Volume 21, Issue 3 (9-2022)
TB 2022, 21(3): 97-107 |
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Ethics code: IRIAUKERMANREC.1399.004
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Razavi Nematollahi V, Ashabsohof M, Tajrobehkar M, Zeinaddiny meimand Z. Evaluation of the Effect of Cognitive Bias Modification and Mental Imagery on Visual and Verbal Memory. TB 2022; 21 (3) :97-107
URL: http://tbj.ssu.ac.ir/article-1-2991-en.html
URL: http://tbj.ssu.ac.ir/article-1-2991-en.html
Department of Psychology and Educational Sciences, Kerman Branch , Islamic Azad University, Kerman, Iran. , Vidarazavi2010@yahoo.com
Abstract: (768 Views)
Introduction: The present study aims to investigate the effectiveness of cognitive bias modification and mental imagery on visual and verbal memory of female high school students in Yazd city.
Methods: The present experimental study was conducted based on a pretest-posttest pre-posttest design along with a control group. Four high schools from district 2 education of Yazd were selected by cluster sampling method and 15 students from each high school were randomly selected and placed into three experimental and a control group. Initially, all subjects were tested by Wechsler memory scale. The subjects were exposed to eight different educational sessions. The experimental groups included (Experimental group 1: Cognitive bias modification training group), (Experimental group 2: Mental imagery training group), and (Experimental groups 3: Cognitive bias modification and Mental imaging training). The control group had no intervention. After completing the experimental group training, the 4 groups were tested by the Wechsler memory scale.
Results: cognitive bias modification training and mental imagery training significantly affected visual memory (P = 0.001, F = 24.264) and this effect was 57%, while the effect of cognitive bias modification training and mental imagery had a significant effect on verbal memory (P = 0.053, F = 2.7226) and had an effect of 13%. It is therefore confirmed that cognitive bias modification training and mental imagery enhance learners' visual and verbal memory performance.
Conclusion: Such interventions can have a significant contribution in learning, school efficiency, and medical clinical treatments.
Methods: The present experimental study was conducted based on a pretest-posttest pre-posttest design along with a control group. Four high schools from district 2 education of Yazd were selected by cluster sampling method and 15 students from each high school were randomly selected and placed into three experimental and a control group. Initially, all subjects were tested by Wechsler memory scale. The subjects were exposed to eight different educational sessions. The experimental groups included (Experimental group 1: Cognitive bias modification training group), (Experimental group 2: Mental imagery training group), and (Experimental groups 3: Cognitive bias modification and Mental imaging training). The control group had no intervention. After completing the experimental group training, the 4 groups were tested by the Wechsler memory scale.
Results: cognitive bias modification training and mental imagery training significantly affected visual memory (P = 0.001, F = 24.264) and this effect was 57%, while the effect of cognitive bias modification training and mental imagery had a significant effect on verbal memory (P = 0.053, F = 2.7226) and had an effect of 13%. It is therefore confirmed that cognitive bias modification training and mental imagery enhance learners' visual and verbal memory performance.
Conclusion: Such interventions can have a significant contribution in learning, school efficiency, and medical clinical treatments.
Type of Study: Research |
Subject:
Special
Received: 2019/12/17 | Accepted: 2020/02/18 | Published: 2022/09/1
Received: 2019/12/17 | Accepted: 2020/02/18 | Published: 2022/09/1
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