• Title/Summary/Keyword: Neurofeedback

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The Effects of Breath Meditation with Neurofeedback on Memory and Concentration of Healthy Adult Volunteers (뉴로피드백을 이용한 명상훈련이 정상 성인의 기억과 집중력에 미치는 영향)

  • Chung, Sun-Yong;Seo, Jin-Woo;Kim, Jong-Woo;Hwang, Wei-Wan
    • Journal of Oriental Neuropsychiatry
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    • v.19 no.2
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    • pp.15-39
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    • 2008
  • Objective : The objective of this study was to investigate the effects of breath meditation with neurofeedback on memory, concentration of healthy adult volunteers Method 25 healthy adult volunteers were divided into two groups. One group was treated with breath meditation and real neurofeedback, but the other group was administered with breath meditation and sham neurofeedback three times a week for 10 sessions, Before and after 10 sessions neurofeedback, all subjects were measured by cognitive functions assessment, heart rate variability, BDI, STAI, K-WAIS, HRSD, VAS about amnesia. Results : 1. Breath Meditation decreased error rate and increased concentration, cognition strength, and success rate of Cognitive Functions Assessment. Also, Breath Medication elevated IQ score of K-WAIS short form. 2. Sham : neurofeedback increased concentration, cognition strength compared to Real neurofeedback. Conclusion : The results suggest that breath meditation might effect cognitive function of healthy adult positively, but neurofeedback is not clear. In order to prove whether neurofeedback is effective or not, it should be studied more.

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A Review of Neurofeedback Studies (뉴로피드백의 최신 연구 동향)

  • Lee, Hyuk-Jae;Park, Young-Bae;Park, Young-Jae;Oh, Hwan-Sup
    • The Journal of the Society of Korean Medicine Diagnostics
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    • v.11 no.2
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    • pp.13-26
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    • 2007
  • Background: Neurofeedback is an electroencephalographic biofeedback technique for training individuals to alter their brain activity via operant conditioning. Also neurofeedback is a form of behavioural training aimed at developing skills for brain activity. Within the past decade, several neurofeedback studies have been published that tend to overcome the methodological shortcomings of earlier studies. This research describes the methodical basis of neurofeedback and reviews the evidence base for its clinical efficacy and effectiveness in attention-deficit hyperactivity disorder (ADHD). Methods: In neurofeedback training, self-regulation of specific aspects of electrical brain activity is acquired by means of immediate feedback and positive reinforcement. In frequency training, activity in different EEG frequency bands has to be decreased or increased. Slow cortical potentials (SCPs) training is focused on the regulation of cortical excitability. Results: Neurofeedback studies revealed training-specific effects on, for example, attention and memory processes and performance improvements in real-life conditions, in healthy subjects as well as in patients. In several studies it was shown that ADHD symptomatology was reduced after frequency training or SCP(Slow cortical potentials) training. Moreover a decrease of impulsivity errors and an increase of the contingent negative variation. Conclusions: This research provides evidence for both positive behavioural and specific neurophysiological effects of neurofeedback training. Also there is growing evidence for neurofeedback as a valuable module in neuropsychiatric disorders. Further, controlled studies are warranted.

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Effects of Neurofeekback Training on EEG, Continuous Performance Task (CPT), and ADHD Symptoms in ADHD-prone College Students

  • Ryoo, ManHee;Son, ChongNak
    • Journal of Korean Academy of Nursing
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    • v.45 no.6
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    • pp.928-938
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    • 2015
  • Purpose: This study explored the effects of neurofeedback training on Electroencephalogram (EEG), Continuous Performance Task (CPT) and ADHD symptoms in ADHD prone college students. Methods: Two hundred forty seven college students completed Korean Version of Conners' Adult ADHD Rating Scales (CAARS-K) and Korean Version of Beck Depression Inventory (K-BDI). The 16 participants who ranked in the top 25% of CAARS-K score and had 16 less of K-BDI score participated in this study. Among them, 8 participants who are fit for the research schedule were assigned to neurofeedback training group and 8 not fit for the research schedule to the control group. All participants completed Adult Attention Deficiency Questionnaire, CPT and EEG measurement at pretest. The neurofeedback group received 15 neurofeedback training sessions (5 weeks, 3 sessions per week). The control group did not receive any treatment. Four weeks after completion of the program, all participants completed CAARS-K, Adult Attention Deficiency Questionnaire, CPT and EEG measurement for post-test. Results: The neurofeedback group showed more significant improvement in EEG, CPT performance and ADHD symptoms than the control group. The improvements were maintained at follow up. Conclusion: Neurofeedback training adjusted abnormal EEG and was effective in improving objective and subjective ADHD symptoms in ADHD prone college students.

Effectiveness of Neurofeedback Therapy in Attention Deficit/Hyperactivity Disorders (Pubmed로 검색한 주의력결핍-과잉행동장애 환아의 뉴로피드백 효과에 관한 문헌고찰)

  • Chang, Seok Joo;Kim, Jang Hyun;Min, Sang Yeon
    • The Journal of Pediatrics of Korean Medicine
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    • v.33 no.2
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    • pp.69-83
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    • 2019
  • Objectives The purpose of this study is to review the effectivenss of Neurofeedback Therapy in children with Attention Deficit/Hyperactivity Disorders Methods 16 randomized controlled trials (RCT) of Neurofeedback Treatment in ADHD from 2009 to 2019 in PubMed were reviewed and analyzed their methods of assessment, treatment, results and adverse effect. Results In 16 RCT, the most frequently used diagnostic tool in ADHD was DSM-IV. Most of the studies reported Neurofeedback Treatment isn't superior than placebo or medication group but still effective in ADHD. In 6 out of the 16 studies, there were no adverse effect reported. Conclusion Most of the studies have shown neurofeedback treatment was effective in ADHD symptoms. More clinical studies are needed to prove the effectiveness of neurofeedback in ADHD.

Effects of a Neurofeedback Program on Brain Function and Stress in High School Students (뉴로피드백 프로그램이 고등학생의 뇌기능과 스트레스에 미치는 영향)

  • Weon, Hee-Wook;Yi, Seon-Gyu;Kang, Hyung-Gon
    • Child Health Nursing Research
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    • v.14 no.3
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    • pp.315-324
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    • 2008
  • Purpose: This study was done to determine the effects of a neurofeedback program on brain function and stress in occupational high school students. Method: A nonequivalent control group, non-synchronized with pre-posttest design was used with 62 students. Data collection was done from July to December, 2007. The neurofeedback training was given for 30 minutes at a time, three times a week for 12 weeks. Brain function was measured by brain waves in the frontal lobes of the students and analyzed by eight brain quotients characterizing patterns of EEG rhythms. The instrument used to measure stress was a scale for stress from regular daily life. Results: After neurofeedback training, the level of brain quotients in students in the experiment group increased(t=2.36, p<.05) and the level of stress decreased(t=-3.59, p<.001). Conclusion: The results of the study suggested that a neurofeedback program is effective for brain function improvement and stress reduction in high school students. Therefore, the conclusion of this study is that neurofeedback programs can be useful to increase brain function and decrease stress in occupational high school students.

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A Study on the Effect of Prefrontal EEG-Neurofeedback on Development of Infants' Brain Function and Intelligence (전전두엽 EEG-뉴로피드백 훈련과 유아의 뇌기능 및 지능발달에 대한 연구)

  • Jang, Soon-Ok;Yi, Seon-Gyu
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.10 no.6
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    • pp.1317-1328
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    • 2009
  • As a study on how the Neurofeedback training effects on young children's brain function and intelligence, first, this paper aims to verity the effect Neurofeedback training brings to the function of young children's brain. Second, through K-WPPSI IQ test, analyses how Neurofeedback training influences on the development of young children's intelligence. The subjects of this study were the 60 five-year children attenging J kindergarten in Cheon-an, experimnet treatment was performed according to Neurofeedback training guidance from Aprile 21 to December 12, 2008. It analyzes the states of brain waves before and after the Neurofeedback training, and performed the statistical analysis through t-test, using SPSS for Window(V.13.0) package. As a result of analysis, it was shown that firstly Neurofeedback training was very effective on the d!evelopment of infan's brain intelligence, since the quotient to evaluate the entire brain function appeared to have a meaningful influence. Secondly, it was proved that Neurofeedback training had much influence on the object assembly-area, the maze-area, and picture completion-area, and that it had the same influence on the performance intelligence quotient too. So, such results as these one make us realize that Neurofeedback training is a very effective method to the development of performance intelligence quotient. Thirdly, they indicate that Neurofeedback training hasn't a meaningful influence on verbal intelligence quotient, since it affects only on the similarities area among verbal intelligence quotient, the total evaluative quotient.

The Effect of Neurofeedback Training on Developing Creativity in Nursing Students (뉴로피드백 훈련이 간호대학생의 창의성 증진에 미치는 효과)

  • Song, Young-Sun
    • The Journal of Korean Academic Society of Nursing Education
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    • v.13 no.2
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    • pp.184-191
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    • 2007
  • Purpose : The purpose of this study was to examine the effect of a neurofeedback training on developing creativity in nursing students. Method : A nonequivalent control group pre-posttest design was used. A convenience sample of 36 students from the Department of Nursing, at D University were assigned to experimental(n=18) and control(n=18) groups. The intervention program was Neurofeedback training for 6 weeks, 3 times a week. Outcome variables were fluency, flexibility, originality, and creativity overall. Result : Neurofeedback training was effective in enhancing flexibility and creativity overall, but was not effective in enhancing fluency and originality. Conclusion : Neurofeedback training may be a useful intervention to promote creativity of nursing students.

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A Clinical Report of ADHD child treated with Neurofeedback theraphy (뇌파 훈련을 시행한 주의력결핍 과잉행동장애 아동의 증례 보고)

  • Jung, Myong-Suk;Kang, Hee-Chul;Lee, Seung-Gi
    • Journal of Oriental Neuropsychiatry
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    • v.19 no.3
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    • pp.289-297
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    • 2008
  • Attention Deficif and Hyperactivity Disorder(ADHD) is a behavioral disoerder characterized by inattentiveness, impulsivity and hyperactivity, This is the case of a ADHD child treated with Neurofeedback therapy. ADHD Diagnotic System(ADS), Conner;s parent rating scale, ADHD-Rating Scale (ARS), Korean Child Behavior Checklist(K-CBCL) were compared between before and after Neurofeedback theraphy. And the EEG(Theta wave, SMR wave and Beta wave) data of each ession was analysed. As a result, Neurofeedback therapy is efficient in the treatment of ADHD.

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Neurofeedback Training for Anxiety: A Systematic Review (불안 감소를 위한 생기능자기조절 훈련(뉴로피드백) 임상연구: 체계적 문헌고찰)

  • Cho, Min-kyu;Lim, Wan-hyun;Lee, Go-Eun;Lim, Jung-Hwa
    • Journal of Oriental Neuropsychiatry
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    • v.29 no.2
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    • pp.79-97
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    • 2018
  • Objectives: The purpose of this systematic review was to investigate the clinical effects of neurofeedback training on reducing anxiety. Methods: Eight databases were used to extract clinical reports on neurofeedback intervention for anxiety reduction published until 2016. We analyzed the characteristics of selected studies and evaluated biases using the Risk of Bias (RoB) assessment. Results: A total of 22 clinical trials were extracted for the analysis. The risk of bias in most studies was high or unclear. The Chinese Classification of Mental Disorders-3 (CCMD-3) was the most frequently used diagnostic criteria, the Hamilton Rating Scale for Anxiety (HAMA) was the most frequently used assessment tool, and the alpha wave activity increase, sensorimotor rhythm (SMR), and theta wave training were the most frequently used intervention methods. All papers showed a statistically significant decrease of anxiety symptoms; however, significant adverse events were not reported. Conclusions: Neurofeedback intervention might be beneficial for reducing anxiety. However, the quality of the studies used in the analysis was low, and the heterogeneity of the population and interventions was revealed. Therefore, more scientifically designed clinical studies regarding neurofeedback training are required.

Effects of Neurofeedback Training on EEG, Impulsivity, Sensation Seeking, Game Addiction Symptoms, and Game Craving in University Students with Game Addiction (뉴로피드백 훈련이 게임 중독 대학생의 뇌파, 충동성, 감각추구, 게임 중독 증상 및 게임 갈망에 미치는 효과)

  • Joo, MyungWoo;Son, ChongNak
    • Journal of Digital Convergence
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    • v.17 no.9
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    • pp.479-486
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    • 2019
  • This study explored the effects of neurofeedback on electroencephalogram, impulsivity, sensation seeking, game addiction symptoms and game craving of university students with game addiction symptoms. Twelve university students participated in this study, six were assigned to the experimental group, and the rest were assigned to the control group. The experiment group received 20 sessions of neurofeedback, but the control group received any treatment. The neurofeedback group showed more significant improvement in EEG, game addiction symptom severity and impulsivity than control group, and the improvements were maintained at follow up.