JOURNAL OF NEUROPSYCHOLOGY
Year:2017 | Volume:3 | Issue:2 (8) |Papers Count:7

Introduction: Problems reading and math ability is one of the most fundamental problems faced by children with learning disabilities. This study aimed to investigate the effects of neuropsychological rehabilitation of attention and memory performance of students with learning disabilities in dyslexia & Dyscalculia was performed.Methods: This study is a quasi-experimental design with three test groups, respectively. The study sample was the city of Tabriz in 2016, and samples were selected from the divisions of learning disorders. Sampling was random.This means that people with a learning disability but did not intervene for them. The number of treatment sessions 20 sessions and each session lasted 45 minutes.Instruments included neuropsychological rehabilitation program Sound Smart computerized test of attention and memory selected - the attention is scattered. Data analysis was performed using multivariate analysis of covariance.Findings: Data analysis showed that mean scores of pretest and post-test experimental and control groups there was a significant difference (P<0.01) so that neuropsychological rehabilitation can improve attention and memory in students with mathematics learning disabilities and has been read.Conclusion: This study showed that neuropsychological rehabilitation can be used as an effective way to improve attention and memory in people with learning disability in dyslexia & Dyscalculia are used.

Introduction: The aim of present study was investigating effect of rTMS on improvement working memory and symptom of bipolar disorder in subjects.Method: To do so, 30bipolar disorder were selected among Tehran clinics’clients using Purposeful sampling. For assessing working memory, N-back test was conducted by all subject For assessing bipolar symptoms, Beck Depression Inventory and Young Mania Inventory was conducted by all subjects.Subjects were divided into two groups; 15 subjects received rTMS and rest of them that is called control group didn’t receive it. Training sessions were conducted for 20 days; each day one session -20 minutes. Data were analyzed using Analysis of Covariance (ANCOVA).Findings: The results showed that effect of rTMS on working memory performance and bipolar symptoms improvemen thas been effective.Conclusion: The results of this study showed that rTMS can improve working memory performance and improve symptomsin subjects with bipolar disorder.

Introduction: This survey was done in order to consider the impact of trans cranial direct current stimulation on the visual/ spatial working memory in the area of dorsolateral prefrontal cortex.Methods: This survey plan was experimental in the kind of pretest/after test together placebo group and arbitrary selection. The study sample contains 20 boy students with dyslexia with 8 to 10 years old that have inclusion criteria in this study. Two kinds of anode and sham stimulation, with 1.5 mA circuitry for 20 minutes and 15 minutes phonological awareness training on 20 participants in 10 sessions were presented. The participants before and after stimulation with N- Beck task, Shirazi and Nilipour reading test were tested.Findings: The covariance results showed that anode stimulation has a significant impact on improving performance in the visual/spatial aspect of the working memory compared to the sham stimulation.Conclusion: Overall, this study showed that the anode stimulation increased and improved individual performance on tasks involving visual working memory and has led to improved dyslexia in children.

Introduction: The Gray bio personality theory is an important theory in explaining of individual differences. This study aimed to compare of brain-behavioral system activation between individual and group sports majors.Method: The research design was a comparative and the statistical population included professional athletes in different sports in Isfahan and Shahrekord in 2015. The using convenience sampling, 120 participants selected, including 4 groups of 30 athletes in individual/ sports. The research instruments included Gray- Wilson Personality Questionnaire, which were completed by the participants. Data was analyzed using analysis of covariance by SPSS.23. Findings: Results showed a significant difference between the individual and team athletes in approach. No significant difference was observed between the two groups in other research variables.Conclusion: According to this results, there is a significant difference between component of Approach personality in individual and group sports majors that means differences of levels of positive reinforcements.

Introduction: The purpose of present study was to examine the effects of action observation and motor imagery on mu rhythm suppression in basketball free throw shot.Methods: 10 novice male students (mean age: 23.2±1.5 years) voluntarily participated in this study. The observation and imagery’ order was counterbalanced. Participants’ Brain Waves were recorded by electroencephalograph in four conditions, open and closed eye resting, observing and imagery of free throw shot in external perspective. Mu rhythm Suppression was calculated as a ratio of the alpha power during observation and imagery relative to the alpha power in the baseline conditions (open and closed eyes rest).Findings: Results of ANOVA (2×3) with the within-subject factors of condition (Observation, Imagery) and brain area (C3, CZ, C4) relative to the resting period with open and closed eyes showed that only the main effect of the condition were significant (P£0.01), so that, there were significant differences between mu rhythm suppression in observation and imagery conditions. In other words, mu rhythm in observation condition was more significantly suppressed compared to the imagery condition (P£0.01), but the main effect of brain area and the interaction of both variables were not significant.Conclusion: Results of present study suggest that more mu rhythm suppression in action observation compared to imagery condition reflects more reactivity of mirror neurons to action observation. It appears that observation is more effective strategy in educational situation.

Introduction: The weakness of visual perception skills, is one of the causes of specific learning disability. Cognitive rehabilitation, and cognitive- behavioral play therapy, neurofeedback intervention training common in people with learning disability is special. The aim of this study was to compare the effect of cognitive rehabilitation, cognitive- behavioral play therapy, neurofeedback and on on visual –motor perception in primary school students with specific learning disability.Method: This study was quasi-experimental with pretest-posttest control group. The study population consisted of all elementary school students, who with diagnosis of learning disabilities in learning centers in Tabriz 2016-2017 had received the interventions were necessary. A sample of the target population purposive sampling, 60 students were selected and using randomly into three experimental groups and one control group (n=15 per group) were replaced. In all four groups of visual perception- motor Bender-Gestalt as pre-completion and after 20 sessions of cognitive rehabilitation, 20 neurofeedback sessions and 8 sessions of cognitive- behavioral play therapy re-test was performed for each of the four groups. Data using descriptive statistics such as mean and standard deviation and inferential statistics such as Multivariate regression analysis and analysis of variance Mixed were analyzed software SPSS.20.Findings: The results of the multivariate regression analysis showed that cognitive rehabilitation training, neurofeedback and cognitive- behavioral play therapy on visual perception- motor elementary students with specific learning disorder, affects (P<0.001). Bonferroni test results showed that the effectiveness of cognitive rehabilitation but, neurofeedback and play therapy, cognitive- behavioral play therapy on visual perception- motor elementary students with specific learning disorder, there is no significant difference (P<0.001).Conclusion: It seems that the use of cognitive rehabilitation training, neurofeedback and cognitive- behavioral play therapy shared equally in improved visual perception- motor, elementary students with learning disabilities in particular, can be used.

Introduction: Obesity and overweight is One of the problems of this century in the field of mental health that according to the World Health Organization, The rate of obesity has doubled since 1980. The aim of this study is to examined the comparison of neurofeedback and medication efficacy on food craving, emotional eating and mental health of overweight women.Method: For this purpose 45 overweight persons were selected that randomly allocated to one of neurofeedback, medication and control groups. All three groups completed Food Cravings Questionnaire- Trait, Dutch Eating Behavior Questionnaire and General Health Questionnaire before and after treatment.The data have been analyzed by MANCOVA and ANCOVA. Findings: The results were shown no significant difference between experimental groups in food craving and mental health.. That means, the medication and neurofeedback are equally effective on food craving and mental health.Conclusion: Consequently the result of study shows that neurofeedback training like pharmacotherapy could be consider as a therapeutic intervention in overweight and obesity. Given that neurofeedback method had minimal complication and reversible, considered be as adjunctive treatment of obesity and overweigh.