امانی، امید، مظاهری، محمدعلی، نجاتی، وحید و شمسیان، شهین. (1396). اثربخشی توانبخشی شناختی بر کارکردهای اجرایی (توجّه و حافظهی فعّال) نوجوانان بقایافته از لوسمی حاد لنفوبلاستیک دارای سابقهی شیمیدرمانی: یک کارآزمایی بالینی. مجلهی دانشگاه علوم پزشکی مازندران،27(147)، 138-126. http://jmums.mazums.ac.ir/article-1-9820-en.html
زارع، حسین و امینی، فهیمه. (1395). اثربخشی نرمافزار آموزش حافظهی کاری بر کارکردهای توجّه دانشآموزان دارای اختلال یادگیری ریاضی. ناتوانیهای یادگیری، 6(1)، 79-60. https://jld.uma.ac.ir/article_456.html?lang=en
زحمتکش، یاسمین، درتاج، فریبرز، صبحی قراملکی، ناصر و کیامنش، علیرضا. (1397). اثربخشی آموزش ذهنآگاهی بر افزایش ظرفیت حافظه کاری و خودکارآمدی تحصیلی دانشآموزان دختر. پژوهش در نظامهای آموزشی، 12(ویژهنامه)، 26-13. https://www.jiera.ir/article_64984.html?lang=en
غرایاق زندی، حسین، ملازاده، مهدی، ولایی، مرتضی و صادقینیا، زهره. (1398). اثربخشی خودگفتاری بر مؤلفههای شناختی و فیزیولوژیک اضطراب. تازههای علوم شناختی، ۲۱ (۱)، ۲8-۲1. http://icssjournal.ir/article-1-978-en.html
کریمیاصفهانی، فاطمه و قائمی، فاطمه. (1395). رابطهی توانایی حل مسئلهی اجتماعی با حافظهی کاذب در نوجوانان بزهکار و عادی. پژوهش در نظامهای آموزشی، 10(33)، 50-33. https://dorl.net/dor/20.1001.1.23831324.1395.10.33.2.1
مرادی، علیرضا، چراغی، فرشته و فراهانی، محمدنقی. (1387). اثر اضطراب و نحوه ارایه تکالیف بر کارآمدی پردازش و عملکرد عناصر حافظه فعّال. پژوهشهای نوین روانشناختی (روانشناسی دانشگاه تبریز)، 3(11)، 98-77. https://psychologyj.tabrizu.ac.ir/article_4332.html?lang=en
نهروانیان، پروانه، عسگری، پرویز درتاج، فریبرز، نادری، فرح و بختیارپور، سعید. (1397). تأثیر آموزشی شناختی بر حافظه کاری و توجّه متمرکز کودکان مضطرب. پژوهش در نظامهای آموزشی، 12(40)، 26-7. https://doi.org/10.22034/jiera.2018.65180
References
Ada, E. N., Comoutos, N., Ahmad, H., Yıldız, R., Jowett, S., & Kazak, Z. (2021). The Coach–Athlete Relationship and Self-Talk in Turkish Athletes. Sustainability, 13, 5764. https://doi.org/10.3390/su13115764
Alloway, T. P., & Carpenter, R. K. (2020). The relationship among children’s learning disabilities, working memory, and problem behaviours in a classroom setting: Three case studies. The Educational and Developmental Psychologist, 37(1), 4-10. https://doi.org/10.1017/edp.2020.1
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of experimental child psychology, 106(1), 20-29. https://doi.org/10.1016/j.jecp.2009.11.003
Amani, O., Mazaheri, M. A., Nejati, V., & Shamsian, S. (2017). Effectiveness of cognitive rehabilitation in executive functions (attention and working memory) in adolescents survived from acute lymphoblastic leukemia with a history of chemotherapy: a randomized clinical trial. J Mazandaran Univ Med Sci, 27(147), 126-138. [in Persian] http://jmums.mazums.ac.ir/article-1-9820-en.html
Bellomo, E., Cooke, A., Gallicchio, G., Ring, C., & Hardy, J. (2020). Mind and body: Psychophysiological profiles of instructional and motivational self‐talk. Psychophysiology, 57(9), e13586. https://doi.org/10.1111/psyp.13586
Burgess, G. C., Depue, B. E., Ruzic, L., Willcutt, E. G., Du, Y. P., & Banich, M. T. (2010). Attentional control activation relates to working memory in attention-deficit/hyperactivity disorder. Biological psychiatry, 67(7), 632-64. https://doi.org/10.1016/j.biopsych.2009.10.036
Bridewell, W., & Bello, P. F. (2016). A theory of attention for cognitive systems. Advances in Cognitive Systems, 4, 1-16.
Chang, Y. K., Ho, L. A., Lu, F. J. H., Ou, C. C., Song, T. F., & Gill, D. L. (2014). Self-talk and softball performance: The role of self-talk nature, motor task characteristics, and self-efficacy in novice softball players. Psychology of Sport and exercise, 15(1), 139-145. https://doi.org/10.1016/j.psychsport.2013.10.004
Cohen RA. (2014). The Neuropsychology of Attention. New York: Springer Science & Business, Second Edition Media.
Collins, D. J., Abbott, A., & Richards, H. (Eds.). (2011). Performance Psychology E-Book: A Practitioner's Guide. Elsevier Health Sciences.
Demetriou, A., Makris, N., Tachmatzidis, D., Kazi, S., & Spanoudis, G. (2019). Decomposing the influence of mental processes on academic performance. Intelligence, 77, 101404. https://doi.org/10.1016/j.intell.2019.101404
Eysenck, M.W., & Calvo. M.G. (1992).Anxiety and performance: The processing efficiency Theory. Cognition andEmotion,6,409-434. https://doi.org/10.1080/02699939208409696
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336. https://doi.org/10.1037/1528-3542.7.2.336
Eysenck, M. W., Moser, J. S., Derakshan, N., Hepsomali, P., & Allen, P. (2023). A neurocognitive account of attentional control theory: how does trait anxiety affect the brain’s attentional networks?. Cognition and Emotion, 37(2), 220-237. https://doi.org/10.1080/02699931.2022.2159936
Eysenck, M., Payne, S., & Derakshan, N. (2005). Trait anxiety, visuospatial processing, and working memory. Cognition & Emotion, 19(8), 1214-1228. https://doi.org/10.1080/02699930500260245
Flanagan, R. M., & Symonds, J. E. (2021). Self‐talk in middle childhood: A mechanism for motivational resilience during learning. Psychology in the Schools, 58(6), 1007-1025. https://doi.org/10.1002/pits.22484
Galanis, E., Hatzigeorgiadis, A., Comoutos, N., Papaioannou, A., Morres, I. D., & Theodorakis, Y. (2022). Effects of a strategic self-talk intervention on attention functions. International Journal of Sport and Exercise Psychology, 20(5), 1368-1382. https://doi.org/10.1080/1612197X.2021.1963304
Galanis, E., Papagiannis, E., Nurkse, L., Theodorakis, Y., & Hatzigeorgiadis, A. (2022). The effects of strategic self-talk on divided attention following physical exhaustion. International Journal of Sport and Exercise Psychology, 1-11. https://doi.org/10.1080/1612197X.2022.2090989
Garayagh zandi H, Mollazadeh M, Valaei M, Sadeghaei Z. (2019). The effect of self-talk on the cognitive and physiological components of anxiety. Advances in Cognitive Sciences, 21 (1), 21-28. [in Persian] http://icssjournal.ir/article-1-978-en.html
Georgakaki, S. K., & Karakasidou, E. (2017). The Effects of Motivational Self-Talk on Competitive Anxiety and Self-Compassion: A Brief Training Program among Competitive Swimmers. Psychology, 8(05), 677. doi: 10.4236/psych.2017.85044.
Hatzigeorgiadis, A., & Galanis, E. (2017). Self-talk effectiveness and attention. Current opinion in psychology, 16, 138-142. https://doi.org/10.1016/j.copsyc.2017.05.014
Hatzigeorgiadis, A., Galanis, E., & Theodorakis, Y. (2020). Strategic self-talk interventions. In Self-talk in Sport (pp. 123-135). Routledge.
Karimi Isfahani, F. & Ghaemi, F. (2016). Relation of the ability to solve social problem with false memory in juvenile and normal teenagers. Journal of Research in Educational Systems, 10(33), 33-50. [in Persian] https://dorl.net/dor/20.1001.1.23831324.1395.10.33.2.1
Kim, J., Kwon, J. H., Kim, J., Kim, E. J., Kim, H. E., Kyeong, S., & Kim, J. J. (2021). The effects of positive or negative self-talk on the alteration of brain functional connectivity by performing cognitive tasks. Scientific reports, 11(1), 1-11. https://doi.org/10.1038/s41598-021-94328-9
Latinjak, A. T., Morin, A., Brinthaupt, T. M., Hardy, J., Hatzigeorgiadis, A., Kendall, P. C., ... & Winsler, A. (2023). Self-Talk: An Interdisciplinary Review and Transdisciplinary Model. Review of General Psychology, 10892680231170263. https://doi.org/10.1177/10892680231170263
Harwood-Gross, A., Lambez, B., Feldman, R., Zagoory-Sharon, O., & Rassovsky, Y. (2021). The effect of martial arts training on cognitive and psychological functions in at-risk youths. Frontiers in pediatrics, 9, 707047.https://doi.org/10.3389/fped.2021.707047
Luo, X., Guo, J., Liu, L., Zhao, X., Li, D., Li, H., ... & Sun, L. (2019). The neural correlations of spatial attention and working memory deficits in adults with ADHD. NeuroImage: Clinical, 22, 101728. https://doi.org/10.1016/j.nicl.2019.101728
Meichenbaum, D. (1979). Cognitive behavior modification: The need for a fairer assessment. Cognitive Therapy and Research, 3, 127-132. https://doi.org/10.1007/BF01172598
Moradi, A.; Cheraghi, F. & Farahani, M. (2008). The effect of anxiety and the way assignments are presented on the efficiency of processing and working memory elements. New Psychological Research (Tabriz University Psychology), 3(11), 77-98. [in Persian] https://psychologyj.tabrizu.ac.ir/article_4332.html?lang=en
Nahravanian, P., Askari, P., Dartaj, F., Naderi, F. & Bakhtiarpour, S. (2018). The effect of cognitive training on working memory and focused attention of anxious children. Journal of Research in Educational Systems 12(40), 7-26. [in Persian] https://doi.org/10.22034/jiera.2018.65180
Nedergaard, J., Christensen, M. S., & Wallentin, M. (2021). Valence, form, and content of self-talk predict sport type and level of performance. Consciousness and Cognition, 89, 103102. https://doi.org/10.1016/j.concog.2021.103102
Oberauer, K. (2019). Working Memory and Attention–A Conceptual Analysis and Review. Journal of cognition, 2(1). https://doi.org/10.5334/joc.58
Parks-Stamm, E. J., Gollwitzer, P. M., & Oettingen, G. (2010). Implementation intentions and test anxiety: Shielding academic performance from distraction. Learning and Individual Differences, 20(1), 30-33. https://psycnet.apa.org/doi/10.1016/j.lindif.2009.09.001
Riding, R. J., Grimley, M., Dahraei, H., & Banner, G. (2003). Cognitive style, working memory and learning behaviour and attainment in school subjects. British Journal of Educational Psychology, 73(2), 149-169. https://psycnet.apa.org/doi/10.1348/00070990360626912
Rimonda, R., Wibowo, M. E., & Jafar, M. (2018). The Effectiveness of Group Counseling by Using Cognitive Behavioral Therapy Approach with Cinematherapy and Self-talk Techniques to Reduce Social Anxiety at SMK N 2 Semarang. Jurnal Bimbingan Konseling, 7(2), 145-12. https://journal.unnes.ac.id/sju/index.php/jubk/article/view/25773
Seidman, L. J. (2006). Neuropsychological functioning in people with ADHD across the lifespan. Clinical Psychology Review, 26 (20) 466–485. https://doi.org/10.1016/j.cpr.2006.01.004
Shi, X., Xu, J., Wang, F., & Cai, D. (2022). Cognitive processing features of elementary school children with mathematical anxiety: Attentional control theory-based explanation. Journal of Experimental Child Psychology, 224, 105513. https://doi.org/10.1016/j.jecp.2022.105513
Shimoni, M., Engel-Yegr, B., & Tirosh, E. (2012). Executive dysfunctions among boys with attention deficit/hyperactivity disorder (ADHD): performance-based test and parents report. Research in developmental disabilities, 33(3), 858-865. https://doi.org/10.1016/j.ridd.2011.12.014
Shipstead, Z., Harrison, T. L., & Engle, R. W. (2015). Working memory capacity and the scope and control of attention. Attention, Perception, & Psychophysics, 77, 1863-1880. https://doi.org/10.3758/s13414-015-0899-0
Smolak, E., McGregor, K. K., Arbisi-Kelm, T., & Eden, N. (2020). Sustained attention in developmental language disorder and its relation to working memory and language. Journal of Speech, Language, and Hearing Research, 63(12), 4096-4108. https://doi.org/10.1044/2020_JSLHR-20-00265
Swanson, L. H. & Jerman, O. (2006). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96(4), 249-283. https://doi.org/10.1016/j.jecp.2006.12.004
Tams, S., Legoux, R., & Léger, P. M. (2018). Smartphone withdrawal creates stress: A moderated mediation model of nomophobia, social threat, and phone withdrawal context. Computers in Human Behavior, 81, 1-9. https://doi.org/10.1016/j.chb.2017.11.026
Wong, I., Mahar, D., Titchener, K., & Freeman, J. (2013). The impact of anxiety on processing efficiency: Implications for the attentional control theory. The Open Behavioral Science Journal, 7(6), 7-15. DOI: 10.2174/1874230001307010007
Zahmatkesh, Y. Z., Dortaj, F., Sobhi Gharamaleki, N., & Kiamanesh, A. R. (2018). The Effectiveness of Mindfulness Training on Increasing Working Memory Capacity and Academic Self-Efficacy of Girl Students. Journal of Research in Educational Systems, 12(Special Issue), 13-26. [in Persian] https://www.jiera.ir/article_64984.html?lang=en
Zare, H., & Amini, F. (2016). The effectiveness of working memory training software on attention functions of students with mathematics learning disabilities. Journal of Learning Disabilities, 6(1), 60-79. [in Persian] https://jld.uma.ac.ir/article_456.html?lang=en