A Review on the Behavioral Tests for Learning and Memory Assessments in Rat (original) (raw)
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پژوهش در مدیریت ورزشی و رفتار حرکتی, 2022
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دانشگاه علوم پزشکی بوشهر، طب جنوب, 2016
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The Neuroscience Journal of Shefaye Khatam, 2015
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Zenodo (CERN European Organization for Nuclear Research), 2023
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.
Research in Sport Management and Motor Behavior, 2021
Self-report psychological questionnaires are important tools for assessing cognitive and emotional status of athletes. Therefore, the purpose of this study was to investigate the psychometric properties of test of performance strategies (TOPS) among athletes. For this purpose, 209 males (n=125) and females (n=84) national and champions athletes aged 15 to 18 completed TOPS measure. It was used confirmatory factor analysis to test the construct validity of questionnaire and Cronbach's alpha coefficient for testing internal consistency of each factor items. The results of factor analysis identified eight subscales of goal-setting, automaticity, emotional-control, imagery, activation, positive self-talk, relaxation, attentional control/negative thinking for the practice and competition. The results of the Cronbach's alpha coefficient indicated appropriate internal consistency of subscales items of practice (.70 to .95) and competition (.77 to .88). It seems that this questionnaire is an appropriate tool for measuring psychological skills among young athletes.
2020
Background and Purpose: Researchers and practitioners in the field of specific learning disabilities have applied different therapeutic methods in their experimental and quasi-experimental studies to help individuals with this disorder and to solve their academic problems. Current study, using metaanalysis methodology, aims to investigate the effectiveness of therapeutic-training interventions on the improvement of specific learning disorder. Method: This meta-analysis study included all the national researches available in the area of therapeutic-training interventions done for specific learning disorder, published during 2001 to 2014. To achieve these researches, the database of the Academic Center for Education, Culture and Research, Magiran database, and the website of human sciences were searched. To select the initial studies, the keywords of specific learning disorder, learning disability, math learning disability, reading disability, writing disability, spelling disorder, dyslexia, dysgraphia, Davis method, Fernald method, Kephart, training interventions, and psychological interventions were used. To determine the effect size of the therapeutic-training interventions, 33 effect sizes were selected by convenience sampling out of the 24 researches accepted and the meta-analysis was done on them. Study tool was meta-analysis checklist. Results: Findings showed that the effect size of therapeutic-training interventions on the improvement of specific learning disorder was 0.75 which is considered a high value as per Cohen's table. Results also indicated that the effect size of Fernald therapeutic technique was higher than the two other methods (practice and repeat and multi-media) which had the effect sizes of 0.87 and 1.32, respectively. Conclusion: The effect size obtained shows the effectiveness of therapeutic-educational interventions on the improvement of specific learning disorder. Also, regarding the results of this study indicating the greatness of the effect size of Fernald multi-sensory technique, it can be concluded that multi-sensory techniques that pay attention to different problems of students with specific learning disorder should be prioritized in designing therapeutic programs for these students.