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Background & Aims: Autoimmune and chronic diseases cause many psychological problems by directly and indirectly affecting the nervous system. Lupus is one of the autoimmune diseases that, in addition to the problems caused by the nature of the disease itself, the side effects of its drugs also cause emotional and mental disturbances. The prevalence of lupus in women is about 9 times higher than in men, and the patients are usually between 15 and 45 years old. In Iran, according to a study conducted by the Rheumatology Research Center of Tehran University of Medical Sciences, lupus has a prevalence of 40 in 100,000, that is, 1 person per 2,500 Iranians is diagnosed with lupus. People with lupus Erythematosus experience many skin ulcers, joint pains, periodicity of the disease, side effects of medications, and stressful events. In the framework of psychological interventions for people with lupus, in recent years acceptance-based therapy (ACT) and commitment is a non-pharmacological strategy and among the effective treatment lines for patients with physical diseases. This therapeutic approach is part of the third wave of behavioral therapies, which aims to help clients achieve a more valuable and satisfying life by increasing psychological flexibility and not focusing solely on cognitive reconstructions. Research has emphasized the effectiveness of cognitive functions and attention management and executive function by ACT in patients with chronic diseases. For example, Menshi et al showed in their research in 2015 that ACT can improve people's executive function by adjusting incompatible schemas, however, no research was found regarding the effectiveness of this treatment method in people with lupus. In addition to ACT, another psychological approach and non-pharmacological strategies that have been proposed to improve psychological and functional variables such as attention and executive function in people with lupus is short-term intensive dynamic psychotherapy (ISTDP). The goal of ISTDP or psychoanalysis is to help clients achieve a full experience of repressed emotions and the fantasies and memories that are repressed by these emotions. By clarifying defenses and challenging them, ISTDP focuses on experiencing unconscious feelings and emotions to increase awareness. It is a psychological process that can help you change how you react to life's inevitable hardships. The review of the literature showed that even though several studies on the effectiveness of ACT and also the ISTDP approach have been conducted separately on different populations, no study compares these two treatment approaches in patients with lupus Erythematosus. The present study was conducted to compare the effectiveness of ACT and ISTDP on attention and executive function in lupus Erythematosus patients. Methods: The current research was a semi-experimental single-subject type with multiple baseline designs. The participants of this study were 6 people with lupus, members of the Lupus Patients Support Association in Tehran, who were selected as available and randomly assigned to two groups of three. The tools used in the research included the Wisconsin Card Sorting Test and the Stroop Test. The subjects of the first group received ACT and the subjects of the second group (ISTDP) individually in 8 sessions of 90 minutes. To analyze the data, the effect size was used. Results: Regarding effect size calculations in Stroop dimensions between treatment groups, the results generally showed that the ACT method had a more significant effect than ISTDP in the extent of reaction time. In terms of reducing the number of errors in the error of the first stage, the effect size in the ACT group is medium and in the ISTDP group, slightly too high, in the second and third stages, both are high, but the magnitude of the effect is higher in the second stage in the ISTDP and in the third stage in the ACT group. Regarding the calculation of effect size and index of stable change in Wisconsin dimensions between treatment groups, the results of the study also showed that the average effect size in the residual error of the first and second stages of the Wisconsin test in the ACT group is higher than the average effect of the ISTDP group. In terms of increasing the number of correct answers in the first and second stages, the effect size in the ACT group is lower than in the ISTDP group. Conclusion: The results of the study showed that despite the effectiveness of ISTDP on the attention and executive function of patients with lupus Erythematosus, ACT had more effectiveness than ISTDP on the attention and executive function of patients with lupus Erythematosus, hence this approach along with other approaches The existing treatment is recommended as a suitable option to improve attention and executive function in people with lupus Erythematosus. It is also suggested that health therapists pay attention to the findings of this research and the discussion of executive functions to enrich their diagnostic formulation, and if they find a symptom in executive functions, they should use cognitive interventions in this direction. Due to the problems in collecting samples from patients with lupus Erythematosus, the available sampling method was used in this research. Therefore, the selected sample group is less representative of the entire society and the results cannot be generalized. Also, this research was considered without a control group and follow-up stage. The same researcher and therapist in ACT may also increase the possibility of bias in the results. Also, in this research, the effect of moderating variables such as gender was not investigated, which may have distorted the results. [ABSTRACT FROM AUTHOR]

Introduction: Lumosity is a computer game for enhancing and improving the memory and brain efficiency of the elderly. Aim: This study aimed to investigate the effects of Lumosity on working memory, visual memory, and executive functions of the elderly living in nursing homes. Method: The present was an experimental study based on a pretest-posttest design. The statistical population consisted of all the elderly aged 65-70 years living in nursing homes of Bukan, in 2019. Some of them who were able to read and write were selected as the sample by using purposive sampling and then they were randomly assigned to the control and test groups. In this study, the Stroop Color and Word Test (SCWT), the Wisconsin Card Sorting Test (WCST), and the Wechsler Memory Scale (WMS) were employed for measuring working memory, executive functions, and visual memory, respectively. The data were finally analyzed by the analysis of covariance (ANCOVA) in SPSS-24. Results: The results showed that Lumosity was effective in working memory (F=18.856, P=0.001), visual memory (F=7.97, and p=0.009), and executive functions (F=9.94, p=0.004) at the 95% level of confidence. The results also indicated that there was a significant difference between the pretest and posttest mean of the studied variables, revealing the positive effects of Lumosity on working memory, visual memory, and executive functions of the participants. Conclusion: Since the use of computer games, including Lumosity, can improve major cognitive functions, such as executive functions and memory, such games are recommended to be applied in nursing homes for rehabilitating the elderly. [ABSTRACT FROM AUTHOR]

Introduction: Cognitive rehabilitation has an effect on the improvement of symptoms of dyscalculia disorder such as executive function and quantitative reasoning and affects other children's functions. Purpose: The purpose of the present study was to investigate the effectiveness of cognitivecomputer software on the executive function and quantitative reasoning of 7-12-year-old children with dyscalculia. Method: It was a semi-experimental research design of pre-test-post-test and follow-up with a control group. The statistical population included all children with dyscalculia in Isfahan city in 1402-1401. 45 children with dyscalculia disorder were selected by purposeful sampling and placed in two control and experimental groups.. For the experimental group, Captain Log (2020) cognitive-computer training program was implemented in 10 sessions of 60 minutes; But the control group did not receive any intervention. The research tools included the fifth version of Wechsler's intelligence scale (Wechsler, 2014), continuous performance computer test (Rosold, 1956), Wisconsin card sorting test (Grant and Berg, 1948), Tower of London test (Challice, 1982). The data obtained from the research were analyzed with SPSS software version 26 and using the analysis of variance test with repeated measurements. Findings: The results showed that Captain Log computer cognitive software had a significant effect on executive function (attention, error elimination and correct answer, problem solving and cognitive flexibility) (p<0.001), but on Quantitative reasoning had no significant effect (p<0.05). Conclusion: Based on the findings of the research, it can be concluded that the cognitive rehabilitation of Captain Log's cognitive-computer program can be used as an efficient method to improve the cognitive ability of 7-12-year-old children with dyscalculia. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to evaluate the impact of neurofeedback exercises on executive performance, cognitive flexibility, and attention in students with learning disabilities. Material & Methods: In this study, a total of 30 male students with learning disabilities were referred to the Movafaghiat Clinic in Tehran, Iran, and were randomly assigned to two groups (each including 15 students). The first group (experimental group) received 16 sessions of neurofeedback training (two sessions per week) and the second group (control) did not receive any intervention. The study instruments included the Wisconsin cognitive flexibility test and the Stroop attention test. The data were analyzed using the univariate and multivariate analysis of covariance in SPSS software (version 24). Findings: The results showed that the experimental group had superiority in terms of the indicators of the Stroop Attention test and Wisconsin Cognitive Flexibility test. Discussion & Conclusion: Based on the obtained results, neurofeedback training is effective in improving the executive functions of students with learning disabilities. Accordingly, this method can be used to improve the executive functions of these groups of students. [ABSTRACT FROM AUTHOR]

Introduction: Attention Deficit / Hyperactivity Disorder (ADHD) is a developmental neurological disorder that is described by three main characteristics: Attention Deficit / Hyperactivity Disorder and Impulsivity. The symptoms often create impairments in one or more major areas of the person’s life, especially in those cognitive areas that require levels of attention and concentration، decision making and flexibility. The purpose of this study was to investigate the effects of cognitive rehabilitation on executive functions (decision making, flexibility, emotion control) in children with ADHD. Methods: The present study is a semi experimental study, designed with pretest / post-test clinical trial and a control group. It was diagnosed and matched with the Raven Intelligence Test using the CSI-4 Diagnostic Test and selected by purposive sampling. Sample was randomly divided into the experimental and control groups. Children in the Experimental group were given 10 one hourly sessions of rehabilitation program each week .Response inhibition was measured using Wisconsin and Planned with Bariff test. Results: Pre and Post test scores were significantly different in measures of executive functions (both decision making, flexibility, emotion control) in children with ADHD (P <0/001). Conclusion: Training on cognitive rehabilitation appears to be effective in improving the executive functions (decision making, flexibility, emotional) of children with ADHD and can be offered as an appropriate replacement against the effects of psycho stimulants medications. [ABSTRACT FROM AUTHOR]

Introduction: Previous researches have yield contradictory results in the studies of cognitive dysfunction following Mild Traumatic Brain Injury (MTBI ). This research was also designed and conducted to compare the cognitive condition of two areas of attention strength and executive functions in healthy people and patients with MTBI one year after trauma. Methods: In this Case- control study, which was conducted from February 2017 to October 2018, 48 male Patien with MTBI aged between 30 to 55 years old who were admitted to the intensive care unit of Shohadaye Haftome Tir and Baqiyatallah Hospitals in Theran were randomly selected as case group and 64 healthy men subjects with similar age range as control group. Participants were evaluated using Stroop. and Wisconsin tests in terms of cognitive function. Results: The results of the study showed that the mean and standard deviation of the age of MTBI patients were 41.17 and 8.25, respectively, and the mean and standard deviation of healthy subjects were 41.81 and 8.609, respectively. The two group had significantly difference (p<0/01), in the areas executive functions at the levels of Categories, Perseverative, correct and error responses, number of trials to complete first category and conceptual level responses. The two group had significantly difference (p<0/05), In the attention test at the level of score of interference but the two groups had not significantly difference for interference time (p>0/05). Patients with MTBI had overall poorer results for all the tests than healthy people. Conclusion: According to the findings of this research, mild traumatic brain injury can disturb executive functions of the brain's prefrontal lobes after one year. Hence, it is suggested that in clinical and legal evaluations of the patients, this issue to be considered and both psychological and medical interventions. [ABSTRACT FROM AUTHOR]

Introduction: Attention Deficit Hyperactivity Disorder is a childhood disorder that is associated with a persistent pattern of symptoms of inattention, hyperactivity or inappropriate impulsivity, which usually continues into adulthood. Aim: The purpose of this study was to investigate the impact of the video game Minecraft on the Cognitive flexibility of ADHD athletes students. Method: The study was a quasi-experimental study with a pre, post and follow-up design with a control group. The statistical population of the study was 79 ADHD athletes students from 9 to 16 years old in 2020 in Lorestan province. Of these, 30 students were randomly selected and divided into two groups control and experimental. Subjects were evaluated three times (pretest, posttest, follow up) with Wisconsin Card Sorting Test. Also, to test the hypothesis, multivariate analysis of covariance, repeated measures analysis of variance, Bonferroni test and Spss 26 software at the significance level of 0.05 were used. Results: The results of cognitive flexibility scores showed a significant difference between the two groups in the three stages of measurement (P=0.0001). Bonferroni showed a significant difference between groups in the components of cognitive flexibility, the number of categories (P=0.027) and preservation error (P=0.0001). That is, Minecraft improved Cognitive flexibility in the experimental group, but no change was observed in the cognitive flexibility of the control group. Conclusion: It can be concluded that Minecraft improves the cognitive flexibility of ADHD athletes student. [ABSTRACT FROM AUTHOR]

Introduction: Internet addiction can be explained by various factors, including executive functions as multifunctional neuropsychological structures. Aim: The purpose of this study is to predict internet addiction through executive functions among students of Allameh Tabataba'i University. Method: The present study is a correlational study and its statistical population consists of students of Allameh Tabataba’i University who have studied in the second semester of the 2019 academic year. The statistical sample of the study included 206 Undergraduate Student who were selected by available sampling in this study. In order to measure Internet addiction, the Young Internet Addiction Questionnaire was used and to evaluate the executive functions Go/No Go Task, N-Back Task and Wisconsin Card Classification Task (WCST) were used. Correlation and regression analysis were used to analyze the data. Data were analyzed using SPSS 25 statistical software. Results: The results of the analyzed data show that there was no relationship between working memory components (N-Back Test Series n2) and Internet addiction (P<0.05). However, there is a significant negative relationship between internet addiction (first-series N-BACK), working memory and disinhibition and a significant positive relationship between internet addiction and cognitive flexibility. (P<0.05) Conclusion: The results of this study showed that executive functions can predict internet addiction in students. Executive functions can also be considered as one of the contributing factors to the persistence of Internet addiction. [ABSTRACT FROM AUTHOR]

Introduction: Cognitive impairment is a common feature in the elderly and seems to affect other abilities and behaviors of this group. Aim: The present study aimed at comparing the executive functions and false memory in two age groups of 60-70 years and 71-80 years in Tehran. Method: This is a causal-comparative descriptive study. The statistical population consisted of all the people above 60 years old attending the Retirement Organization of Tehran in 2018. Two groups of 100 participants were selected for the 60-70-year and 71-80-year groups through the convenience sampling method. The Wisconsin Card Sorting Test (WCST) and the false memory test were used for data collection. The obtained data was analyzed using descriptive statistics and MANOVA. Results: The results showed that the elderly in the 71-80-year group had poorer performance in WCST than the 60-70-year group. In addition, the false recall and false recognition subscales of false memory were significantly lower in the 60-70-year group than the 71-80-year group. Conclusion: According to the findings of the present study, executive functions and false memory decrease in the elderly with aging. Therefore, it is very important to provide cognitive empowerment services to enhance the executive functions of the elderly. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to evaluate the impact of neurofeedback exercises on executive performance, cognitive flexibility, and attention in students with learning disabilities. Material & Methods: In this study, a total of 30 male students with learning disabilities were referred to the Movafaghiat Clinic in Tehran, Iran, and were randomly assigned to two groups (each including 15 students). The first group (experimental group) received 16 sessions of neurofeedback training (two sessions per week) and the second group (control) did not receive any intervention. The study instruments included the Wisconsin cognitive flexibility test and the Stroop attention test. The data were analyzed using the univariate and multivariate analysis of covariance in SPSS software (version 24). Findings: The results showed that the experimental group had superiority in terms of the indicators of the Stroop Attention test and Wisconsin Cognitive Flexibility test. Discussion & Conclusion: Based on the obtained results, neurofeedback training is effective in improving the executive functions of students with learning disabilities. Accordingly, this method can be used to improve the executive functions of these groups of students. .

Introduction: Stroke is a sudden onset of a neurological disorder that can be attributed to a focal vascular cause. Working memory defects are one of the most commonly occurring phenomena after brain damage. Working memory is the core of executive functions. Cognitive rehabilitation is a cognitive and neuropsychological intervention program designed to rehabilitate cognitive defects. Aim: The purpose of this study was to investigate the effect of cognitive rehabilitation on the divided attention, selective attention and executive function of adults with stroke. Method: 20 patients with stroke in this study were equally divided into experimental and control groups. All patients were examined by Wechsler's working memory test, divided and selective attention test, and Wisconsin Card sorting test. The experimental group trained 5 weeks and 5 days for 30-40 minutes with a computerized rehabilitation program. Results: Analysis of univariate covariance shows that cognitive rehabilitation has effect on selective attention, but does not affect the divided attention and executive function. The calculated F in the level of significance (P <0.05) was significant (22.23) and (0.6 and 97. 3) was not significant. Improvement in selective attention may occur as a result of changes in neural organization in response to injury. Conclusion: It seems that the lack of improvement in divided attention and the executive function is due to the lack of harmony and parallel exercise in different regions of the brain because of infective tissue. [ABSTRACT FROM AUTHOR]

Background and purpose: We aimed at evaluating the effectiveness of cognitive rehabilitation on executive functions (attention and working memory) in adolescents surviving acute lymphoblastic leukemia with a history of chemotherapy. Materials and methods: This clinical trial was conducted in 30 adolescents who survived acute lymphoblastic leukemia and had a history of chemotherapy. The participants were randomly assigned to two groups of intervention and waiting list (n=15 per group). The subjects in the experimental group were provided with 12 45-minute sessions of cognitive rehabilitation of memory and attention. The data was obtained using Wisconsin Card Sorting Test and Continuous Performance Test in the three stages of pretest, post-test, and follow-up. Data analysis was performed using descriptive (mean and standard deviation) and inferential statistics (MANCOVA). Results: Wisconsin test showed significant improvements in the scores of working memory and shifting attention in components of correct responses, errors, classes, and preservation variable in the intervention group (P<0.05). Moreover, significant performance enhancement was observed in the continuous attention test and components of commission error and error of omission in continuous performance test among the intervention group (P<0.05). Conclusion: Cognitive defects have negative impacts on the lives of of those surviving leukemia. Therefore, further studies are required to evaluate the role of cognitive rehabilitation in improvement of quality of life in this group of individuals. [ABSTRACT FROM AUTHOR]

Introduction: Cognitive rehabilitation has an effect on the improvement of symptoms of dyscalculia disorder such as executive function and quantitative reasoning and affects other children's functions. Aim: The purpose of the present study was to investigate the effectiveness of cognitive-computer software on the executive function and quantitative reasoning of 7-12-year-old children with dyscalculia. Method: It was a semi-experimental research design of pre-test-post-test and follow-up with a control group. The statistical population included all children with dyscalculia in Isfahan city in 2022-2023. 45 children with dyscalculia disorder were selected by purposeful sampling and placed in two control and experimental groups.. For the experimental group, Captain Log (2020) cognitive-computer training program was implemented in 10 sessions of 60 minutes; But the control group did not receive any intervention. The research tools included the fifth version of Wechsler's intelligence scale (Wechsler, 2014), continuous performance computer test (Rosold, 1956), Wisconsin card sorting test (Grant and Berg, 1948), Tower of London test (Challice, 1982). The data obtained from the research were analyzed with SPSS software version 26 and using the analysis of variance test with repeated measurements. Results: The results showed that Captain Log computer cognitive software had a significant effect on executive function (attention, error elimination and correct answer, problem solving and cognitive flexibility) (p0.05). Conclusion: Based on the findings of the research, it can be concluded that the cognitive rehabilitation of Captain Log's cognitive-computer program can be used as an efficient method to improve the cognitive ability of 7-12-year-old children with dyscalculia.

Background: Bipolar I disorder (BID) is a complex and chronic disorder characterized by episodes of mania and depression. Considering the possibility of neuropsychological function deficit in patients with bipolar disorder, the purpose of this study was to determine the mean scores of executive functions (cognitive flexibility and working memory) in mania, euthymia, and depression in bipolar I disorder and compare them with controls. Methods: In a causal-comparative study in 2016, 41 patients with bipolar I disorder referring to emergency rooms, psychiatric departments, and clinics of Isfahan University of Medical Sciences, Iran, with psychiatrist’s diagnosis based on Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5), Young Mania Scale, and Hamilton Depression Scale, and 18 healthy controls based on Symptom Checklist-90-Revised V.4.1 (SCl-90-R V.4.1) and Short Form Health Survey-36 (SF-36) questionnaires were selected to participate in the study through convenience sampling. The participants were compared using Computerized Wisconsin Card Sorting Test-Version 3 (WCST-V3) and Working Memory WIS Software V-4 (WMW V-4). Findings: In indices of executive functions, there were no significant differences among patients, but compared to the controls, in the Wisconsin test, patients had less number of correct categories (P = 0.004), more perseveration error (P < 0.001), more attempts (P = 0.001), more false responses (P = 0.003), and longer test implementation time (P = 0.002). Performance of the mania group in all indices of working memory was significantly lower than controls (P < 0.05o for all). Euthymic patients had a weaker performance in comparison to controls in visual forward digit-span (P < 0.001), and total visual memory (P < 0.001). Conclusion: Bipolar disorder is associated with cognitive deficits, and executive function deficit is more evident in the mania phase. These deficits are found even during the euthymic phase. Considering controversial findings, further studies seem to be necessary.

Background and Aim: "Executive function" is a term describing the processes required for conscious control of thought, emotion, and action that have centered role in management of one's day-to-day life. The purpose of this study was to examine the relationship between executive function and performance on selected linguistic tasks in persons with aphasia (PWA) and left frontal lobe lesions. Materials and Methods: Subjects were 12 right-handed, left hemisphere stroke patients and 12 normal adults as control group. Farsi aphasia test were administered to determine of presence and type of aphasia, as well as auditory comprehension(AC) and naming scores. Wisconsin Card Sort Test(WCST) and Tower Of London(TOL) were used to assess the executive function skills of planning, working memory, mental flexibility, self monitoring, inhibition irrelevant behavior, shifting between concept and action. Results: The control group scored higher than the individuals with aphasia on the executive function tests (P<0/001). In WCST there was not a significant correlation between the AC and category completed (CC) as well as preservative errors(PE). There was a significant correlation between the AC and total errors (TE) (p=0/02). There was a significant correlation between naming and CC (p=0/01) and TE (p=0/005). There was not a significant correlation when comparing the naming and PE (p=0/194). A comparison between naming scores and TOL showed a significant correlation (p=0/009). There was not a significant correlation between AC and TOL (p=0/113). Conclusion: This study showed that individuals with aphasia have cognition disorder, other than language disorder. If they have a good naming ability, patients' performance on tests of executive function will be better. [ABSTRACT FROM AUTHOR]

Background and Aim: Many key problems in autistic children are related to executive dysfunction. This dysfunction is usually occurred due to structural and functional dissociation between brain regions. So neurofeedback can be used as a new treatment procedure in improving children's executive function through modifying brain waves but behavioral changes are usually reflection of long-term changes in the brain level. Therefore the purpose of this study is to investigate the overall effect of neurofeedback training and behavioral effects caused by adding occupational therapy based on cognitive rehabilitation. Materials and Methods: Single system (A-B-A-B+C-A) design was used in this study. Participants were 2 children with autism spectrum disorder who completed 41 sessions during the study. They received neurofeedback intervention alone (B) during 20 sessions and in the following 12 sessions neurofeedback with occupational therapy (B+C). In this study, Wisconsin card sorting and tower of london tests were used for collecting information on children, s executive functions. Results: According to the obtained results, the effect size of neurofeedback training on executive function was high for both participants. The rate of shifting attention was improved as one of the executive function items after adding occupational therapy and also the increasing effect of neurofeedback in planning was maintained. Conclusion: The results of this study showed that neurofeedback can improve executive function in autistic children and the effect of neurofeedback can be more obvious if occupational therapy will be added. But gaining more significant behavioral changes after receiving occupational therapy needs more sessions. [ABSTRACT FROM AUTHOR]

Background and purpose: Executive functions include cognitive skills responsible for the design, initiation and sequencing of complex behaviors. Impairment in these functions is obvious in acute phase of bipolar disorder but available resources demonstrate this impairment as a major problem in bipolar patients. This research was conducted to compare executivefunctions and possibility of having frontallobe damage among bipolar I patients in their recovery phase and people without this disorder. Materials and methods: This cross-sectional study included all the patients suffering from bipolar I disorder, attending Ibn-e-Sina Hospital in Mashhad during July to December 2011. Thirty patients diagnosed with bipolar I disorder were chosen according to DSM-IV-TR and psychologist's identification criteria. The control group included 30 ordinary people who did not have any psychological background. To collect the data the Hamilton Rating Scale for Depression, Young Mania Rating Scale, and Wisconsin Card Sorting Test were applied. The data was analyzed using independent T and U-Mann Whitney tests in SPSS. Results: There was a significant difference among control and case groups in all indices of Wisconsin's test (total error, perseveration error, number of categories) (P<0.05). Conclusion: Executive functions of bipolar patients showed a significant difference in recovery phase compared to those of the control group. According to suitability of Wisconsin test for evaluating functions of frontallobes and significant results among these two groups, there is a high possibility of frontallobe damage in patients with bipolar disorder. [ABSTRACT FROM AUTHOR]

Background & Aims: Adolescence is a transition period that is associated with physical, emotional and psychological changes and developments, and in which children are at greater risk for certain behaviors, including drug use, risky sexual behavior, and behavioral adjustment problems (1). Engaging in these risky behaviors and adjustment problems at an early age is particularly problematic because it is associated with many negative outcomes later in life, including pregnancy and adult substance or alcohol abuse (2). Researchers believe that risky behaviors are one of the most important factors that affect people's physical, social and psychological health (7). Therefore, the mechanisms that explain the various traumas during adolescence are said to pinpoint the protective factors that prevent the development of high-risk behaviors. It is one of the most important mechanisms for brain development processes; During adolescence, neural development is characterized by long-term growth of frontal brain regions and earlier and faster development of limbic systems (9). The joint development of these two systems and their inability precede risky behaviors during adolescence, because maturation in the prefrontal regions enables diagnostic control and regulates decision-making behavior to overcome inappropriate responses. Its growth is associated with defects in cognitive control and causes high-risk behaviors (10). On the other hand, a series of researches and other studies indicate that high-risk behaviors may also be caused by emotion regulation processes (14). Agents who use negative emotional regulation strategies and suppress their emotional responses are prone to tend to risky behaviors in order to self-control their emotional states (17). Among the treatments that have recently received a lot of attention for the advancements of the nerves is emotional working memory training, which can be effective in improving cognition and regulation of affective sciences (19, 26, 29). However, due to the fact that less researches have investigated the effectiveness of working memory training to control cognition and emotional regulation in adolescents with a tendency to risky behaviors, the purpose of this research is to investigate the effect of emotional working memory training on cognitive control and regulation. Excitement in teenagers tends to risky behaviors. Methods: For the implementation of this research, which was in the category of semiexperimental research with a control group and of pre-test and post-test type, 30 adolescent boys who had the minimum cut-off score of the questionnaire tending to risky behaviors and other entry criteria were selected as available. They were divided into two groups of 15 people, experimental and control. The experimental group underwent 20 sessions of emotional working memory training, but the control group did not receive any intervention. All of these people were evaluated before and after the training in two stages, pre-test and post-test, with Gross and Jan (2003) emotion regulation questionnaire and (go/no-go) test. The collected data were analyzed using the Mancova multiple covariance analysis method by SPSS software version 28. The tools of this research include Iranian adolescents' risk-taking scale, emotion regulation questionnaire and test (Go/No-go). To train emotional working memory in this research, emotional memory training software based on the protocol described by Schweizer et al. was used (20). This software includes visual and auditory back-to-back emotional tasks in which a face was simultaneously presented for 500 milliseconds on a four by four matrix on the monitor screen and a word was presented for 500 milliseconds in headphones, during which the subjects pressed Pressing the button responded to one or both stimuli simultaneously. 60% of the words (such as rape and death) and faces (such as fear, sadness and anger) are emotionally negative and the rest are emotionally neutral (for example, closet and chair). The subject was required to compare whether the word Is the previous hearing similar to the presented word or not, or is the presented image compatible with the previous image or not? In order to place the subjects at their best level of performance, the lower threshold of the test was 20 and the upper threshold of the test was 60 (out of a total score of 100). That is, if the number of correct answers of the subjects for images and auditory stimuli was more than 60, one step was added to the test, and if the number of correct answers of the subjects was less than 20%, one step was reduced from the test. Results: The results of covariance analysis and T-test showed a significant difference between the control and experimental groups in reaction speed (β = 0.89 & p < 0.01) as well as improving positive emotion regulation skills (β = 0.89 & p < 0.01). and negative (p < 0.01 & β = 0.89) in subjects. Therefore, it can be said that working memory training has a significant effect on the variables of cognitive control and emotion regulation and their components in teenagers with high-risk behaviors (P<0.05). Conclusion: The results of this research showed that 20 sessions of continuous training of the emotional working memory program increased the cognitive control of subjects with a tendency to risky behaviors in the reaction time component of the correct answer as well as their emotional regulation from the pre-test to the post-test stage. The results of this research are consistent with the results of Friedman and Miyak's research on the increase of emotional working memory capacity after emotional working memory training; According to the results of this study, increasing the capacity of emotional working memory leads to an increase in the activity of frontal regions related to cognitive control, which improves cognitive control of people as a result (38). The results of Schweizer et al.'s research also showed that emotional working memory training can improve cognitive and emotional control and emotion regulation (39). According to the results of the present study and the results of other studies, it can be said that training emotional working memory by improving emotional regulation can reduce the tendency to risky behaviors in adolescents. Also, the application of this new treatment method by improving executive actions and cognitive control of people limits their attention to irrelevant thoughts and information and reduces risky behaviors. [ABSTRACT FROM AUTHOR]

Introduction: Internet addiction can be explained by various factors, including executive functions as multifunctional neuropsychological structures. Aim: The purpose of this study is to predict internet addiction through executive functions among students of Allameh Tabataba'i University. Method: The present study is a correlational study and its statistical population consists of students of Allameh Tabataba’i University who have studied in the second semester of the 2019 academic year. The statistical sample of the study included 206 Undergraduate Student who were selected by available sampling in this study. In order to measure Internet addiction, the Young Internet Addiction Questionnaire was used and to evaluate the executive functions Go/No Go Task, N-Back Task and Wisconsin Card Classification Task (WCST) were used. Correlation and regression analysis were used to analyze the data. Data were analyzed using SPSS 25 statistical software. Results: The results of the analyzed data show that there was no relationship between working memory components (N-Back Test Series n2) and Internet addiction (P

Age-related cognitive changes are inevitable in old ages, but the influence of variables such as education, fluid intelligence, and social components challenge the exact understanding of these changes and no clear picture on normal cognitive changes relative to age could be made. Therefore, the present study aimed to investigate developmental changes in cognitive components (including STM, WM, inhibition, updating, executive performance, and visual-spatial skills) by controlling the mentioned variables after age 60. Samples included people over 55 living in Tehran among whom 201 participants were selected using a purposive sampling method (48 samples aging 55 to 60, 47 samples aging 60 to 65, 52 samples aging 65 to 70, and 54 over 70). All participants finished high school and showed equal operation in intelligence and social participation tests. Forward Digit Span, Backward Digit Span, Kim Karad visual memory test, Stroop, Wisconsin sorting Cards, spatial orientation tasks, and a researcher-developed questionnaire on social activity and relationships were used to collect data. Results showed meaningful differences in all cognitive tasks among elderly groups (60-65, 65-70, and over). Results reported that, after 60, the given cognitive variables decreased in accordance with age, so that as the age increased cognitive performance decreased in all cognitive tasks of the elderly. Based on these results, a clear image was taken about normal changes of cognition in aging and a cognitive rehabilitation package for older people is suggested.

Background: Schizophrenia and bipolar disorders are associated with impaired cognitive and executive functions. Cognitive and executive profile of these two disorders is similar. However, cognitive and executive deficits in these patients may follow different paths. The purpose of the present study is to examination and comparison of different paths of cognitive and executive function in patients with schizophrenia and bipolar disorders. Methods: This was a descriptive study on patients with schizophrenia and bipolar disorders from 2016 to 2017. Thirty-four patients with schizophrenia, 52 patients with bipolar disorder, and 72 healthy individuals participated in the present study. This research was performed in Kargarnejad psychiatric hospital located in Kashan City, Iran. In this study, Positive and Negative Symptom Scale (PANSS), Young Mania Rating Scale (YMRS), Beck Depression Inventory-II (BDI-II), Tower of London task, Wisconsin card sorting task, Trial Making Test (TMT), and Four-Choice reaction time test (Four-Choice) were used. Findings: The MANOVA test showed a significant difference between the schizophrenia, bipolar disorder, and healthy groups in all scales of cognitive and executive functions. Altogether, performance of patients with schizophrenia in cognitive and executive functions were better than those with bipolar disorder; but schizophrenia and bipolar disorder groups have weaker performance than healthy persons (P < 0.001). Conclusion: This study show that cognitive and executive functions are destructed in schizophrenia and bipolar disorders, and they have weaker cognitive and executive functions than healthy controls. Moreover, cognitive and executive functions in patients with bipolar disorder are weaker than patients with schizophrenia, and follow different paths from schizophrenia.

Background: Bipolar disorder is a debilitating psychiatric disorder characterized by recurrent depression, manic, and hypomanic episodes. Examination and comparison of executive and cognitive functions in bipolar patients and their family members has not been addressed in Iran so far. The aim of the present study was to examine executive and cognitive functions in bipolar patients and their family members. Materials and Methods: In this cross-sectional study, 50 patients with bipolar disorder, 50 of their family members, and 50 healthy controls were included. The Young Mania Rating Scale, Beck Depression Inventory, Tower of London task, Wisconsin Card Sorting Task, Trail Making Test, Ruler Drop method, Four- Choice task, and general intelligence test were used to examine executive and cognitive functions of the participants. Results: Executive and cognitive functions in patients with a bipolar disorder were significantly lower than those in the other groups (P

Background: According to previous studies, a number of executive functions are impaired in people with bulimia nervosa. Accordingly, the aim of this study was to identify the most function impairments involved in patients with bulimia nervosa. Materials and Methods: The present study is a descriptive survey, and according to the method of implementation, is a systematic review study. A literature search was conducted by using the following electronic databases including scientific information databases (SID), CINAHL, Scopus, Web of Science, google scholar, PubMed, ScienceDirect, Medlib, Magiran, and Medline from 1991 through 2017. With executive actions involved in patients with bulimia nervosa, a search was done using the keywords of executive actions, working memory, attention, inhibition, reasoning and planning, organizing, self-regulation, inhibition, retention and conversion, self-regulation, cognitive flexibility, inhibitory control, speed processing, repositioning, decision-making, self-control, anorexia nervosa, and their combination with bulimia nervosa and similar terms (emotional eating). The content of all articles, after extraction from the databases, was evaluated by the PRISMA checklist, and the content analysis was used to examine data. Results: After the search and evaluation of the studies, the final analysis was carried out on 63 articles.The findings of this study showed that the executive actions involved in bulimia nervosa fall into five categories: attention, decision-making, inhibition, working memory, and set-shifting. Conclusion: Based on the results, drawing on the areas identified in the field of executive functions involved in patients with bulimia nervosa can be used as a conceptual map for more coherent studies and the design of extensive interventions. [ABSTRACT FROM AUTHOR]

Aims: Impairment in executive functions can result in impaired self-regulatory behavior and social skills deficiency, and experiential avoidance is a strong predictor of psychological signs and symptoms. This study was aimed to evaluate the effectiveness of cognitive-behavioral therapy on executive function and experiential avoidance among veterans with post-traumatic stress disorder (PTSD). Materials & Methods: This study was conducted in a quasi-experimental, pretest-posttest design with control group in 2017. The studied population was included all male veterans with post-traumatic stress disorder referred to Quds hospital in Sanandaj. 40 veterans were selected using available sampling method and were divided randomly in two experimental and control groups. The Wisconsin card sorting test (WCST) and acceptance and action questionnaire (AAQ) were used to collect information. The data were analyzed using SPSS 20 software by multivariate analysis of covariance (MANCOVA). Findings: After controlling the pre-test scores, the results showed that the mean scores of experimental group in number of categories and preservative error as the sub-components of executive function, and experiential avoidance were significantly lower than the control group (p

Background: Chemotherapy as one of the main methods of cancer treatment has many side effects that one of them is the impact of this treatment on the brain. Objective: The aim of this study was to compare the executive functions in women diagnosed with breast cancer undergoing chemotherapy and healthy counterparts. Methods: In this case-control study, women with breast cancer (n=40) undergoing chemotherapy along with healthy women (n=40) with no history of chronic diseases using available sampling method and were selected from Tehran Shohada Tajrish Hospital (2015-2016). Data was collected using demographic characteristics questionnaire, anxiety and depression test, continuous performance test, and Wisconsin card category collected and was analyzed by the independent t test. Findings: In the continuous performance test, omission and commission errors, with weaknesses in speed tests in patients with breast cancer were higher than those in the control group and this difference was statistically significant. There was a significant difference between the two groups in which reflects the low number of correct answers and cluster with higher preservation in breast cancer patients compared to healthy counterparts. Conclusion: According to the results, deficits in executive functions caused by chemotherapy in cancer patients that require therapeutic measures in this field.

Executive functions are self-regulated functions and show the ability to inhibition, self-changing, planning, organization, using the working memory, solving problems and targeting for homework and school activities. This study compares the executive functions of inhibition and problem solving in adolescents with and without substance abuse. In this causal-comparative study, 15 adolescents with substance abuse and 15 normal adolescents were selected which matched each other with the same age, sex and education. The research tools were Wisconsin Card, was used for assessing the inhibition executive functions, and Heppner and Petersen Questionnaires for problem solving. The results showed that there were statistically significant differences between groups between average score of inhibition executive functions and solving problem (except trend– avoid component). There were not statistically significant differences in the average score of inhibition executive functions and solving problem according to age, sex and education. It is concluded that the drug addicts are weaker than those without substance abuse based on the inhibition executive function and problem solving. These findings can be used for the prevention program.

Objective: There is evidence for differential executive function in Bipolar I Disorder (BID) and schizophrenia that may tend different cognitive deficits and abnormalities. The objective of this sudsy was to compare the executive function of BID and schizophrenic patients. Materials & Methods: We studied 50 patients with BID, and 50 with schizophrenia participants in outpatients' clinic of Rouzbeh hospital. All participants completed the Wisconsin Card Sorting Test (WCST) the Persian version. The participants were mach in three basic variables which had most contributions in cognitive conditions in patients. They were Age, educational status and period of illness. Results: The two patient groups had compared performance on the WCST in compared with general population (P