M.a Student Elaheh Shirovi, Dr Shekoofeh Mottaghi, Dr Afsaneh Moradi,
Volume 11, Issue 1 (5-2023)
Abstract
Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), software tests of Wisconsian card sorting (Grant and Berg, 1984), go /no go (Hoffman, 1984) and mind reading through eye images (Baron-Cohen et al., 2001) were used. For data analysis, Pearson's correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions.
Zeinab Fathian, Samira Vakili, Keyvan Mollanorozy, Mahdi Arabzadeh,
Volume 12, Issue 3 (12-2024)
Abstract
This study was conducted with the aim of comparing the effectiveness of sensory-motor games and neurofeedback on the working memory of children with attention deficit and hyperactivity disorder. This research is one of the types of semi-experimental studies in which subjects were selected from all 8-12-year-old children in Tehran with hyperactivity and were randomly assigned to experimental and control groups. 40 subjects were placed in three groups of sensory-motor games, neurofeedback, a combined group, and a control group, and before and after the interventions, the revised Wechsler intelligence scale for children -4th version WISC-R- was used to measure working memory. The findings obtained from covariance analysis after meeting the defaults showed that the amount of working memory in sensori-motor, neurofeedback and combined games in the group and the control are significantly different after removing the effect of the pre-test. This result means that according to the mentioned results, the intervention of sensory-motor, neurofeedback and combined games has a significant effect on the amount of active memory. Also, based on the findings, the combined approach of sensory-motor games and neurofeedback on children's working memory is more effective than the two approaches of sensory-motor games and neurofeedback, and there is a significant difference between the two approaches of sensory-motor games and neurofeedback in their effectiveness on active memory. does not have.
