Nazer Mohammad, Mirzaei Hanifeh, Mokhtaree Mohammadreza
Assistant Professor, Psychiatry Department, Non-Communicable Diseases Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.
M.Sc. of General Psychology, Islamic Azad University, Kerman Branch, Kerman, Iran.
Electron Physician. 2018 Sep 9;10(9):7259-7265. doi: 10.19082/7259. eCollection 2018 Sep.
Memory is the basis for the development of language skills and learning processes, and self-efficacy is one of the most important predictors of academic achievement.
This study aimed to determine the effects of neurofeedback training (NFB) on verbal and visual memory and self-efficacy in students of Rafsanjan University of Medical Sciences.
This quasi-experimental study was conducted on students of Rafsanjan University of Medical Sciences (Rafsanjan, Iran). Twenty-six students without severe neuropsychological disorder, history of epilepsy and drug abuse were selected randomly and divided into two groups. First, the participants completed the Morgan-Jinks Student Efficacy Scale (MJSES) and then were assessed by Kim Karad Visual Memory Test (KKVMT) and Wechsler Memory Scale for verbal memory (WMSVM). The experimental group underwent 15 sessions of neurofeedback training (NFB) for increase in sensorimotor response (SMR) in central zero (Cz) and fronto-central zero (FCz) location at the psychology clinic Rafsanjan University of Medical Sciences. Visual and verbal memory and self-efficacy were assessed by KKVMT, WMSVM and MJSES after completion of sessions and one month later. Posttest and follow-up of the control group were also carried out simultaneously with the experimental group. Data were analyzed in SPSS version 16, using descriptive statistical and repeated measures ANCOVA. The significance level of examining the hypotheses was set at p≤0.05.
The Mean±SD of verbal memory in the experimental group in pretest, posttest and follow-up was 20±1.9, 22.58±2.1, 22.41±2.06 respectively (p<0.001, Effect size= 0.53).There were significant changes in short-term (p=0.001, Effect size =0.41) and long-term (p=0.001, Effect size =0.42) visual memory. The changes of mid-term visual memory and self-efficacy in the experimental group were not significant (p=0.135, p=0.062).
NFB is effective in improving verbal memory and some dimensions of visual memory. Further studies are needed to achieve better results.
记忆是语言技能发展和学习过程的基础,自我效能感是学业成绩最重要的预测指标之一。
本研究旨在确定神经反馈训练(NFB)对拉夫桑詹医科大学学生言语和视觉记忆以及自我效能感的影响。
本准实验研究在拉夫桑詹医科大学(伊朗拉夫桑詹)的学生中进行。随机选取26名无严重神经心理障碍、癫痫病史和药物滥用史的学生,分为两组。首先,参与者完成摩根 - 金克斯学生效能感量表(MJSES),然后通过金卡拉德视觉记忆测试(KKVMT)和韦氏记忆量表言语记忆部分(WMSVM)进行评估。实验组在拉夫桑詹医科大学心理诊所接受15次神经反馈训练(NFB),以增加中央零点(Cz)和额中央零点(FCz)位置的感觉运动反应(SMR)。训练结束后及1个月后,通过KKVMT、WMSVM和MJSES评估视觉和言语记忆以及自我效能感。对照组的后测和随访也与实验组同时进行。数据在SPSS 16版中进行分析,采用描述性统计和重复测量协方差分析。检验假设的显著性水平设定为p≤0.05。
实验组言语记忆在预测试、后测试和随访中的均值±标准差分别为20±1.9、22.58±2.1、22.41±2.06(p<0.001,效应量 = 0.53)。短期(p = 0.001,效应量 = 0.41)和长期(p = 0.001,效应量 = 0.42)视觉记忆有显著变化。实验组中期视觉记忆和自我效能感的变化不显著(p = 0.135,p = 0.062)。
神经反馈训练在改善言语记忆和视觉记忆的某些维度方面有效。需要进一步研究以取得更好的结果。