Cognitive psychology
Faride Radpoor; Farideh Sadat Hosseini; Seyed Mousa Golestaneh; tayebeh ahmadshahi
Abstract
IntroductionPreschool education can act as a protective factor in children's development. High quality preschool education can moderate the impact of potential risks on cognitive development. In this age range, the cognitive development of children goes through its fastest possible state; And the quality ...
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IntroductionPreschool education can act as a protective factor in children's development. High quality preschool education can moderate the impact of potential risks on cognitive development. In this age range, the cognitive development of children goes through its fastest possible state; And the quality of the educational products of this course is of great importance and it is the cornerstone for their future education. Play therapy and art therapy are among the intervention methods that are widely used in today's societies to promote the cognitive development of children. The reason for using this method is that children may not yet be fully prepared from a developmental point of view, and since these methods are liked by children, it seems appropriate to use them as learning methods for children. Considering the importance of growth and promotion of various cognitive processes in preschool period and emphasizing the positive effect of indirect methods in this age period, the focus of the research is on the effectiveness of Lego therapy and painting therapy. Therefore, this research was conducted with the aim of comparing Lego therapy and painting therapy on the executive functions and visual memory of preschool children. MethodThe research method was semi-experimental with a pre-test, post-test and follow-up plan with a control group. The statistical population includes all the preschool children of Ahram city and the statistical sample was 27 preschool children in the age range of 4.5-6.5 years old, who were selected using the accessible method, but how they were placed in the experimental and control groups was random. Three weeks after the research, the follow-up period was done. The painting therapy protocol sessions were based on the Mohammadi protocol (2007) and there were 10 sessions of 40 minutes per session and two sessions were held every week. Also, the Lego therapy protocol sessions were ten sessions based on Asal and Asadian's protocol (2014), and each session lasted for 40 minutes, and two sessions were held weekly. Andre Ray's visual memory test (1942) and Ridley's Stroop test (1935) were used to collect data.ResultsThe research findings indicate that drawing therapy and lego therapy have an effect on children's visual memory and executive functions (P<0.05). There is no significant difference between the two methods in terms of impact on visual memory and executive functionsDiscussionPainting therapy and lego therapy interventions can develop cognitive processes in children in preschool age and can be used as two useful tools. These two methods are considered as new educational interventions that can be used to improve intellectual and mental foundations as well as talent identification of children in preschool age. Executive functions, whose major growth occurs in childhood, if well developed, can create appropriate problem-solving ability and mental flexibility in facing events in adulthood. Helping to develop visual memory also improves students' behavior and flexibility.
maliheh aminian; moslem asli azad
Abstract
IntroductionOne of the most common childhood neurodevelopmental disorders is attention deficit/hyperactivity disorder, which affects many aspects of development, including the development of social, emotional and cognitive functions in the home and school environment. Attention deficit/hyperactivity ...
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IntroductionOne of the most common childhood neurodevelopmental disorders is attention deficit/hyperactivity disorder, which affects many aspects of development, including the development of social, emotional and cognitive functions in the home and school environment. Attention deficit/hyperactivity disorder is characterized by unpleasant developmental disorders and impairment in gross motor activities, attention and impulsivity and affects 3–5% of children worldwide. These children are prone to many complications, including poor academic performance, behavioral disorders, communication disorders, social withdrawal and adjustment problems. Children with this disorder do not have the ability to pay close attention to details or make careless mistakes in schoolwork, work or other activities. They are often disorganized when performing activities and perform tasks carelessly and without sufficient thought. Accordingly, the purpose of the present study was to investigate the efficacy of play therapy based on a cognitive-behavioral approach on executive functions and social competence in female students with signs of attention deficit/hyperactivity disorder. MethodThe research method was quasi-experimental with a pretest, post-test, control group and two-month follow-up period design. The statistical population included female fourth- and fifth-grade students with Attention Deficit Hyperactivity Disorder in Zone 2 in the city of Shiraz in the academic year 2019-20. 27 students were selected through the purposive sampling method from the statistical population and randomly assigned to experimental and control groups. Then, the children in the experimental group received play therapy based on a cognitive-behavioral approach in 10 sessions of 50 minutes over the course of one month. The applied questionnaires included the Attention Deficit Hyperactivity Disorder Questionnaire (ADHDQ) (Brock, Clinton, 2007), the Social Competence Scale (SCS) (Cohen and Rosman, 1972), and the Executive Functions Questionnaire (EFQ) (Gerard et al., 2000). Mixed ANOVA and Bonferroni follow-up test levels were used to analyze the data. ResultThe results showed that the play therapy method based on a cognitive-behavioral approach has been effective on the executive functions and social competence of the students with signs of attention deficit/hyperactivity disorder (P<0.005). These results were stable in the follow-up period. Therefore, it is concluded that play therapy based on the cognitive-behavioral approach has had a significant effect on the executive functions and social competence of students with attention deficit/hyperactivity disorder by 59 and 60 percent. Statistical power also indicates high statistical accuracy and a sufficient sample size. ConclusionAccording to the findings of the present study, it can be concluded that play therapy based on a cognitive-behavioral approach can be used as an efficient method to improve executive functions and social competence in students with signs of attention deficit/hyperactivity disorder. Through increasing interpersonal and group communication skills, self-consciousness, and negative emotion coping skills, and problem-solving and decision-making skills.
mohammad vatankhah; seyed musa kafi; Abbas Abolqasemi; Iraj Shakerinia
Abstract
Abstract Due to the difficulty in emotion regulation and executive functions of obese adolescents, psychological interventions have a great importance. The aim of this study was to investigate the effectiveness of self-regulation training on weight control, executive functions and emotion regulation ...
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Abstract Due to the difficulty in emotion regulation and executive functions of obese adolescents, psychological interventions have a great importance. The aim of this study was to investigate the effectiveness of self-regulation training on weight control, executive functions and emotion regulation in overweight and obese adolescents. The research design was semi-experimental with control group. The statistical population of the study consisted of obese and overweight adolescents in Isfahan who referred to health centers in Isfahan in 1398. Samples were selected by convenience sampling from those referring to health centers in Isfahan. Research tools including Gratz and Romer (2004) emotion regulation difficulty questionnaire, Wisconsin and Stroop test were used to measure executive functions. Data were analyzed using multivariate analysis of covariance. The results of the analysis showed that self-regulation training was effective on participants' BMI, emotion regulation, and executive functions. However, BMI as the second independent variable was not effective in the results of the study. Behavioral regulation training is effective on body mass index, emotion regulation, and executive functions regardless of participants' level of obesity and overweight. According to the research results, it can be concluded that self-regulatory training can improve weight control, executive functions and emotion regulation of obese and overweight adolescents. These results can be explained as self-regulatory training has skills and exercises that it is closely related to eating behavior, emotion regulation, and executive functions.
