Cognitive Training

Purpose: The main objective of the present paper is to boost executive functions and meta-cognition via compensatory and rehabilitative cognitive training. Methodology: In a randomized controlled trail with pretest, post-test and follow-up assessment, the effects of compensatory and rehabilitative cognitive training via education and personalized practice was studied on the EF and metacognition of 126 secondary students aged 16-18. Participants were assigned randomly into an experimental training group (n=61) using Practical Cognitive Strategy Training (PCST) or a wait-list control group (n=65). PCST (Roshd) consisted of two parts: cognitive strategy awareness and practice for compensatory cognitive training and cognitive exercises for rehabilitative cognitive training. The data was analyzed using repeated measure ANOVA in SPSS 23. Findings: Results showed a significant difference between experimental and control group in strategy use after twelve sessions of training once a week in a twelve-week period of training and a one-month follow-up assessment (P≤0.001). The participants also reported some kinds of transfer in the use of learned cognitive strategies to other life activities. Limitations: The study only used practical real life executive functions exercises and let the students choose whether to use training apps or not. The amount of extra training out of training situation was not controlled. Conclusion: Practical daily-life-based executive functions training can practically enhance executive functions and meta0cognitipon in real life activities.

Introduction: The present study aimed to compare the effects of 3 school-based physical exercises with different levels of cognitive engagement on executive functions.  Materials and Methods: In total, 47 students aged 13-14 years were randomly divided into 3 groups, as follows: the Integrated Physical and Cognitive (IPC) exercise, peer physical exercise group (with the same physical challenge), and control group (the routine physical education program). A Continuous Performance Test (CPT), the N-back test, and the Stroop test were used to evaluate executive functions in pretest and posttest.  Results: The obtained results indicated that the IPC group significantly improved more than the other groups on the executive functions. Accordingly, physical exercise with a higher cognitive load benefitted both speed and accuracy on cognitive tasks significantly more than the same physical activity alone.  Conclusion: Therefore, in the integrated physical and cognitive exercise, the cognitive and physiological effects of this training style interact with each other; therefore, their beneficial effects can be gradually increased, while interventions that only focus on the physical dimension would be less effective in promoting cognitive functions.

Purpose: This study aimed to evaluate the effectiveness of cognitive-emotional training on emotional adaptation and working memory among students applying to learn English. Methodology: A randomized controlled trial design was used with 30 participants from Shiraz, divided into an experimental group (n = 15) and a control group (n = 15). The experimental group underwent an eight-week cognitive-emotional training program. Emotional adaptation and working memory were assessed at baseline, post-intervention, and five-month follow-up using standardized measures. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. Findings: For emotional adaptation, the ANOVA results indicated significant main effects of Time (F(2, 54) = 48.27, p < .001, partial η² = 0.64), Group (F(1, 27) = 93.59, p < .001, partial η² = 0.61), and a significant Time x Group interaction (F(2, 54) = 39.77, p < .001, partial η² = 0.59). Post-hoc Bonferroni tests showed significant differences between baseline and post-intervention (p < .001), baseline and follow-up (p < .001), and post-intervention and follow-up (p = .049). For working memory, the ANOVA results also indicated significant main effects of Time (F(2, 54) = 74.36, p < .001, partial η² = 0.71), Group (F(1, 27) = 117.12, p < .001, partial η² = 0.68), and a significant Time x Group interaction (F(2, 54) = 44.91, p < .001, partial η² = 0.62). Bonferroni tests revealed significant differences between baseline and post-intervention (p < .001), baseline and follow-up (p < .001), and post-intervention and follow-up (p = .036). Conclusion: Cognitive-emotional training significantly enhances emotional adaptation and working memory in students learning English. These improvements were sustained over a five-month period, suggesting long-term benefits. Integrating such training into educational programs could improve academic outcomes and emotional well-being for language learners. Keywords

This study aimed to evaluate the effectiveness of social skills training on enhancing self-determination and working memory in individuals with visual impairments. A randomized controlled trial design was used, involving 40 participants with visual impairments, randomly assigned to an intervention group (n = 20) and a control group (n = 20). The intervention group underwent ten 60-minute sessions of social skills training over four months, while the control group received no specific intervention. Self-determination was assessed using the Self-Determination Inventory: Student Report (SDI), and working memory was measured using the Working Memory Questionnaire (WMQ). Data were collected at pre-intervention, post-intervention, and a four-month follow-up. Analysis of variance (ANOVA) with repeated measures and Bonferroni post-hoc tests were conducted using SPSS version 27. Participants in the intervention group showed significant improvements in self-determination from pre-intervention (M = 45.25, SD = 6.34) to post-intervention (M = 58.43, SD = 5.27) and at the four-month follow-up (M = 55.37, SD = 5.82). Similarly, working memory scores improved from pre-intervention (M = 39.18, SD = 7.24) to post-intervention (M = 51.22, SD = 6.05) and were maintained at follow-up (M = 48.76, SD = 6.50). The ANOVA results indicated significant main effects for self-determination (F(2, 76) = 41.52, p < .001, η² = 0.53) and working memory (F(2, 76) = 38.19, p < .001, η² = 0.50), as well as significant time x group interaction effects (self-determination: F(2, 76) = 32.35, p < .001, η² = 0.46; working memory: F(2, 76) = 31.88, p < .001, η² = 0.45). The findings demonstrate that social skills training is significantly effective in enhancing self-determination and working memory in individuals with visual impairments. These improvements were sustained over a four-month follow-up period, suggesting the potential of such interventions to positively impact cognitive and social functioning in this population.