S. Rajabi; M. Narimani; A. Abolghasemi
Abstract
The main purpose of this study was investigating the efficacy of neurofeedback on intellectual functioning and attention of children with dyslexia. The study population included all male dyslexia students, referred to a learning disability center in Ardebil in 1389. From these, 31 person agreed to participate ...
Read More
The main purpose of this study was investigating the efficacy of neurofeedback on intellectual functioning and attention of children with dyslexia. The study population included all male dyslexia students, referred to a learning disability center in Ardebil in 1389. From these, 31 person agreed to participate in this study. Tools used in this study were neurofeedback System (NFT), Vanderbilt ADHD Rating Scale (parent form), Continuous Performance Test (CPT), Impaired Reading Test, Wechsler Intelligence Scale for Children, Revised, and a researcher-made questionnaire. Multivariate analysis of variance showed a significant improvement in the Wechsler post-test, and the two-month follow-up, in real neurofeedback group, compared to mock neurofeedback group. The results also indicated a significant improvement in post-test and follow-up of Continuous Performance Test (i.e. correct responses, error elimination and error present). The results of this study suggested that neurofeedback is an effective and sustainable method to reduce attention problems and increase intelligence of students with dyslexia, compared to the placebo group.
M. Narimani; A. Ghasempour; A. Abolgasemi; Sh. Hasanzade
Volume 17, Issue 2 , December 2010, , Pages 143-164
Abstract
The aim of the current study is to compari emotional facial expressions from recognition and cognitive processing in schizophrenic and normal people. The research made use of causeal-comparative. The sample of this study inculeded 60 patients with schizophrenia (30 persons of paranoid and 30 persons ...
Read More
The aim of the current study is to compari emotional facial expressions from recognition and cognitive processing in schizophrenic and normal people. The research made use of causeal-comparative. The sample of this study inculeded 60 patients with schizophrenia (30 persons of paranoid and 30 persons of disorganized) and 30 normal persons. Sex, age and education were controlled for the study. For data collection the emotional facial expression recognition test, Wechsler memory test, Stroop test and information processing questionnaire were used. To analyze the data multivariate analysis of variance (MANOVA) and LSD as post hoc test were used. Results showed significant differences among the three groups in emotion facial expression from recognition and pepole with schizophernia demonstrated deficits in emotion facial expression from recognition. Also, people with paranoid schizophrenia performed better than the range of people with schizophrenia. Moreover, a significant difference was observed among the three groups in processing speed, information processing and verbal and non-verbal memory. People with schizophrenia of the disorganized type of variables of information processing, verbal and nonverbal memory were worse. In terms of processing speed, the normal people conditions were better than the other groups, but no significant differences between the two groups with schizophrenia in terms of these variables were observed. Defect in emotion facial expression from recognition and cognitive processing in schizophrenic patient waslower than normal persons. Also, these defects in disorganized patient were more prominent, in than paranoid patients. The results of this study have important implications for treatment and follow-up in schizophrenia.
M. Narimani; A. Abolgasemi; A. Soleymany
Volume 17, Issue 1 , June 2010, , Pages 103-118
Abstract
The main objective of this study was to compare the emotional intelligence components of blind and normal students. The statistical population of the present research was the students who were studying in guidance and high schools in 1378-88 school year. The number of blind and normal students were 60 ...
Read More
The main objective of this study was to compare the emotional intelligence components of blind and normal students. The statistical population of the present research was the students who were studying in guidance and high schools in 1378-88 school year. The number of blind and normal students were 60 (30 boys and 30 girls) each. Bar-On Emotional Intelligence Questionnaire was also used. Meanwhile, the method was casual-comparative and the data was analyzed by MANOVA. The results showed that there was a significant difference between blind and normal students in components of sympathy, self-esteem, impulse control, stress tolerance, optimism, happiness, self-expression, reality testing, plasticity, responsibility, self-actualization and independence. But in components of problem solving, emotional self-awareness and interpersonal relations there wereno significant differences between blind and normal students.
