تحلیل پیامدهای روان‌شناختی اختلال در حافظه کاری در دانش آموزان

Bioh, R., Durowaa, R., Kumasenu, B., & Asiedu, B. Y. (2018). Cognitive and Psychological Deficits in Children With Epilepsy at the Korle-Bu Teaching Hospital in Ghana. International Neuropsychiatric Disease Journal, 12(1), 1-9. https://doi.org/10.9734/indj/2018/44437

Brydges, C. R., Ozolnieks, K. L., & Roberts, G. (2015). Working Memory – Not Processing Speed – Mediates Fluid Intelligence Deficits Associated With Attention Deficit/Hyperactivity Disorder Symptoms. Journal of Neuropsychology, 11(3), 362-377. https://doi.org/10.1111/jnp.12096

Dashtbozorgi, Z., Ahangar, M. D., Aminalsharieh, S., Ashoori, J., & Alizadeh, M. (2017). The Effect of Neurofeedback Training on Sustain Attention and Working Memory in Male Elementary School Students With Attention-Deficit/ Hyperactivity Disorde. The Neuroscience Journal of Shefaye Khatam, 5(4), 5-13. https://doi.org/10.18869/acadpub.shefa.5.4.5

Godfrey, D. A., Kehoe, C. M., Bastardas-Albero, A., & Babcock, J. C. (2020). Empathy Mediates the Relations Between Working Memory and Perpetration of Intimate Partner Violence and Aggression. Behavioral Sciences, 10(3), 63. https://doi.org/10.3390/bs10030063

Kazzi, C., Alpitsis, R., O’Brien, T. J., Malpas, C. B., & Monif, M. (2024). Cognitive and Psychopathological Outcomes in Acute Disseminated Encephalomyelitis. BMJ Neurology Open, 6(1), e000640. https://doi.org/10.1136/bmjno-2024-000640

Khan, A., & Ghazala, N. (2023). Effect of Working Memory on Student’s Performance at Secondary Level. Vfast Transactions on Education and Social Sciences, 11(4), 21-28. https://doi.org/10.21015/vtess.v11i4.1660

Li, Y., Yang, N., Zhang, Y., Xu, W., & Cai, L. (2021). The Relationship Among Trait Mindfulness, Attention, and Working Memory in Junior School Students Under Different Stressful Situations. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.558690

Li, Z., Al-Qadri, A. H., & Zhao, W. (2022). The Cognitive Ability of Chinese Students With Dyslexia and Mathematical Learning Disabilities. Children, 9(12), 1949. https://doi.org/10.3390/children9121949

Loessner, L., Matthes, C., Haußmann, R., Brandt, M., Sauer, C., Espin, M., Noppes, F., Werner, A., Linn, J., Hummel, T., Haehner, A., & Donix, M. (2021). Predictors of Subjective Cognitive Deficits in Patients With Mild Cognitive Impairment. Psychogeriatrics, 22(2), 210-217. https://doi.org/10.1111/psyg.12802

López, R. F., & Antolí, A. (2020). Computer-Based Cognitive Interventions in Acquired Brain Injury: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. PLoS One, 15(7), e0235510. https://doi.org/10.1371/journal.pone.0235510

Pisano, F., Torromino, G., Brachi, D., Quadrini, A., Incoccia, C., & Marangolo, P. (2021). A Standardized Prospective Memory Evaluation of the Effects of COVID-19 Confinement on Young Students. Journal of clinical medicine, 10(17), 3919. https://doi.org/10.3390/jcm10173919

Premeti, A., Lekka, E., & Pilafas, G. (2024). Exploring Working Memory Deficits in Academic Learning: Strategies for Identification and Intervention. Galore International Journal of Health Sciences and Research, 9(2), 21-29. https://doi.org/10.52403/gijhsr.20240203

Roussy, M., Luna, R., Duong, L., Corrigan, B., Gulli, R. A., Nogueira, R., Moreno‐Bote, R., Sachs, A., Palaniyappan, L., & Martínez-Trujillo, J. (2021). Ketamine Disrupts Naturalistic Coding of Working Memory in Primate Lateral Prefrontal Cortex Networks. Molecular Psychiatry, 26(11), 6688-6703. https://doi.org/10.1038/s41380-021-01082-5

Sarshar, M., Emadian, S. O., & Hassanzadeh, R. (2024). Effectiveness of Cognitive-Emotional-Social Training of Working Memory on Attention Bias, Executive Functions, and Academic Performance of Students With ADHD. Jarac, 6(4), 1-10. https://doi.org/10.61838/kman.jarac.6.4.1

Siraei, F., & Bigdeli, H. (2023). Evaluating the Effectiveness of Dialectical Behavior and Motor Perception Training on the Symptoms of Attention Deficit, Cognitive Avoidance and Working Memory of Female Students With Attention Deficit/Hyperactivity Disorder. Jarac, 5(4), 60-70. https://doi.org/10.61838/kman.jarac.5.4.8

Solati, A. A., Eslami, M., & Ejadi, Z. (2024). Examining the Effectiveness of Emotional Self-Regulation Skills on Cognitive Flexibility and Working Memory of Students. Jayps, 5(9), 74-80. https://doi.org/10.61838/kman.jayps.5.9.9

Vives, E., Bressan, M., Poletti, C., Caroti, D., Butera, F., Huguet, P., & Régner, I. (2025). Uncovering the Relationship Between Working Memory and Performance in the Jigsaw Classroom. PLoS One, 20(3), e0319495. https://doi.org/10.1371/journal.pone.0319495

Wiest, G. M., Rosales, K. P., Looney, L., Wong, E. H., & Wiest, D. J. (2022). Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children With ADHD and SLD. Brain Sciences, 12(2), 141. https://doi.org/10.3390/brainsci12020141

Woo, H., Hong, C. J., Jung, S., Choe, S., & Yu, S. W. (2018). Chronic Restraint Stress Induces Hippocampal Memory Deficits by Impairing Insulin Signaling. Molecular Brain, 11(1). https://doi.org/10.1186/s13041-018-0381-8