Background: Attention-deficit/hyperactivity disorder is one of the most prevalent neural-behavioral disorders attracting the attention of psychologists and psychiatrics from long ago. The present research addresses the issue that what is the effect of working memory training on behavioral symptoms of ADHD disorder. Aims: The aim of research is to study the effectiveness of working memory training on recovery of behavioral symptom of ADHD children in the format of a semi-experimental design from pretest-posttest type with the presence of control group; the intended sample included 40 volunteer students with ADHD which were placed randomly.Method:Research tools included clinical interview, Khodadadi Working Memory Training Software (2014), Conners’Parent Questionnaire-Revised (1999), Swanson SNAP-IV Rating Scale (1980). ADHD was diagnosed by clinical interview and SNAP-IV. In order to control the intelligence of subjects Riven children intelligence test (1938) was used. Test group attended in 10 working memory training sessions, while control group were not exposed to any intervention. Both groups’ subjects in both pretest-posttest completed Conners questionnaire and SNAP-IV. Results. Results obtained from multivariate covariance analysis indicated that working memory training has significantly reduced their impulsivity/ hyperactivity and increase in attention of experimental group, compared to control group in posttest phase(p<0/001).Conclusion: working memory training can be considered as a complementary therapeutic approach on recovery from behavioral symptoms (attention-deficit and impulsivity) of children with attention-deficit/hyperactivity.

Background: Depression is one of the most common chronic diseases among people with high levels of comorbidity with other mental disorders. But the key question is, does the interpretation of interpretation bias affect the repair and reduction of behavioral and cognitive symptoms in patients with depression? Aims: The purpose of this study was to evaluate the efficacy of correction of interpretation bias on the repair and reduction of behavioral and cognitive symptoms in patients with depression. Method: This was a quasi-experimental study with pretest-posttest design and follow-up. The statistical population of this study consisted of 15 patients with mild to severe depression who were selected by convenience sampling method. Tools include the Beck Depression Inventory (1961), an edited version of the Symptom Checklist (SCL-90-R), Baron and Cohen's Eye Reading Test (1), and the Persian Version of the Mind Reading Test by Sound (Nejat). Et al., 2015). Data analysis was performed using one-way ANOVA with repeated measures. Results: Interpretation bias correction has an effect on repair and reduction of behavioral and cognitive symptoms in patients with depression (p<0/001) Conclusions: Interpretation bias correction can be used to reduce cognitive and behavioral symptoms of depression. 

Background: Numerous studies have focused on how to build knowledge structure and the factors that affect it. However, research that examines the phenomenon of knowledge constructivism and the construction and validation of the "Mathematical Behavioral Behavioral Signs of Mathematical Knowledge" test has been neglected. Aims: The aim of this study was to investigate poor structural knowledge and develop and validation of the "Behavioral signs of mathematical poor structural knowledge" test in sixth grade students. Method: The research was objective in terms of purpose and exploratory (quantitative-qualitative) information in terms of data collection. In the qualitative section, with semi-structured interview and open and central coding, the behavioral symptoms of poor structural knowledge were identified and a questionnaire was developed and in the quantitative section, the psychometric features of the questionnaire were examined. The study sample in the qualitative section, using the targeted method available (the desire to cooperate), was selected by 10 people to saturate the opinions. In the quantitative section, 20 schools with 37 sixth grade classes with 1073 student were selected by clustering method. In the qualitative section, an open-ended interview and in the quantitative section, the researcher's test of "behavioral signs of knowledge dysfunction" was used. The tools of the present study are: The researcher-made questionnaire "Knowledge Behavioral Signs of Knowledge Construction" (2019). Data analysis was performed by exploratory factor analysis and confirmatory factor analysis. Results: Results showed that 26 open codes and 7 central codes obtained and seven elemens are behavioral signs of poor structural knowledge of mathematical: Lack of communication channel with teacher, Unusual classroom setting (Lack of visibility of the teacher), escape from position (lesson and question), class restlessness, disorientation and decentralization, divert the classroom process, and reactions When teaching a new topic. Also, the content validity with CVR index and structural validity of the questionnaire were confirmed by exploratory and confirmatory factor analysis, and Cronbach's alpha coefficient showed high internal reliability for the whole questionnaire and its components. Conclusions: The results showed that there is poor structural knowledge of mathematical in students and its behavioral symptoms can be identified and providing the ground for correcting.