The purpose of this study was to investigate the effect of working memory training on attention skill and capacity working memory among karate athletes. A number of 24 karate athletes were selected from Alborz's skilled karate athletes by convenience sampling and randomly assigned into control and experimental groups. They were asked to complete working memory capacity and attention tests. Then experimental group underwent a 25-session working memory training course. Finally, both group completed the tests again. Instruments included digit and spatial working memory test, black and red attention test, and working memory training software. Multivariate analysis of covariance showed that working memory training resulted in increase in working memory capacity and attention. Generally, based on the findings, working memory training is useful to increase karate athletes’ appropriate responses in high-pressure situations.

Working memory is a system for recalling and manipulating data. Main of this research was constructing, providing and standardization of Tehran Working Memory Test (TWMT) with developing tables and norm scores in 6-12 years old age children. In this research and development design, after conducting primary study, final version with 6 subtests-forward words recalling, backward word recalling, forward pictures recalling, backward pictures recalling, non-words recalling and listening recalling-were provided. The study sample consisted of 352 elementary students (173=girls and boys=179), who were selected using cluster random sampling. In this stage, descriptive statistics, t-test and multivariate analysis of variance were used for analyzing data. Conducted analysis leads to presenting working memory profiles with using means and standard deviations for different elementary grades and age six groups. The mean scores of basic combinations component were close to 0. 5 norm for most age groups. So, there was no significant difference between all subtests between girls and boys. However, difference between academic grades was significant. TWMT is appropriate test for presenting working memory profile in elementary students with six subtests.

Background: The paced auditory serial addition test (PASAT) was primarily developed to assess the effects of traumatic brain injury on cognitive functioning. Working memory (WM) is one of the most important aspects of cognitive function, and WM impairment is one of the clinically remarkable signs of aphasia. To develop the Persian version of PASAT, an initial version was used in individuals with aphasia (IWA). Methods: In this study, 25 individuals with aphasia (29-60 years) and 85 controls (18-60 years) were included. PASAT was presented in the form of recorded 61 single-digit numbers (1 to 9). The participants repeatedly added the 2 recent digits. The psychometric properties of PASAT including convergent validity (using the digit memory span tasks), divergent validity (using results in the control group and IWA group), and face validity were investigated. Test-retest reliability was considered as well. Results: The relationship between the PASAT and digit memory span tests was moderate to strong in the control group (forward digit memory span test: r= 0. 52, p< 0. 0001; backward digit memory span test: r = 0. 48, p< 0. 0001). A strong relationship was found in IWA (forward digit memory span test: r= 0. 72, p< 0. 0001; backward digit memory span test: r= 0. 53, p= 0. 006). Also, strong testretest reliability (intraclass correlation= 0. 95, p< 0. 0001) was observed. Conclusion: According to our results, the PASAT is a valid and reliable test to assess working memory, particularly in IWA. It could be used as a feasible tool for clinical and research applications.

The purpose of the this study was to compare the effectiveness of emotional working memory training and neutral working memory training on improving cognitive functions and decreasing test anxiety symptoms in a group of university students. 60 students with high test anxiety were selected with Spielberger test anxiety inventory. Subjects were divided into three groups: emotional working memory training, neutral working memory training and control. Subjects in the experimental groups received 15 minutes of 45 sessions of emotional and neutral working memory training, while the control group received no intervention. All participants were assessed before and after training using spielberger test anxiety inventory, Wechsler Digit Span Test, and continuous performance test. Data were analyzed using multivariate analysis of covariance in SPSS-22. Result showed that the subjects in the emotional working memory and he neutral working memory group had a significant improvement in the symptoms of anxiety, direct and inverse Digit Span Test, ommission error, commission error and reaction time compared to the control group. The results also showed that the subjects in the emotional working memory group had higher improvement in Emotionality (emotional component of test anxiety) and presentation error compared to the neutral working memory group. Based on the results of the present study, the use of working memory-based computer training, especially emotional working memory, can be suggested as an effective intervention to reduce test anxiety symptoms and improve working memory and sustained attention.

Objectives: This study investigates the relationship between visual perception, working memory, and academic performance among middle school students with learning difficulties in the Middle Atlas region of Morocco. Specifically, it examines how these cognitive factors impact academic performance and highlights the importance of neurocognitive evaluation. Methods: This study employed the Anoto DP-201 pen, a computerized tool used in neuropsychology, to assess visual perception and working memory. The research involved a sample of middle school students with learning difficulties and a control group. The ROCF-A test-copying phase was utilized to measure accuracy scores in visual perception tasks. Results: The learning-disabled group had a lower mean accuracy score (59.98±11.34) than the control group (66.68±3.72). Statistical analysis using an independent sample t-test indicated a statistically significant difference between the two groups (t=4.44, P<0.000), highlighting the disparity in accuracy scores in the Rey-Osterrieth complex figure (ROCF-A) test-copying phase copying phase. Discussion: The findings suggest the critical role of neurocognitive evaluation in identifying students with deficits in visual perception and working memory. This study emphasizes the need for a multidisciplinary diagnostic approach to effectively manage and remediate cognitive challenges in learners with learning difficulties. Using the Anoto DP-201 pen provides valuable insights into the neurocognitive profiles of students and supports targeted interventions to enhance academic performance.

The aim of this study was to examine the relationship between academic performance and the variables of working memory, self-efficacy belief, and test anxiety. The population of this descriptive-correlational study consisted of male students studying at 6th grade elementary school in Tehran. According to Krejcie and Morgan, 373 students were selected, using cluster random sampling. Daneman and Carpenter questionnaire was administered to assess students’ working memory. Pintrich and De Groot learning questionnaire was administered to assess students’ educational self-efficacy belief and test anxiety. In addition, students’ grade point average was used as the indictor of academic performance. In this study, in addition to measures of central tendency and measures of dispersion, Pearson correlation and stepwise regression were used to predict the relationship between academic performance and the independent variables. The result indicated that there were positive and significant relationship between academic performance and the variables of working memory and self-efficacy belief, and negative and significant relationship between academic performance and test anxiety. Regression analysis showed that test anxiety had a greater effect on the dependent variable. Therefore, it is imperative that schools and teachers use appropriate strategies to reduce test anxiety and improve academic performance of students.

Introduction: The aim of the role of selective attention, test anxiety and cognitive performance with working memory in students was performed. The study Statistical population of this study comprised of all high school students in Tabriz was students who were studying 2015-2016. A sample of the population, using cluster random sampling method, a sample of 353 people was select. To collect the data from the Stroop test, Spielberger Test Anxiety Inventory and the Wechsler test and n-back test was used. Pearson correlation and multiple regression analysis methods (simultaneous) were used for data analysis. The results showed that working memory and selective attention time and a significant positive correlation is negative and significant relationship with an error. There is negative and significant relationship between test anxiety and working memory. In addition, there is positive and significant relationship between cognitive functions of computing, image adjustments and cubic design, with working memory. There was no relationship between vocabularies with working memory.Also, regression analysis showed that the scores were predictive variables (selective attention test anxiety and cognitive functions), 19% of working memory changes significantly predict. Theoretical and practical implications or results were discussed in the section of discussion.

Objectives: Specificity impairment is a memory alteration that occurs in people with major depressive disorder (MDD). In this investigation, we intended to shine a light on obscure aspects of executive resource and capture and rumination frameworks to determine whether these theories are reliable in predicting underlying mechanisms for specificity impairment. Methods: In this correlational research, we used the convenience sampling method over two months, between January and February 2021. We administrated the digit span working memory test, ruminative response scale (RRS), and autobiographical memory interview to indicate whether working memory capacity and subtypes of rumination can predict memory specificity in people with MDD. Using RRS enabled us to determine the correlation between subtypes of rumination and memory specificity.  Results: Our samples consisted of 105 adults (53 males (50.5%) and 52 females (49.5%)) with MDD. The participants’ mean age was 33.38 years with a range of 22-43 years. The results no significant difference between gender, marriage, and age groups in terms of memory specificity (P>0.05). The results of the Spearman correlation coefficient and multiple regression analysis showed that only working memory capacity can predict memory specificity (r=0.216, p<0.05). There was no significant correlation between brooding and reflection, as two subtypes of rumination and memory specificity. Discussion: In line with our results, it should be stated that depression is accompanied by executive deficits, which result in memory impairments. These impairments are due to the structural and functional alterations in the brain in the depressed group. As the Carfax model emphasized, working memory capacity is not only required to maintain, define, and hold the optimal retrieval model but it is also crucial to inhibit interfering autobiographical information. Nonetheless, neither brooding nor reflection rumination can predict memory specificity. Therefore, memory capacity is probably occupied due to ineffective search strategies, not rumination.