اثربخشی برنامه توانبخشی شناختی بر نارسایی کارکردهای اجرایی سرد و گرم در دانش‌آموزان دختر دارای اضطراب ریاضی

 

Alipanah, M., Pourmohamadreza Tajrishi, M., Nejati, V., & Vahedi, M. (2022). The effectiveness of Cognitive Rehabilitative Program on executive functions in children with dyscalculia. Archives of Rehabilitation, 23(3), 352-371. [In Persian]

Anderson, M., & Weaver, C. C. (2009). Encyclopedia of Neuroscience, Elsevier Publication.

Azimi Deh Arab, M. S. (2021). The effectiveness of mindfulness-based stress management training on cognitive and metacognitive strategies and executive functions of students with specific learning disorders (Master's thesis). Yazd University of Science and Art, Yazd, Iran. [In Persian]

Barkley, R.  (2015). Attention-deficit hyperactivity disorder. New York: The Guilford Press.

Barzegar Bafrooei, K., Kavosian, J., Biyabani Aliabad, H., & Khani, R. (2016).  Estimating the math anxiety based on cognitive emotion regulation and problem-solving ability in second year students of science. Journal of Cognitive Psychology, 3(3-4), 53-60. http://doi.org/20.1001.1.23455780.1394.3.3.3.7 [In Persian]

Cisneros, E., Beauséjour, V., de Guise, E., Belleville, S., & McKerral, M. (2021). The impact of multimodal cognitive rehabilitation on executive functions in older adults with traumatic brain injury. Annals of physical and Rehabilitation Medicine, 64(5), 101559. https://doi.org/10.1016/j.rehab.2021.101559

Davis, N., Sheldon, L., & Colmar, S. (2014). Memory mates: A classroom-based intervention to improve attention and working memory. Australian Journal of Guidance and Counselling, 24(1), 111–120. https://doi.org/10.1017/jgc.2013.23

Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention (3rd Ed.). The Guilford Press.

Dong, Q., Yang, Y., Tang, Q., Yang, M., Lan, A., Xiao, H., Wei, J., Cao, X., Xian, Y., Yang, Q., Chen, D., Zhao, J., & Li, S. (2023). Effects of early cognitive rehabilitation training on cognitive function and quality of life in critically ill patients with cognitive impairment: A randomized controlled trail. Australian Critical Care, 36(5), 708-715. https://doi.org/10.1016/j.aucc.2022.10.015

Eşsizoğlu, A., Köşger, F., Akarsu, F, Ö., Özaydin, Ö., & Güleç, G. (2017). Theory of mind and selective attention, response inhibition, cognitive flexibility in patients with schizophrenia. Noro Psikiyatri Arşivi, 54(2), 162-167. https://doi.org/10.5152/npa.2016.12750

Franklyn, N., Kesavelu, D., Joji, P., Verma, R., Wadhwa, A., & Ray, C. (2022). Impact of key nutrients on Brain and executive function development in infants and toddlers: A narrative review. Journal of Food and Nutrition Sciences. 10(1), 19-26. https://doi.org/10.11648/j.jfns.20221001.14

Fujii, Y., Kitagawa, N., Shimizu, Y., Mitsui, N., Toyomaki, A., Hashimoto, N., Kako, Y., Tanaka, T., Asakura, S., Koyama, T., & Kusumi, I. (2013). Severity of generalized social anxiety disorder correlates with low executive functioning. Journal of Neuroscience Letters, 543, 42-46. http://doi.org/10.1016/j.neulet.2013.02.059

Gathercole, S. E., Dunning, D. L., Holmesm, J., & Norris, D. (2019). Working memory training involves learning new skills. Journal of Memory and Language, 105, 19-42. https://doi.org/10.1016/j.jml.2018.10.003

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2010). Test review behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235-238. https://doi.org/10.1076/chin.6.3.235.3152

Goldstein, S., Naglieri, J. A., Princiotta, D., & Otero, T. M. (2014). Introduction: A history of executive functioning as a theoretical and clinical construct. In S. Goldstein & J. A. Naglieri (Eds.), Handbook of executive functioning (pp. 3–12). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-8106-5_1

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26. https://doi.org/10.1080/1047840X.2014.940781

Gültekin, S., & Icigen, E. (2018). A research on professional tour guides emotional intelligence and problem-solving skills. Journal of Quality Assurance in Hospitality & Tourism, 20(2), 230–258. https://doi.org/10.1080/1528008X.2018.1524810

Hosseini, S. F., & Bahramipour Isfahani, M. (2021). Effectiveness of Captain's Log Cognitive Rehabilitation Program on visual working memory and fluid reasoning of students. Research in Cognitive and Behavioral Sciences, 11(1), 71-84. http://doi.org/10.22108/cbs.2022.128892.1539 [In Persian]

Jameson, M. (2023). Solve for math anxiety. Monitor on Psychology, 44-51.

John, J. E., Insouvanh, K., & Robnett, R, D. (2022). The roles of gender identity, peer support, and math anxiety in middle school math achievement. Journal of Research on Adolescence, 33(1), 230-250. https://doi.org/10.1111/jora.12800

Lardier, D. T., Jr., Opara, I., Garcia-Reid, P., & Reid, R. J. (2020). The Cognitive Empowerment Scale: Multigroup confirmatory factor analysis among youth of color. Child & Adolescent Social Work Journal, 37(2), 179–193. https://doi.org/10.1007/s10560-019-00647-2

Lievore, R., Caviola, S., & Mammarella, I. C. (2024). How trait and state mathematics anxiety could affect performance: Evidence from children with and without specific learning disorders. Learning and Individual Differences, 112, 102459. http://doi.org/10.1016/j.lindif.2024.102459

Locke, E. A., Latham, G, P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127

Luisa Maia Nobre Paiva, M., Serafim, A., Vincentiis, S, Alessi R., Marin, R., Braga Melo, M., & Valente, K. D (2023). A cognitive rehabilitation program to improve hot and cool executive dysfunction in juvenile myoclonic epilepsy: Preliminary findings. Epilepsy & Behavior, 144, 109281. https://doi.org/10.1016/j.yebeh.2023.109281.

Maehler, C., & Schuchardt, K. (2016). Working memory in children with specific learning disorders and/or attention deficits. Learning and Individual Differences, 49(4), 334-341. https://doi.org/10.1016/j.lindif.2016.05.007

Mehmanpazir, M., & Farokhi, N. (2021). Executive functions, emotion regulation and working memory in students with and without anxiety. Journal of Educational Psychology Studies, 18(44), 1-19. http://doi.org/10.22111/jeps.2021.6535 [In Persian]

Melali, M., Amiri Majd, M., Tajali, P., & Movallali, G. (2023), Comparison of the effectiveness of Captain Log Cognitive Software and Pars Cognitive Rehabilitation Package on auditory and visual working memory primary school students with hearing impairment with cochlear implantation. Islamic Life Style, 7(2), 270-283. [In Persian]

Mohammadi Mouloud, S. (2021). The effect of bilateral transcranial random noise stimulation of the parietal lobe of the brain on math performance, executive functions and math anxiety of students with special learning disorder with math impairment (Doctoral dissertation). Tabriz University, Tabriz, Iran. [In Persian]

Najarian, Z., Vahedi, S., Hashemi, T., & Badri, R. (2022). Meta-analysis of the effectiveness of cognitive training based on working memory on improving the children’s executive functions with mathematical disorder. Journal of Educational Psychology, 18(64), 55-83. http://doi.org/10.22054/jep.2023.64329.3508 [In Persian]

Narimani, M., Taghizadeh Hir, S., & Narimani, A. (2022). Effectiveness of ARAM Cognitive Rehabilitation Package on Improvement of working memory and attention in children with learning disabilities. Journal of Learning Disabilities, 12(1), 85-97. http://doi.org/10.22098/jld.2022.11688.2046 [In Persian]

Neisser, U. (2014). Cognitive Psychology: Classic edition. New York: Psychology Press. https://doi.org/10.4324/9781315736174

Pasqualotto, A., Mazzoni, N., Bentenuto, A., Mulè, A., Benso, F., & Venuti, P. (2021). Effects of Cognitive Training Programs on executive function in children and adolescents with Autism Spectrum Disorder: A systematic review. Brain Sciences, 11(10), 1280. https://doi.org/10.3390/brainsci11101280

Plake, B. S., & Parker, C. S. (1982). The development and validation of a revised version of the Mathematics Anxiety Rating Scale. Educational and Psychological Measurement, 42(2), 551–557. https://doi.org/10.1177/001316448204200218

Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in Psychology, 8, Article 2311. http://doi.org/10.3389/fpsyg.2017.02311

Race, M. (2019). Cognitive rehabilitation of prospective memory deficits after acquired brain injury: Cognitive, behavioral, and physiological measures. Senior Theses, Trinity College, Hartford.

Rizi, S., & Rostami, M. (2023). Executive functions, metacognitive awareness, and cognitive flexibility in advanced English language learners in comparison to other students. Journal of Pediatric Perspectives, 11(6), 17854-17867. http://doi.org/10.22038/ijp.2023.71131.5220

Santomauro, D., Sheffield, J., & Sofronoff, K. (2017). Investigations into emotion regulation difficulties among adolescents and young adults with autism spectrum disorder: A qualitative study. Journal of Intellectual & Developmental Disability, 42(3), 275-284. https://doi.org/10.3109/13668250.2016.1236240

Sarvarian, Z., Roshan Chesli, R., Naeinian, M. R., Farahani, H., & Yaghoubnezhad, S. (2023). The effectiveness of cognitive rehabilitation on working memory of students with dysgraphia. Advances in Cognitive Sciences, 25(1), 161-177. [In Persian]

Shahabi, R., Akbari Zardkhaneh, S., Kavousian, J., & Ansari, Z. (2017). Predict of obsession compulsive based on cognitive variables (working memory, short-term memory and executive function). Journal of Cognitive Psychology, 5(1), 32-43. http://doi.org/20.1001.1.23455780.1396.5.1.7.1 [In Persian]

Shirkhani Azad, A. (2022). The effectiveness of stress management training on the cognitive strategies of emotion regulation and executive functions of students with learning disabilities (Master's thesis), Payam Noor University, South Tehran. Tehran, Iran. [In Persian]

Simmons, F. R., Soto- Calvo, E., Adams, A-M., Francis, H. N., Patel, H., & Hartley, C. (2024). Longitudinal associations between parental mathematics anxiety and attitudes and young children’s mathematics attainment. Journal of Experimental Child Psychology, 238, Article 105779. http://doi.org/10.1016/j.jecp.2013.105779

Smith, J. D., Jackson, B. N., & Church, B. A. (2019). Breaking the perceptual-conceptual barrier: Relational matching and working memory. Memory & Cognition, 47, 544-560. https://doi.org/10.3758/s13421-018-0890-9

Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe B. W. (2006). A brief measure for assessing generalized anxiety disorder:  The GAD-7. Archives of Internal Medicine, 166(10), 1092-1097.  http://doi.org/10.1001/archinte.166.10.1092

Sullivan, J. R., Riccio, C. A., & Castillo, C. L. (2009). Concurrent validity of the Tower Tasks as measures of executive function in adults: A meta-analysis. Applied Neuropsychology, 16(1), 62-75. http://dx.doi.org/10.1080/09084280802644243

Susperreguy, M. I., Di Lonardo Burr, S. M., Xu, C., Douglas, H. P., Bourque, T., Francisca del Rio, M., Salinas, V., & LeFever, J-A. (2024). The role of mathematical vocabulary in the development of mathematical skills for Spanish speaking students. Cognitive Development. 70, Article 101441. http://dx.doi.org/10.1016/j.cogdev.2024.101441

Taylor, C. T., Cross, K., & Amir, N. (2016). Attentional control moderates the relationship between social anxiety symptoms and attentional disengagement from threatening information. Journal of Behavior Therapy and Experimental Psychiatry, 50, 68-76. https://doi.org/10.1016/j.jbtep.2015.05.008.

Temel, N., Temel, S., & Çevik Kansu, C. (2023). Examination of the relationship between academic grit and their academic success fourth grade students in primary school. International Online Journal of Primary Education (IOJPE), 12(1), 42-60. https://doi.org/10.55020/iojpe.1097470

Van den Bussche, E., Vanmeert, K., Aben, B., & Sasanguie, D. (2020). Too anxious to control: The relation between math anxiety and inhibitory control processes. Scientific Reports, 10, 19922. https://doi.org/10.1038/s41598-020-76920-7

Xu, K. M., Cunha-Harvey, A. R., King, R. B., de Koning, B. B., Paas, F., Baars, M., & de Groot, R. (2021). A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare: A Journal of Comparative and International Education, 53(3), 361-379. https://doi.org/10.1080/03057925.2021.1922270

Zare, H., Chorami, F., & Sharifi, A. (2020). Effectiveness of computerized cognitive rehabilitation on working memory and cognitive flexibility among children with Learning Disorder (LD). Journal of Cognitive Strategies in Learning, 8(15), 1-18. http://doi.org/10.22084/j.psychogy.2020.20055.2030 [In Persian]

Zelazo, P. D. (2018). Abstracting and aligning essential features of cognitive development. Human Development, 61(1), 43–48. https://doi.org/10.1159/000486749