فصلنامه روانشناسی شناختی

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The goal of the present study was to investigate the impact of the attention training on the visual search in normal adults and children. In this study, using purposive random sampling, 60 subjects (30 adults and 30 children) were selected. The tools used in this study were concentrated attention test, mini mental state examination and researcher made questionnaire which was used to control the variables. First, the pre-test (concentrated attention) was performed and then the adults has underwent five 35 minutes sessions of training for three weeks and the children has underwent ten 45 minutes sessions of training for five weeks, and finally post-test was performed for the two groups. Data was analyzed using multivariate analysis of variance. Analysis of the data showed the significant impactof the attention trainingon the rate of correct responding and the reaction time of visual search. Given the impact of the attention training on the visual search, the importance of these trainings in process shaping, correct cognitive processes, paying attention to the target stimuli and quick, accurate responding become more and more clear.
 

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The purpose of current study was to investigate the effect of Attention Training Technique (ATT) on the anxiety, self-focused attention and metacognitions in socially anxious adolescents. Of 200 participants, 34 participants were selected considering their scores in social anxiety scale (SAS), Beck Depression Scale and Structured Clinical Interview which was based on DSM-IV-TR. Finally, 16 participants were selected based on their high scores in Focus of Attention Questionnaire (FAQ) and metacognition questionnaire and after a social task in front of two adults then, these participants were randomly classified into experimental and control groups. Following the 4^th and 8^th sessions and following a month after the training, the two groups completed self-focused attention scale, metacognition questionnaire, cognitive-attentional syndrome scale and social anxiety questionnaire. According to the results of the study, resulting from analysis of variance with repeated measures, the experimental group showed significant reduction in self-focused attention, positive and negative metacognitive beliefs, cognitive control, cognitive attentional syndrome and social anxiety. The results of this study suggested that anxiety could be lastingly modified through a brief attention manipulation without the use of other cognitive behavioral techniques however, cogent decision making needs more studies

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The aim of this study was to determine the effect of attention training on the reading performance of students with dyslexia .This was an experimental study with pre-test, post-test and control group. The samples were randomly selected and consisted of 30 female students with dyslexia that were 11-9 years old. They were randomly divided into experimental and control groups. The experimental Group received 20 sessions (Three times per week, each lasting 45 minutes) of verbal attention training program while the control group received only conventional education in school. Before and after the intervention, Assessment of Reading and Dyslexia (NAMA) were completed by the two groups. Before the intervention Toulouse-Pieron test screening for dyslexic students who had attention deficit was applied. The data were analyzed using analysis of covariance. The results showed that attention training program Increased the reading Performance of excremental group in comparison to control group (p <0/0005). Also the scores of experimental group were enhancing after the training. Attention training had a positive effect on reading performance of students with dyslexia and can be used to enhance students' reading performance. This method can be applied by psychologists, teachers and educators of special schools, parents and all those who are in communication with these children.