اثربخشی مداخله آموزشیِ شناختی کامپیوتری، در بهبود و ارتقاء حافظه،توجه و کارکردهای اجرایی در فرزندان جانبازان در حال تحصیل در دانشگاه شاهد

نویسندگان

مرکز تحقیقات نوروفیزیولوژی دانشگاه شاهد، تهران، ایران

چکیده

مقدمه و هدف: کارکردهای اجرایی، توجه و حافظه، نقش مهمی در یادگیری، پیشرفت و موفقیت تحصیلی و شغلی ایفا می‌کنند. مطالعات نشان داده است، تمرینات شناختی کامپیوتری در ارتقاء کارکردهای اجرایی، توجه و حافظه مؤثر هستند.  هدف اصلی پژوهش حاضر، تعیین اثربخشی مداخله آموزشی شناختی کامپیوتری بر حافظه، ابعاد توجه و کارکردهای اجرایی در فرزندانِ جانبازان در حال تحصیل در دانشگاه شاهد بود.
 
مواد و روش‌ها: طرح مطالعه حاضر از نوع طرح‌های نیمه آزمایشی، با پیش‌آزمون و پس‌آزمون با گروه کنترل بود. 22 نفر از دانشجویان دانشکده پزشکی دانشگاه شاهد به شیوه نمونه در دسترس انتخاب و به شکل تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. در پیش‌آزمون، آزمون‌های IVA، CORSI و AHA بر روی آزمودنی‌ها اجرا شد، سپس برنامه تمرین شناختی کامپیوتری (کاپیتان لاگ) برای گروه آزمایش اجرا شد. بعد از مداخله و در پس‌آزمون IVA، CORSI و AHA مجدداً انجام شدند.
 
نتایج: یافته‌های حاصل از مطالعه نشان‌دهنده تفاوت معنی‌دار در میانگین نمرات پیش‌آزمون و پس‌آزمون در گروه آزمایش بود. نتایج تحلیل مانکوا نشان داد کاپیتان لاگ می‌تواند در بهبود حافظه و ابعاد کارکردهای اجرایی و توجه مؤثر باشد (01/0P<)، هرچند تحلیل مانکوا نشان داد این تمرین نمی‌تواند برای توجه تجزیه‌شده دیداری و شنیداری و کنترل اجرایی موثر باشد (05/0P>).
 
نتیجه‌گیری: یافته‌های حاصل از پژوهش حاضر نشان داد تمرینات شناختی کامپیوتری می‌توانند موجب بهبود و ارتقاء حافظه، کارکردهای اجرایی و ابعاد توجه گردند.
 

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of the computer-based cognitive training intervention on improvement of memory, attention and executive functions in veteran’s children studying at the University of Shahed

نویسندگان [English]

  • Gholamhossein Ghaedi
  • Mohsen Khalili
  • Siamak Afshin-Majd
  • Batool Rahmati
  • Manijeh Karami
چکیده [English]

Background and Objective: Executive Functions, Memory and Attention has important roles in Learning, achievement and academic and job success. Studies have shown that computerized cognitive training in improving executive function, attention and memory are effective. The main purpose of this study was to determine effectiveness of computerized cognitive training on EF, memory and attention aspects in children of veterans were studying at university of Shahed.
 
Materials and Methods: The design of this study was Quasi-experimental design with pre-posttest with a control group. 22 students from medical faculty of Shahed University was selected convenience sampling method and randomly allocated into two groups of experimental and control group. In pre-test IVA, CORSI and AHA tests, administrated for subjects, then computerized cognitive training program (Captain’s Log) was conducted in experimental group. After the intervention, in post-test IVA, CORSI and AHA administrated again. 
 
Results: the results from the study showed significant differences in the mean scores of pre-test and post-test in the experimental group. The Mancova analysis showed that captain’s log can effective in improving Memory, executive function and attention domains (p<0.01), however, Mancova analysis indicated that this practice cannot be effective for visual and auditory divided attention and executive control (p>0.05). 
 
Conclusion: the results of this study showed that computerized cognitive training could improve and enhance memory, EF and attention domains. 

کلیدواژه‌ها [English]

  • Attention
  • Memory
  • Executive functions
  • Computer based cognitive training
1. Diamond A. Executive Functions. Annual Review of Psychology 2013; 64: 135-168. 2. Lehto JE, Juuj¨arvi P, Kooistra L, Pulkkinen L. Dimensions of executive functioning: evidence from children. British Journal of Developmental Psychology 2003; 21:59–80. 3. Miyake A, Friedman NP, Emerson MJ, Witzki AH, Howerter A, Wager TD. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Cognitive Psychology 2000; 41:49–100. 4. Collins A. Koechlin E. Reasoning, learning, and creativity: frontal lobe function and human decision making. PLoS Biology 2012; 10: e1001293. 5. Lunt L, Bramham J, Morris RG, Bullock PR, Selway RP. Prefrontal cortex dysfunction and “jumping to conclusions”: bias or deficit? Journal of Neuropsychology, 2012; 6: 65–78. 6. Malenka R., Nestler EJ, Hyman SE. Chapter 6: Widely Projecting Systems: Monoamines, Acetylcholine, and Orexin". In Sydor, A; Brown, RY. Molecular Neuropharmacology: A Foundation for Clinical Neuroscience (2nd ed). New York: McGraw-Hill Medical 2009. 7. Chan RCK, Shum D, Toulopoulou T, Chen EYH. Assessment of executive functions: Review of instruments and identification of critical issues". Archives of Clinical Neuropsychology 2008; 23 (2): 201–216. 8. Groome D. An Introduction to Cognitive Psychology. 3th Edition, Psychology Press, New York; 2014. 9. Riddle DR, Boca R. Brain Aging: Models, Methods, and Mechanisms. CRC Press/Taylor & Francis; New York 2007. 10. Matlin MW, Farmer TA. Cognition. 8th Edition. John Wiley; New York 2012. 11. Kormi-Nouri R. (2004). Psychology of Memory and Learning: A Cognitive Approach, Samt Publication, Tehran. 12. Atkinson RC, Shiffrin RM. Chapter: Human memory: A proposed system and its control process". In Spence, K.W.; Spence, J.T. The psychology of learning and motivation (Volume 2). New York: Academic Press 1968; 89–195. 13. Baddeley AD, Hitch G. Working memory. In G.H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory. New York: Academic Press 1974. 14. Baddeley A. Working memory. Science 2002; 255(5044), 556–559. 15. Kolb B, Wishaw IQ. Fundamentals of Human Neuropsychology. New York: Worth Publishers; 2009. 16. Redick T. Measuring Working Memory Capacity with Automated Complex Span Tasks. European Journal of Psychological Assessment 2012: 28, 164-171. 17. Baddeley A. Working memory: looking back and looking forward. Nat. Rev. Neurosci, 2003; 4, 829–839. 18. Baddeley A. The episodic buffer: a new component of working memory? Trends in Cognitive Sciences 2000; (Regul. Ed.) 4, 417–423. 19. Baddeley A. (1992). Working memory. Science 1999; 556–559. 20. Cowan N, Elliott EM, Scott Saults J, Morey CC, Mattox S, Hismjatullina A, Conway AR. On the capacity of attention: its estimation and its role in working memory and cognitive aptitudes. Cognitive Psychology 2005; 51, 42–57. 21. Ranganath C, D’Esposito M. Directing the mind’s eye: prefrontal, inferior and medial temporal mechanisms for visual working memory. Current Opinion in Neurobiology 2005; 15, 175–182. 22. Postle BR. Working memory as an emergent property of the mind and brain. Neuroscience 2006; 139, 23–38. 23. Rueda MR, Posner MI, Rothbart MK. The Development of Executive Attention: Contributions to the Emergence of Self-Regulation. Developmental Neuropsychology 2005; 28(2), 573–594. 24. Bledowski C, Kaiser J, Rahm B. Basic operations in working memory: Contributions from functional imaging studies. Behavioral Brain Research 2010; 214(2), 172–179. 25. Jaeggi SM, Buschkuehl M, Jonides J, Perrig WJ. Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America 2008; 105(19), 6829–6833. 26. Jaeggi SM, Studer-Luethi B, Buschkuehl M, Su Y., Jonides J, Perrig WJ. The relationship between n-back performance and matrix reasoning –Implications for training and transfer. Intelligence 2010; 38(6), 625–635. 27. Gray JR, Chabris CF, Braver TS. Neural mechanisms of general fluid intelligence. Nature Neuroscience 2003; 6(3), 316–322. 28. Buschkuehl M, Jaeggi, SM. Improving intelligence: A literature review. Swiss Medical Weekly 2010; 140(19–20), 266–272. 29. Van De Van RM, Murre JMJ, Veltman DJ, Schmand BA. Computer-Based Cognitive Training for Executive Functions after Stroke: A Systematic Review. Frontiers in Human Neuroscience 2016; 10: PMC4837156. 30. Kesler S, Hosseini SMH, Heckler C, Janelsins M, Palesh O, Mustian K, Morrow G. Cognitive Training for Improving Executive Function in Chemotherapy-Treated Breast Cancer Survivors. Clinical Breast Cancer 2013: 13(4): 299–306. 31. Shao Y, Mang J, Li PL, Wang J, Deng T, Xu Z. Computer-Based Cognitive Programs for Improvement of Memory, Processing Speed and Executive Function during Age-Related Cognitive Decline: A Meta-Analysis. PLoS ONE 2015; 10(6): e0130831. 32. Kueider AM, Parisi JM, Gross AL, Rebok GW. Computerized Cognitive Training with Older Adults: A Systematic Review. PLoS ONE 2012; 7(7): e40588. 33. Simpson T, Camfield DA, Pipingas A, Stough CK. Improved Processing Speed: Online Computer-based Cognitive Training in Older Adults. Educational Gerontology 2012; 38(7):445-458. 34. Mueller KD. A Review of Computer-Based Cognitive Training for Individuals with Mild Cognitive Impairment and Alzheimer's Disease. Perspectives of the ASHA Special Interest Groups 2016; 1: 47-61. 35. Mackey AP, Hill S, Stone, SI, Bunge SA. Differential effects of reasoning and speed training in children. Developmental Science 2010; 14(3):582-90. 36. Klingberg T. Training and plasticity of working memory. Trends in Cognitive Sciences, 2010; 14(7), 317–324. 37. Blomberg O. "Concepts of cognition for cognitive engineering". International Journal of Aviation Psychology 2011; 21 (1): 85–104. 38. Baddeley AD. Is working memory still working? American Psychologist 2001; 56: 849– 864. 39. Piccardi P, Iaria G, Ricci M, Bianchini F, Zompanti L, Guariglia C. Walking in the Corsi test: Which type of memory do you need? Neuroscience Letters 2008; 432: 127–131. 40. Ebenhöh J. Eine computergestützte objektive Testbatterie zur Erfassung von Serviceeigenschaften. Dissertation, University of Vienna 1994. 41. Frebort M. Evaluation einer Batterie Objektiver Persönlichkeitstests zur Auswahl von TierpflegeschülerInnen. Dissertation, University of Vienna 2002. 42. Kubinger KD. Objektive Diagnostik. In K. Pawlik (Eds). Enzyklopädie der Psychologie, Differentielle Psychologie 1, Grundlagen und Methoden. Göttingen: Hogrefe 1995; 11: 507– 541. 43. Stanford JA, Fine AH, Goldman L. Validity study of IVA: a visual and Auditory CPT. Poster Presentation at the 1995 APA Convention in New York City, New York 1995. 44. Tinius TP, Tinius KA. Changes after EEG biofeedback and cognitive retraining in adults with mild traumatic brain injury and attention deficit hyperactivity disorder. Journal of Neurotherapy 2000; 4: 27-44. 45. Stathopoulou S, Lubar JF. EEG changes in traumatic brain injured patients after cognitive rehabilitation. Journal of Neurotherapy 2004; 8: 21–51. 46. Bellucci DM, Glaberman K, Haslam N. Computer-assisted cognitive rehabilitation reduces negative symptoms in the severely mentally ill. Schizophrenia Research 2003; 59: 225–232. 47. Burda PC, Starkey TW, Dominguez F, Vera V. Computer-assisted cognitive rehabilitation of chronic psychiatric inpatients. Computers in Human Behavior 1994; 10: 359–368. 48. Rabiner D, Murray D, Skinner A, Malone P. A randomized trial of two promising computer-based interventions for students with attention difficulties. Journal of Abnormal Child Psychology 2010; 38: 131–142. 49. Eckroth-Bucher M, Siberski J. Preserving cognition through an integrated cognitive stimulation and training program. Am. Journal of Alzheimer's Disease 2009; 24: 234–245. 50. Weist D, Wong EH, Minero LP, Pumaccahua TT. Utilizing Computerized Cognitive Training to Improve Working Memory and Encoding: Piloting a School-Based Intervention. Journal of Education 2014; 135 (2):154-167. 51. Lampit A, Ebster C, Valenzuela M. Multi-domain computerized cognitive training program improves performance of bookkeeping tasks: a matched-sampling active-controlled trial. Frontiers in Psychology 2014; 5: 190-2012. 52. Cortese S, Ferrin M, Brandeis D, Buitelaar J, Daley D, Dittmann RW, Holtmann M, Santosh P, Stevenson J, Stringaris A, Zuddas A, Sonuga-Barke EJS. Cognitive Training for Attention-Deficit/Hyperactivity Disorder: Meta-Analysis of Clinical and Neuropsychological Outcomes from Randomized Controlled Trials. Journal of the American Academy of Child and Adolescent Psychiatry 2015; 54(3):164-74. 53. Steiner NJ, Sheldrick RC, Gotthelf D, Perrin EC. Computer-based attention training in the schools for children with attention deficit/hyperactivity disorder: a preliminary trial. Clinical Pediatrics (Phila) 2011; 50(7):615-22. 54. Lawlor-Savage L, Goghari V.MDual N-Back Working Memory Training in Healthy Adults: A Randomized Comparison to Processing Speed Training. PLoS ONE 2016; 11(4): e0151817. 55. Beavon P. Improving memory using N-back training. Retrieved from http://ro.ecu.edu.au/theses_hons/65 2012.