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This study aimed to compare the effectiveness of yoga training with emotion regulation training on students' working memory and cognitive flexibility. The research methodology was quasi-experimental designed as pretest and posttest with control and follow-up groups. Entire second-grade female high schoolers in the 2nd District of Tehran, during 2018-19 academic year, constituted study’s statistical population, of whom 54 students were chosen using cluster random sampling method, and randomly assigned into three groups. The pretest of N-back and Denis and Wenderval’s cognitive flexibility (2010) was administered for all three groups; and then the experimental groups received yoga training and emotion regulation intervention and finally posttest was implemented followed by 4-week follow-up test. Data analysis used by analysis of variance with repeated measurements exhibited that, both trainings significantly resulted in an increase in components of Different recognition and recognition time of working memory and cognitive flexibility (p≤/001). Yoga training had more effect on the component of different recognition and psychological flexibility than on emotional regulation training (p≤/001), while the impact of both two interventions had not a significant difference on the component of recognition time.

This study aimed at determining the effect of cathodal Transcranial Direct-Current Stimulation (c-tDCS) of Dorsolateral Prefrontal Cortex (DLPFC) on learning simple volleyball serves. This semi-experimental study was performed as pre-test and post-test with a control group. Thirty male volleyball players with an average age of 14±0.50 years were selected through purposeful sampling based on inclusion and exclusion criteria. The participants were randomly assigned to experimental (n=15) and control (n=15) groups. During eight consecutive sessions, the left DLPFC of participants was stimulated for 10 min using sham and real c-tDCS of 1.5 mA before each session. The participants then performed 35 simple volleyball serves. Absolute error and total variability of participants' performance in pre-test, in the first, third and eighth sessions were recorded. Data analysis by repeated-measures showed that there was a significant difference between absolute error (F=14.597, P = 0.001) and total variability (F=17.523, P = 0.001) of experimental and control group performance. ANCOVA showed that absolute error and total variability of the experimental group performance was respectively (P = 0.013 and P = 0.018) in the first session, (P = 0.021 and P = 0.007) in the third session and (P = 0.001 and P = 0.001) in the eighth session, which were significantly higher than that in the control group. Thus, it seems that c-tDCS of DLPFC is associated with reduced declarative memory activity in the cognitive stage leading to a negative impact on serve learning in beginner volleyball learners.

The purpose of this study was to determine the effectiveness of meta-cognitive education on teaching-learning strategies of gifted high school students in Ardabil city. This quasi-experimental study was conducted considering two groups: one control group and one experimental group, including a pretest and a posttest design. The sample of the study consisted of 40 students of Ardabil city in 2017. The 40 students were selected from the community using random sampling method and were randomly divided into two groups: one experimental group and one control group (20 people in each). Pre-test and post-test were performed by Weinstein teaching-learning strategies, for both groups. The experimental group was trained by the meta-cognitive training program and the control group did not receive any training. Pre-test and post-test results were analyzed using inferential statistics and Multivariate Analysis of Covariance (MANCOVA). Findings showed that meta-cognitive training enhances teaching and learning qualities, also the effectiveness of meta-cognitive training on most components of teaching-learning strategies including test and information processing strategies, attitude, motivation, time management, self-testing, study guidance and effective focus was crystal clear. Although the status of these components improved in the experimental group, but was meaningless on the anxiety components and the choice of the main idea.