Cognitive linguistics
Mahdieh Rahmanian; Maryam Zamani; Sahrzad Pakdelan
Abstract
Introduction: Memory and concentration are two main components of cognitive functions that play a significant role in the human learning process. The purpose of this research is to compare the effectiveness of two therapeutic methods of mindfulness training and transcranial electrical stimulation along ...
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Introduction: Memory and concentration are two main components of cognitive functions that play a significant role in the human learning process. The purpose of this research is to compare the effectiveness of two therapeutic methods of mindfulness training and transcranial electrical stimulation along with N-Back memory strengthening exercise in improving the memory function and concentration of students. Method: The current research method is applied and the method of data collection is semi-experimental with a pre-test-post-test research design. In order to investigate the objectives of the research, 30 subjects were selected by available sampling method and randomly divided into two groups of 15 people. All participants performed Wechsler clinical memory test and TOVA test. Then one group underwent a mindfulness test and the other group participated in transcranial electrical stimulation sessions along with N-Back memory strengthening exercise. At the end, both groups were re-evaluated. Findings: The results of this research showed that both intervention methods, namely mindfulness training and transcranial electrical stimulation along with N-Back memory strengthening exercise, improve memory and concentration. Both methods had an effect on improving attention performance. In terms of memory components, the two groups differed only in the visual memory component. Based on the results, transcranial electrical stimulation combined with N-Back memory training was more effective than mindfulness training. Conclusion: According to the results, it seems that both methods are effective in improving attention, but biological treatments perform better. It will be when biological foundations and specific cognitive processes are considered.
Mohammad Oraki; hossin zare; zahra atar gasbe
Volume 6, Issue 2 , February 2018, , Pages 167-183
Abstract
Introduction:The purpose of this study was to investigate the effect of cognitive rehabilitation on working memory and academic achievement of children with Discalcula. Method: The present study was a semi-experimental design with pretest-posttest with control group. 30 students with 3rd to 5th grade ...
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Introduction:The purpose of this study was to investigate the effect of cognitive rehabilitation on working memory and academic achievement of children with Discalcula. Method: The present study was a semi-experimental design with pretest-posttest with control group. 30 students with 3rd to 5th grade math disorders who were selected by available sampling method were randomly assigned into two experimental and control groups. The experimental group in this study received the Wilson Cognitive Rehabilitation Program for 8 sessions and the control group was waiting for intervention. Conclusion: The results of Co-variance analysis showed that the scores of work memory and academic achievement in the experimental group were significant Increasedacademic achievement of children with mathmetics disorder. Results: Based on the results of this study, it can be concluded that cognitive rehabilitation can improve the educational achievement of children with maldistry to a degree.
Amir Azizi; Fazlollah Mir Drikvand; Mohammad Ali Sepahvand
Volume 6, Issue 1 , August 2017, , Pages 135-146
Abstract
Introduction: The aim of this study was to determine the effectiveness of cognitive rehabilitation on continuous attention, working memory and visual - motor perception in primary school students with specific learning disability. Methods: In this quasi -experimental study, 30 primary school students ...
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Introduction: The aim of this study was to determine the effectiveness of cognitive rehabilitation on continuous attention, working memory and visual - motor perception in primary school students with specific learning disability. Methods: In this quasi -experimental study, 30 primary school students with a learning disorder diagnosis in Tabriz Learning Center in 2016-2017 were selected through call method and using randomly were replaced into experimental and control groups (n = 15 per group). In all four groups of N-back, continuous performance test and visual perception -motor Bender-Gestalt as pretest and post-test completion. Cognitive rehabilitation was performed in the experimental group using Sund Smart software for 20 sessions of 30-45 minutes (3 times a week for seven weeks) and the control group did not receive any interventions. Data were analyzed using multivariate covariance analysis in SPSS.20 software. Findings: The multivariate covariance analysis showed that there is a significant difference between the mean scores of pre-test and post-test in the experimental and control groups in continuous attention variables and visual - motor perception, but there is no significant difference between the mean scores of the groups in the working memory variable at the evaluation stages. Conclusions: The use of cognitive rehabilitation is recommended in improving continuous attention and visual-motor perception in elementary school students with special learning disabilities.
