Razi Journal of Medical Sciences

fa اثربخشی آموزش ذهن‌آگاهی و tDCS بر فرا حافظه در نوجوانان The Effectiveness of Mindfulness Training and tDCS on Extra Memory in Adolescents روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;"> زمینه و هدف: فراحافظه به سطح اطلاع و آگاهی شخص از فرایندها و ظرفیت حافظه، استراتژی‌های به‌خاطر سپردن مطلوب‌تر و قابلیت نظارت بر عملکرد اشاره دارد. هدف پژوهش حاضر اثربخشی آموزش ذهن‌آگاهی و تحریک جریان مستقیم ترانس کرانیال  (tDCS-Transcranial direct current stimulation) بر فراحافظه در نوجوانان بود. روش کار: جهت انجام این پژوهش کاربردی، 80 دانش‌آموزان پسر پایه نهم شهرستان بوانات در سال 3-1402، انتخاب و به‌صورت تصادفی به چهار گروه آموزش ذهن‌آگاهی، tDCS، تلفیق ذهنآگاهی-tDCS و کنترل تقسیم شدند. آزمودنیهای گروه آموزش ذهن‌آگاهی 8 جلسه، هر هفته یک جلسه 45 دقیقهای آموزش ذهن‌آگاهی دریافت کردند، آزمودنیهای گروه tDCS، 8 جلسه تحریک، هر هفته 2 بار به مدت 30 دقیقه تحریک قشر پشتی-جانبی پیشپیشانی دریافت کردند. شرکت‌کنندگان گروه تلفیق آموزش ذهن‌آگاهی با tDCS، 8 جلسه آموزش ذهن‌آگاهی، هر هفته یک جلسه که چهار هفته پایانی، تحریک در قشر پشتی-جانبی پیشپیشانی، دریافت کردند و آزمودنیهای گروه کنترل هیچ‌گونه آموزش و تحریکی دریافت نکردند. قبل و بعد از اتمام مداخله، شرکتکنندگان مقیاس فراحافظه نوجوانان را تکمیل کردند. داده‌ها با استفاده از تحلیل کواریانس تحلیل شدند. یافته ها: نتایج نشان داد که مداخله ذهن‌آگاهی، tDCS و تلفیق دو تکنیک تأثیر معناداری بر فراحافظه دارد (05/0P<). همچنین مشخص شد که تفاوت بین چهار گروه در متغیر فراحافظه معنادار است (001/0p=). با توجه به نتیجه آزمون تعقیبی، مشخص شد که بین گروه ذهن‌آگاهی با گروه کنترل (001/0=P)، tDCS با گروه کنترل (001/0=P)، تلفیقی با گروه کنترل (001/0=P)، بین گروه tDCS با گروه ذهن‌آگاهی (001/0=P) و نیز گروه تلفیقی با گروه tDCS و همچنین با گروه ذهن‌آگاهی (001/0=P)، تفاوت معناداری وجود دارد (05/0P<). نتیجه گیری: به‌طورکلی نتایج نشان داد که هر سه روش آموزش ذهن‌آگاهی، tDCS و تلفیق آموزش ذهن‌آگاهی با tDCS  بر فراحافظه اثربخش بودند. همچنین تلفیق آموزش ذهن‌آگاهی با tDCS بر فراحافظه مؤثرتر بوده است.  </div> <div style="text-align: justify;"> Background & Aims: Meta-memory refers to a person's level of knowledge and awareness of memory processes and capacity, better memorization strategies, and the ability to monitor performance (6). In other words, meta-memory reflects our awareness and knowledge of memory processes; For example, when someone says that he is good at memorizing routes and maps; But he has a poor performance in remembering people's faces. He is making a comment about his meta-memory knowledge (7). Among the methods and strategies that researchers have tried to change cognitive functions in turn is the use of physical approaches, including electrical stimulation of the brain (11). Direct electrical stimulation from the skull is considered a non-invasive neuromodulation tool for stimulating the brain with the ability to enhance and increase or decrease the cortical excitability of accessible and inaccessible points (12). In addition to stimulating the transcranial direct current, another effective method for strengthening memory and executive functions is mindfulness training. Mindfulness training is considered a third wave behavioral therapy that includes a non-judgmental attention to the experience of the present moment (20, 21). Mindfulness training is conceptualized in the form of a two-component model that includes purposeful direction of attention to the present moment and promotion of experience in the present moment with openness, curiosity and acceptance (22, 23). Considering the research gap in this field and the lack of research that compares the effectiveness of mindfulness training, transcranial direct current stimulation and the combination of mindfulness training with transcranial direct current stimulation on adolescents' metamemory, the present research, while examining the challenges raised, finally seeks The answer to this research question was whether the combination of mindfulness training with transcranial direct current stimulation is more effective in improving adolescent memory than mindfulness training and transcranial direct current stimulation separately? Methods: The current research was applied in terms of purpose and in terms of data collection, it was a semi-experimental type, which was carried out with a pre-test-post-test design with a control group. Among the male students of the first secondary school of the 9th grade of public schools in Bowanat city of Fars province who were studying in the academic year of 1402-1403, 80 people were randomly selected as a sample and divided into four groups of mindfulness training, tDCS, combined and Controls were divided. After selecting the final research groups, the subjects of the four groups were asked to participate in a briefing session. In this meeting, by explaining the objectives of the research, we tried to get the necessary motivation and consent of the clients to participate in the research. The parental consent form for cooperation in the research was completed by the students' parents. Then, pre-test and control groups were taken from all the participants, and all four groups were evaluated by the meta-memory scale of teenagers. After that, the participants in the mindfulness group received 8 sessions, one session a week in a group for 45 minutes. The participants of the transcranial direct current stimulation group received 8 sessions, 2 stimulation sessions per week, and the participants of the group of mindfulness combined with transcranial direct current stimulation 8 sessions each week received 1 session of mindfulness training, the last four weeks with two stimulation sessions (anode stimulation of F3 and cathodic stimulation of the F4 area), that is, they received a total of 8 sessions of mindfulness and 8 sessions of stimulation. The control group did not receive any training or stimulation. After completing the sessions of mindfulness training and transcranial direct current stimulation, all four experimental and control groups were evaluated using the juvenile trans memory scale. Data analysis was done using analysis of covariance test. The data were analyzed at the significance level (P<0.05) using SPSS version 26 software. Results: The results of intra-group comparison showed that mindfulness intervention, tDCS and the combination of two techniques have a significant effect on metamemory (P<0.05), but there is no significant difference between the pre-test and post-test scores of the control group (P> 0.05). It was also found that the difference between the four groups in metamemory variable is significant (p2η=0.707, P=0.0001, F=244.01). According to the results of the follow-up test, it was found that between the mindfulness group and the control group (P=0.001), tDCS with the control group (P=0.001), combined with the control group (P=0.001), between There is a significant difference between the tDCS group and the mindfulness group (P=0.001) and the combined group with the tDCS group and the mindfulness group (P=0.001) (p<0.050). Conclusion: In general, the results showed that all three methods of mindfulness training, tDCS and combining mindfulness training with tDCS were effective on extra memory. Also, the combination of mindfulness training with tDCS has been more effective on extra memory. In general, it can be said that mindfulness training and tDCS, each in their own place, can improve metamemory, while combining mindfulness training with tDCS can be more effective in strengthening metamemory. In justification of these results, it can be said that when the intervention of brain stimulation is combined with mindfulness therapy, in addition to psychological and behavioral issues, it can also help brain structures and cognition and have a greater effect on improving metamemory. It is assumed that an increase in the right or left prefrontal region leads to the reduction of negative behaviors and the improvement of various cognitive functions such as metamemory. Therefore, a possible mechanism based on the greater effect of the combined treatment is that the stimulation of this area leads to an increase in emotional and social cognitive control and inhibition, which can lead to various results such as improved metamemory in adolescents. Considering the effectiveness of combining the two methods of transcranial direct current stimulation and mindfulness on teenagers' metamemory compared to other methods, it is suggested to counselors to use the combined method of transcranial direct current stimulation and mindfulness along with mindfulness in cases of students' metamemory disorders. to be It is also suggested to the school teachers to identify the students who have extra memory disorders during the education process and introduce them to the relevant medical centers so that integrated intervention can be used for their treatment. Also, it is suggested to the officials of the treatment centers that use intervention techniques of brain stimulation and mindfulness for treatment, to provide cooperation with schools and consider facilities for those introduced by schools, so that parents can pay Fewer use these types of techniques to treat their children.  </div> آموزش ذهن‌آگاهی, فراحافظه, tDCS, نوجوانان Mindfulness Training, Meta- Memory, tDCS, Adolescents 1 13 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8119-1&slc_lang=fa&sid=1 Sajad Izadi سجاد ایزدی 3900319475328460088198 0009-0000-5158-557x No Department of Psychology and Educational Sciences, Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran دانشجوی دکتری، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران Masoud Hosseinchari مسعود حسین چاری hchari@shirazu.ac.ir 3900319475328460088199 3900319475328460088199 Yes Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Shahid Bahonar University, Kerman, Iran دانشیار، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر،کرمان، ایران Masoud Fazilat pour مسعود فضیلت پور 3900319475328460088200 3900319475328460088200 No Associate Professor of Cognitive Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran دانشیار روان شناسی شناختی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران Mahbobe Fooladchang محبوبه فولادچنگ 3900319475328460088201 3900319475328460088201 No Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran دانشیار، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران Farideh Yousefi فریده یوسفی 3900319475328460088202 3900319475328460088202 No Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran دانشیار، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران