients with Depression. Methods: Thirty university students with depressive symptoms who were referred to the Counseling Center of Azarbaijan Shahid Madani University were selected and randomly divided into two groups: experimental and control groups (n=15 per group). The experimental group received anodal-tDCS stimulation over the left DLPFC for two weeks, 5 days a week and each session for 20 minutes. Risky decision making and reaction time were assessed by Balloon Analogue Risk Task (BART) and reaction timer apparatus, respectively. The obtained data were analyzed using covariance analysis and paired t-test. Findings: The Results showed that the reaction times of both hands and feet was significantly faster in experimental group than sham group (p <0. 05). Moreover, adjusted mean number of pumps (AMP) was lower in the experimental group than in the control group, during the BART task. Conclusion: according to our result, anodal tDCS stimulation reduced reaction time and decreased risk-taking behaviors. Therefore, transcranial electrical stimulation can be used as a non-pharmacological and safe intervention to improve cognitive impairment to enhance the cognitive functions in people with depression.

Aim: Major depressive disorder is a prevalent psychiatric disorder in which an emotional processing problem is one of the main characteristics of the disorder. Research demonstrates the role of cortical electrical activity components in emotional processing in depression disorder. So the aim of the study is to determine the role of cortical coherence in predicting emotional processing in patients with major depressive disorder. Method: 60 patients with major depressive mood disorder selected based on DSM-5. Cortical electrical activities of patients recorded by 21 channels EEG & coherence of different bands for anterior, central & posterior regions in two hemispheres calculated by neuro guide software. Emotion processing evaluated by Williams et al (2008) emotional faces detection task. Findings: Regression analysis indicated that coherence of alpha in anterior, beta in central regions of the left hemisphere, and alpha in anterior & beta in posterior regions in right hemisphere predicted positive emotion processing. Also, Coherence of theta & alpha bands in anterior regions in the left hemisphere positively, and left central & right posterior beta bands negatively predicted negative emotion processing. Conclusion: The coherence of theta, alpha & beta bands in anterior & posterior regions play a key role in predicting emotional processing in depressive patients. The results indicated that the anterior regions detect the type of emotion & posterior regions detect arousal severity.

Aim: Regarding the problems of people with ADHD and attention deficit hyperactivity disorder and its importance in the quality of social relationships, the present study was conducted to investigate the effect of neurofeedback therapy on improvement of eye emotion recognition. Method: For this purpose, 24 adults including 12 males and 12 females between the ages of 19 to 25 years were selected and divided into experimental and control groups. The subjects were evaluated by an adult ADHD test and interview, and provided that no other symptoms of mental disorders were measured by the SCL-90 test. All subjects were recorded electroencephalographically and all responded to eye emotion recognition test. The experimental group also participated in 15 sessions of neurofeedback treatment and then both groups were reevaluated. Results: The results showed that the experimental group performed better than the control group after the neurofeedback sessions and the difference between them was significant. Conclusion: According to the findings of this study, it can be concluded that individuals' performance in emotion recognition is not limited to classical mirror neurons and emotional processing takes place in areas beyond what is known as mirror neurons.

Aim: A high percentage of children with learning disabilities, the most common of which is disordered reading or dyslexia, and one of the areas affected by poor performance, finding ways to improve performance can lead to academic achievement and preventing a student from preventing failureThe purpose of this study was to determine the effect of teaching self-regulation learning strategies on memory and inhibition of dyslexic students. Metod: The design of this semi-experimental study was a trial and control group in which 30 dyslexic students of elementary school students were selected through a sampling method. The statistical population of the elementary school students was dyslexic Education in Mashhad in the academic year of 97-96. Subjects were trained in eight 90-minute sessions once a week. Findings: The results of the research showed that training of selfregulation learning strategies on working memory and inhibition of dyslexic students' response was effective in collecting data. Conclusion: Based on this, it can be concluded that self-regulation learning on the components of executive function can be an effective therapeutic approach for dysfunctional students.

Aim: Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders in children. The aim of this study was The Effect of Brain cognitive interventions on executive functions in children with attention deficit hyperactivity disorder. Method: The method of this research was semi-experimental and applied in terms of its purpose, which was done using a pre-test-post-test design with control group. 30 children with attention deficit hyperactivity disorder participated in this study. At the pretest stage, Selected Attention Test was taken by Strop Effect on Psychological Refractory Period test. The participants were randomly divided into experimental and control groups of 15. The experimental group received Brain cognitive interventions for 12 sessions per hour and for 4 weeks (3 sessions per week). During this period, no intervention was performed in the control group. After the end of the intervention period, a post-test was taken. Data were analyzed by covariance analysis using SPSS_22 software. Results: The results showed that Brain cognitive interventions is affected by focused Selective Attention (P <0. 001) and divided (P <0. 002). Conclusion: In a general conclusion, it can be argued that presentation of Brain cognitive interventions could improve executive functions such as focused selective attention and divided selected attention in children with attention deficit hyperactivity disorder.