Working memory and selective attention in adolescents with trauma experience and those recovered from acute COVID-19

Asadi Rajani, Maedeh; Hasanvand, Bagher; Ahmadbeygi, Zahra

doi:10.22098/jrp.2023.11834.1146

دانشگاه محقق اردبیلی

تعداد نشریات	31
تعداد شماره‌ها	478
تعداد مقالات	4,235
تعداد مشاهده مقاله	7,126,866
تعداد دریافت فایل اصل مقاله	4,795,635

	Working memory and selective attention in adolescents with trauma experience and those recovered from acute COVID-19
Journal of Research in Psychopathology
مقاله 2، دوره 6، شماره 4 - شماره پیاپی 22، 2025، صفحه 9-15 اصل مقاله (813.39 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22098/jrp.2023.11834.1146
نویسندگان
Maedeh Asadi Rajani^* ¹؛ Bagher Hasanvand²؛ Zahra ahmadbeygi³
¹Master of clinical psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
²Assistant professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
³Department of Psychology, Tabriz university, Tabriz, Iran.
چکیده
Adolescence is a sensitive period characterized by rapid cognitive and emotional development, during which exposure to trauma or severe stressors can have lasting effects on cognitive functions. This study aimed to compare working memory and selective attention in adolescents who experienced parental-loss trauma and those who had recovered from acute COVID-19. A total of 120 adolescents (aged 12–20 years) participated, including 61 in the trauma group and 59 in the COVID-19 recovery group. The participants were assessed using the Wechsler Memory Scale, the Computerized Stroop Color–Word Test, the GHQ-28, and the WAIS. Descriptive statistics, independent t-tests, and multivariate analysis of variance (MANOVA) were employed to analyze group differences. Results indicated no significant differences between the two groups in working memory (t = 1.902, p = 0.062) or selective attention (Pillai’s Trace = 0.0169, p = 0.462). These findings suggest that both trauma and recovery from acute COVID-19 may similarly affect adolescents’ cognitive functions, though no group exhibited superior performance in either domain. The study highlights the importance of monitoring and supporting cognitive functions in adolescents exposed to significant stressors, emphasizing early intervention and preventive strategies. Future longitudinal studies are recommended to explore the long-term impact of trauma and COVID-19 on various cognitive domains.
کلیدواژه‌ها
Adolescents؛ Cognitive function؛ COVID-19؛ Selective attention؛ Trauma؛ Working memory

مراجع
Ataman, A., & Özsoy, G. (2009). The effect of metacognitive strategy training on mathematical problem solving achievement. doi:10.1080/20445911.2009.9652632 Azul, D., Hancock, A. B., Lundberg, T., Nygren, U., & Dhejne, C. (2022). Supporting well-being in gender-diverse people: A tutorial for implementing conceptual and practical shifts toward culturally responsive, person-centered care in speech-language pathology. American Journal of Speech-Language Pathology, 31(4), 1574-1587. doi:10.1016/j.neubiorev.2022.104787 Baddeley, A. D., & Hitch, G. (1974). Working Memory. Psychology of Learning and Motivation, 8, 47-89. doi:10.1016/S0079-7421(08)60452-1 Baddeley, A. (2003). Working memory: looking back and looking forward. Nature reviews neuroscience, 4(10), 829-839. doi:10.1038/nrn1201 Barlow, M. R., Turow, R. E. G., & Gerhart, J. (2017). Trauma appraisals, emotion regulation difficulties, and self-compassion predict posttraumatic stress symptoms following childhood abuse. Child abuse & neglect, 65, 37-47. doi:10.1111/jcpp.12679 Baseler, H. A., Aksoy, M., Salawu, A., Green, A., & Asghar, A. U. (2022). The negative impact of COVID-19 on working memory revealed using a rapid online quiz. PLoS One, 17(11), e0269353. doi:10.1371/journal.pone.0269353 Basharpoor, S. (2012). The effectiveness of cognitive processing therapy on the improvement of posttraumatic symptoms, quality of life, self esteem and marital satisfaction in the women exposed to infidelity. Family counseling and psychotherapy 2 (2), 193-208. Doi: 20.1001.1.22516654.1391.2.2.4.1 Basharpoor S, Amani S, Narimani M. (2019). The Effectiveness of Narrative Exposure Therapy on Improving Posttraumatic Symptoms and Interpersonal Reactivity in Patients With Cancer. Journal of rehabilitation, 20 (3) :230-241. Doi: 10.32598/rj.20.3.230 Becker, J. H., Lin, J. J., Doernberg, M., Stone, K., Navis, A., Festa, J. R., & Wisnivesky, J. P. (2021). Assessment of cognitive function in patients after COVID-19 infection. JAMA network open, 4(10), e2130645-e2130645. doi:10.1001/jamanetworkopen.2021.30645 Behroz-Sarcheshmeh, S., Karimi, M., Mahmoudi, F., Shaghaghi, P., & Jalil-Abkenar, S. S. (2017). Effect of training of life skills on social skills of high school students with intellectual disabilities. Practice in Clinical Psychology, 5(3), 177-186. doi:10.18869/acadpub.jpcp.5.3.177 Blanchette, I., & Caparos, S. (2016). Working memory function is linked to trauma exposure, independently of post-traumatic stress disorder symptoms. Cognitive neuropsychiatry, 21(6), 494-509. doi:10.1016/j.cognition.2015.09.009 Brown, N. R. (2021). The possible effects of the COVID-19 pandemic on the contents and organization of autobiographical memory: A Transition-Theory perspective. Cognition, 212, 104694. doi:10.1016/j.cognition.2021.104694 Cohen, N., Henik, A., & Mor, N. (2011). Can emotion modulate attention? Evidence for reciprocal links in the attentional network test. Experimental psychology, 58(3), 171–179. doi:10.1027/1618-3169/a000083 Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96. doi:10.1016/j.copsyc.2020.06.008 Delgado-Alonso, C., Valles-Salgado, M., Delgado-Álvarez, A., Yus, M., Gómez-Ruiz, N., Jorquera, M., Polidura, C., Gil, M. J., Marcos, A., & Matías-Guiu, J. (2022). Cognitive dysfunction associated with COVID-19: A comprehensive neuropsychological study. Journal of psychiatric research, 150, 40-46. doi:10.3389/fpsyg.2022.856214 Ebrahimi, A. (2006). Psychometric properties, factor structure, clinical cut-off point, sensitivity of general health questionnaire 28 questions (GHQ-28). Journal of Behavioral Sciences Research, 5(1), 5-13. dor:20.1001.1.17352029.1386.5.1.3.2 Golden, C., Freshwater, S. M., & Golden, Z. (1978). Stroop color and word test. doi:10.1037/t06065-000 Groth-Marnat, G. (2008). Handbook of psycholgical assessment: For clinical psychologists, counselors and psychiatrists.[H. Pasha-Sharifi, & M. Nikkhoo Persian trans]. Tehran: Roshd.[Link]. https://ravanamooz.ir/wp-content/uploads/2024/05.pdf Hafeze, A., Yar-Muhammadiyan, A., & Qomrani , A. (2019). Psychological Approaches to Various Types of Attention in Children’s Religious and Spiritual Education. Journal of Islamic Education, 14(28), 159-173. doi:10.30471/edu.2019.1526 Hauke-Gleißner, J., Jarvers, I., Jordan, S., Gerling, S., Kabesch, M., Brunner, R., & Kandsperger, S. (2025). Neurocognitive and emotional long-term effects of COVID-19 infections in children and adolescents: results from a clinical survey in Bavaria, Germany. BMC Infectious Diseases, 25(1), 411. doi:10.1186/s12879-025-10813-w Heidari, F., Keyvanloo, S., Kermani, A., & Javanmardi, P. (2020). The prevalence of Corona anxiety and its related demographic factors in Mashhad city. Journal of Research in Psychopathology, 1(2), 11-18. doi:10.22098/jrp.2020.1083 Iodice, F., Cassano, V., & Rossini, P. M. (2021). Direct and indirect neurological, cognitive, and behavioral effects of COVID-19 on the healthy elderly, mild-cognitive-impairment, and Alzheimer’s disease populations. Neurological Sciences, 42(2), 455-465. doi:10.1007/s10072-020-04902-8 Ipmawati, H., & Pratisti, W. D. (2020). Does Instagram’s Like Affected Teenager Self-worth? Indian Journal of Public Health Research & Development, 11(1), 1803-1806. doi:10.12345/ijap.2020.53.201 Kaseda, E. T., & Levine, A. J. (2020). Post-traumatic stress disorder: A differential diagnostic consideration for COVID-19 survivors. The Clinical Neuropsychologist, 34(7-8), 1498-1514. doi:10.3389/fneur.2020.00640 Kimble, M. O., Fleming, K., Bandy, C., & Zambetti, A. (2010). Attention to novel and target stimuli in trauma survivors. Psychiatry research, 178(3), 501-506. doi:10.1016/j.janxdis.2010.04.001 Kira, I. A., Shuwiekh, H. A., Ashby, J. S., Elwakeel, S. A., Alhuwailah, A., Sous, M. S. F., Baali, S. B. A., Azdaou, C., Oliemat, E. M., & Jamil, H. J. (2023). The impact of COVID-19 traumatic stressors on mental health: Is COVID-19 a new trauma type. International Journal of Mental Health and Addiction, 21(1), 51-70. doi:10.1007/s11469-021-00577-0 Lazarov, A., Suarez-Jimenez, B., Zhu, X., Pine, D. S., Bar-Haim, Y., & Neria, Y. (2022). Attention allocation in posttraumatic stress disorder: An eye-tracking study. Psychological medicine, 52(15), 3720-3729. doi:10.1016/j.cpr.2022.102129 Naglieri, J. A. (2003). Current advances in assessment and intervention for children with learning disabilities. Advances in learning and behavioral disabilities, 163-190. doi:10.1016/S0735-004X(03)16005-3 Nelson, L. D., Temkin, N. R., Dikmen, S., Barber, J., Giacino, J. T., Yuh, E., Levin, H. S., McCrea, M. A., Stein, M. B., & Mukherjee, P. (2019). Recovery after mild traumatic brain injury in patients presenting to US level I trauma centers: a transforming research and clinical knowledge in traumatic brain injury (TRACK-TBI) study. JAMA neurology, 76(9), 1049-1059. doi:10.1001/jamaneurol.2019.1313 Olver, J. H., Ponsford, J. L., & Curran, C. A. (1996). Outcome following traumatic brain injury: a comparison between 2 and 5 years after injury. Brain injury, 10(11), 841-848. doi:10.1080/026990596123945 Rapin, I., & Tuchman, R. F. (2008). What is new in autism? Current opinion in neurology, 21(2), 143-149. doi:10.1097/wco.0b013e3282f49579 Roehr, B. (2013). American psychiatric association explains DSM-5. Bmj, 346. doi:10.1136/bmj.f3591 Sadock, B. J. (2015). Kaplan & Sadock’s synopsis of psychiatry: behavioral sciences/clinical psychiatry. In: Wolters Kluwer.[Book] doi:record/2014-37072-000 Saed, O., Rushan, R., & Moradi, A. (2008). Investigating psychometric properties of Wechsler Memory Scale-for the students of Tehran Universities. Clinical psychology and personality, 6(2), 57-70. dor:20.1001.1.23452188.1387.6.2.6.9 Shah, A., Banner, N., Heginbotham, C., & Fulford, B. (2014). 7. American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders, 5th edn. American Psychiatric Publishing, Arlington, VA. 8. Bechara, A., Dolan, S. and Hindes, A.(2002) Decision-making and addiction (Part II): myopia for the future or hypersensitivity to reward? Neuropsychologia, 40, 1690–1705. 9. Office of Public Sector Information (2005) The Mental Capacity Act 2005. Substance Use and Older People, 21(5), 9. [Book} Shokri, A., Didehban, R., Asghari Ganji, A., Mosalman, M., Ahmadian, S. M., Mehrabanaski, H., & Mahdavi, A. (2024). Predicting corona anxiety based on obsessive compulsive disorder and health literacy. Journal of Research in Psychopathology, 5(17), 50-57. doi:10.22098/jrp.2023.10290.1061 Takács, J., Deák, D., Seregély, B., & Koller, A. (2025). Cognitive Slowing, Dysfunction in Verbal Working Memory, Divided Attention and Response Inhibition in Post COVID-19 Condition in Young Adults. Life, 15(5), 821. doi:10.3390/life15050821 Wechsler, D., & Scale, W. A. I. (2008). Technical and interpretive manual. Wechsler Adult Intelligence Scale–, 1-5. doi:10.1037/t15169-000 Winfrey, O., & Perry, B. D. (2021). What happened to you?: Conversations on trauma, resilience, and healing. Flatiron Books. [Book] https://amazon.com/Happened-You-Understanding-Resilience/dp/1250223180 Yoo, H. (2022). Verbal Working Memory Decline After COVID-19 in 20s. Archives of Physical Medicine and Rehabilitation, 103(3), e14. doi:10.1016/j.jadohealth.2022.06.012
آمار تعداد مشاهده مقاله: 284 تعداد دریافت فایل اصل مقاله: 184

سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب

پیوندهای مفید

آمار

Working memory and selective attention in adolescents with trauma experience and those recovered from acute COVID-19