Showing 5 results for Response Inhibition
Safura Jamshidi, Hossein Farrokhi, Seyed Iman Seyedzadeh Dalooyi,
year 8, Issue 11 (1-2020)
Abstract
This study aimed to compare the executive functions of children with conduct disorder and the normal ones in the city of Mashhad. This research is descriptive and causal-comparative. The statistical sample included 50 subjects selected through convenience sampling and assigned to two groups of children with conduct disorder (25) and normal (25 persons). The structured interviews for DSM-V disorders (SCID-5-CV) and Child Symptom Inventory-4 (CSI-4) was used to select the sample group. Data collected using the N-back test and integrated visual and auditory Continuous Performance Test (IVA+ PLUS). The data analyzed by analysis of variance, MANOVA. The results showed that there was a significant difference in terms of working memory and visual sustained attention scores between two groups of children (p<0/05). But there was no significant difference in terms of visual-auditorial response inhibition.Thus, children with conduct disorder have a substantial deficit in executive functions compare to normal children.
Master Azin Azarbar, Dr. Fateme Nemati, Dr. Touraj Hashemi,
year 10, Issue 5 (8-2021)
Abstract
The aim of this study was to compare the executive functions of problem-solving, response inhibition, and cognitive flexibility in unfaithful and normal women. The research method was causal-comparative. The sample consisted of 40 women with experience of infidelity from among those who referred to counseling centers in Sari and Ghaemshahr and 40 women without experience of infidelity who entered the study in a purposeful manner. The research instruments were Wisconsin, Go-NoGo, and Stroop tests. Data were analyzed using multivariate analysis of variance. Findings showed that women with experience of infidelity compared to normal women had significantly lower scores in problem-solving, response inhibition, and cognitive flexibility (P <0.05). Given the importance of executive functions in female infidelity, it is suggested that these factors be considered in marital infidelity prevention programs.
Masoumeh Golshani Jorshari, Saeed Rezayi,
year 12, Issue 5 (8-2023)
Abstract
The present study was conducted with the aim of determining the effectiveness of story-based play therapy intervention on response inhibition and emotion regulation in children with attention-deficit/hyperactivity disorder. The research design was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all 9-12-year-old children with attention-deficit/hyperactivity disorder in Tehran in 2022. The sample size includes 30 people (15 people in the experimental group and 15 people in the control group) from the statistical population were selected by the available sampling method and were divided into two control and experimental groups. For the experimental group, 8 60-minute story-based play therapy sessions were conducted. In this research, the Child Behavior Rating Scale (Swanson et al, 1980, CBRS), Moon and Sun Stroop Test (Archibald & Kerns, 1990, SMST), and the Emotion Regulation Checklist (Shield and Kiketi, 1998, ERC) were used to collect data. Multivariate analysis of the covariance test was used to analyze the obtained data statistically. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the post-test of the experimental and control groups in response inhibition and emotion regulation (P<0.01). According to the results of this study, it can be concluded that story-based play therapy improves response inhibition and emotion regulation in children with attention-deficit/hyperactivity disorder.
Tooba Amouzadeh Samakush, Ali Akbar Arjmandnia, Seyed Saeed Pournaghash Tehrani,
year 13, Issue 4 (6-2024)
Abstract
The present study aimed to compare the two executive functions of attention shifting and response inhibition in children with separation anxiety disorder and test anxiety. The current research was of a causal-comparative type. The statistical population of this study consisted of all female elementary school students in Sari City, who were diagnosed with separation anxiety disorder and test anxiety in the years 1402-1403. From the entire population, 150 individuals were selected using purposeful sampling. 75 individuals were placed in the separation anxiety group and 75 individuals in the test anxiety group. Data collection was done using the Spence Children's Anxiety Scale (SCAS; 1997), Sarason Test Anxiety Questionnaire (1958), Stroop Color-Word Computerized Test (SWCT; 1935), and Wisconsin Card Sorting Test (WCST; 1948). Multivariate Analysis of Variance (MANOVA) was used to analyze the data. The results showed a significant difference in the attention-shifting component (P=0.001) between individuals with separation anxiety and individuals with test anxiety (P< 0.05). However, no significant difference was observed in the response inhibition component (P= 0.225) between the two sample groups (P> 0.05). Therefore, it can be concluded that there is a difference in attention shifting in individuals with separation anxiety and individuals with test anxiety.
Fatemeh Noorollahi Romeni, Elham Hakimirad, Maryam Asaseh, Leila Kashani Vahid,
year 13, Issue 10 (12-2024)
Abstract
The present study aimed to determine the effectiveness of the executive functions training program on working memory, response inhibition, and selective attention of students with intellectual disabilities. The current research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research included all students with low intelligence in Babak City in the academic year 2024-2025. 30 students with intellectual disabilities were included in the study by purposeful sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tools included the Stroop color-word test scale (1935, SCWT), the N-BACK Kirchner working memory test (1958), and Hoffman's go/ nogo test (1984). The research data were analyzed using multivariate analysis of covariance using SPSS-24 software. The findings showed that by controlling the pretest effect between the mean posttest of working memory components (response time and correct response), response inhibition (response time, committed error, and total response inhibition), and selective attention (interference score, correct number, error number, reaction time and interference time) in the experimental group compared to the control group, there is a significant difference at the significance level (p<0.05). It can be concluded that the executive functions training program had an acceptable effect on improving working memory, response inhibition, and selective attention of students with intellectual disabilities.
