Comparison of the effectivenss of interventions based on neural feedback and transcranial electrical stimulation with direct current on attention and response inhibition of students

Document Type : Research Paper

Authors

1 PhD student Psychology , Department of Psychology , Roudehen Branch , Islamic Azad University, Roudehen , Iran.

2 Assistant Professor، Department of Psychology , Roudehen Branch , Islamic Azad University ,Roudehen ,Iran. (Corresponding author)

3 Assistant Professor، Higher Education Institute of Cognitive Sciences, Tehran, Iran.

4 Assistant Professor، Department of Psychology , Roudehen Branch , Islamic Azad University ,Roudehen ,Iran.

Abstract

Introduction: Paying attention to the mental health and optimal cognitive function of children and adolescents is of great importance in societies. Therefore, the current research was conducted with the aim of comparing the effectiveness of neurofeedback and transcranial electrical stimulation on students' attention and response inhibition skills.
Methodology: This quasi-experimental research was conducted in the form of pre-test, post-test and one-month follow-up with a control group. The number of 51 students was determined as the sample size, and they were randomly divided into three groups of 17: two experimental groups including neurofeedback and transcranial electrical stimulation and the control group. The statistical population of the research was made up of all students aged 8 to 16 in Tehran in the year 1400. The data collection tool included IVA-2 software. A mixed analysis of variance test was used to analyze the data.
Findings: The results of this research showed that neurofeedback compared to transcranial electrical stimulation or tdcs is a more effective method for increasing auditory response inhibition, and both treatments alone were effective in improving attention skills and response inhibition.
Conclusion: Based on the findings, it can be concluded that neurofeedback and transcranial electrical stimulation are effective in improving students' attention and response inhibition skills. The mentioned findings can help therapists to choose the type of treatment.

Keywords

References

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