حکیمی‌راد، الهام.، افروز، غلامعلی.، به‌پژوه، احمد.، غباری‌بناب، باقر و ارجمندنیا، علی اکبر. (1392). اثربخشی برنامه‌های آموزش بازداری پاسخ و حافظۀ فعال بر بهبود مهارت‌های اجتماعی کودکان با اختلال کاستی توجه و بیش‌فعالی. مطالعات روانشناختی، 9(4): 9-29.
درویزه، زهرا و حسینی، سوده (1394). بررسی تأثیر القای استرس بر ظرفیت حافظه کاری. مطالعات روانشناختی، (4):11، 56-38.
شهائیان، آمنه.، شهیم، سیما.، بشاش، لعیـا و یوسـفی، فریـده (1386). هنجاریـابی، تحلیـل عاملی و پایایی فرم کوتاه ویژه والدین مقیاس درجه بندی کانرز برای کودکان 6تا 11ساله در شهر شیراز، مطالعات روان شناختی، 3(3): 120-97.
صمیمی، زبیر.، حسنی، جعفر.، کرد تمینی، مسلم و افزون، جواد. (1394). اثربخشی آموزش حافظۀ کاری هیجانی بر توانایی مهارگری شناختی و عاطفی نوجوانان مبتلابه اختلال استرس پس از ضربه، فصلنامه سلامت روانی کودک، 2(3): 37-21.
صمیمی، زبیر.، حسنی، جعفر و مرادی، علیرضا (1395). اثربخشی آموزش حافظۀ کاری هیجانی بر توانایی مهار عواعف نوجوانان مبتلابه اختلال تنیدگی پس ضربه‌ای، فصلنامه روانشناسی تحولی: روانشناسان ایرانیان، 12(47): 320-307.
عابدی، احمد و آقابابایی، سارا (1390). اثربخشی آموزش حافظة فعـال بـر بهبـود عملکـرد تحصیلی کودکان با ناتوانی یادگیری ریاضی، روانشناسی بالینی، 6(3): 135-110.
کرد تمینی، مسلم (1394). تأثیر آموزش حافظۀ کاری هیجانی در توانایی مهار شناختی-عاطفی و نظم جویی هیجان افراد دارای اضطراب صفت بالا. پایان‌نامه کارشناسی ارشد، دانشکده روانشناسی و علوم تربیتی دانشگاه فردوسی مشهد.
نظری، محمدعلی.، خیاطی، فریبا.، پور شریفی، حمید.، حکیمی، معصومه و شجاعی، زهرا (1392). تهیه هنجار مقدماتی بار هیجانی واژگان فارسی، فصلنامه پژوهش‌های کاربردی روانشناختی.41-71.
Abad-Mas, L., Ruiz-Andrés, R., Moreno-Madrid, F., Sirera-Conca, M., Cornesse, M., Delgado-Mejía I. D., & Etchepareborda, M. (2011). Entrenamiento de funciones ejecutivas en el trastorno por déficit de atención/hiperactividad. Revista de neurología, 52(1): 77-S83.
Abedi, A., Sara, A. 2011). The Effectiveness of Working Memory Training on Improving the Academic Performance of Children with Dyscalculia. Journal of Clinical Psychology, 2(4): 73-81(Text in Persian)
Archibald, L. M., Joanisse, M., & Edmunds, A. (2011). Specific language or working memory impairments: A small scale observational study, Child Language Teaching and Therapy, 27(3): 294-312.
Baddeley, A. D. & Hitch, G. (1974). Working memory. Psychology of learning and motivation, 8, 47-89.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin, 121(1): 65.
Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., & Benninger, W. B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 39(6): 825-836.
Chein, J. M., & Morrison, A. B. (2010). Expanding the mind’s workspace: Training and transfer effects with a complex working memory span task. Psychonomic bulletin & review, 17(2): 193-199.
Colflesh, G. J., & Conway, A. R. (2007). Individual differences in working memory capacity and divided attention in dichotic listening. Psychonomic Bulletin & Review, 14(4), 699-703.
Conners, C. K., Sitarenios, G., Parker, J. D. & Epstein, J. N. (1998). Revision and restandardization of the Conners Teacher Rating Scale (CTRS-R): factor structure, reliability, and criterion validity. Journal of abnormal child psychology, 26(4): 279-291.
Curatolo, P., Paloscia, C., D'Agati, E., Moavero, R., & Pasini, A. (2009). The neurobiology of attention deficit/hyperactivity disorder. european journal of paediatric neurology, 13(4): 299-304.
Drvizeh, Z. Hussein, S. (1394). The effect stress on working memory capacity. Psychological Studies, 11(4): 56-38(text in Persian).
Etkin, A., Egner, T. & Kalisch, R. (2011). Emotional processing in anterior cingulate and medial prefrontal cortex. Trends in cognitive sciences, 15(2): 85-93.
First, M. B., Spitzer, R. L., Gibbon, M. & Williams, J. B. (1997). User's guide for the Structured clinical interview for DSM-IV axis I disorders SCID-I: clinician version. American Psychiatric Pub.
Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J. & Hilton, K. A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and individual differences,18(2): 214-223.
Grimm, S., Weigand, A., Kazzer, P., Jacobs, A. M. & Bajbouj, M. (2012). Neural mechanisms underlying the integration of emotion and working memory. Neuroimage, 61(4): 1188-1194.
Hakimi Rad, E., Afrooz, Gh., Beh Pajooh, A., Ghobari Banab, A. & Arjmandnia, A. (2012). The effectiveness of response inhibition and working memory training programs on improving social skills in children with attention and hyperactivity deficit, Psychological studies, 9, 9-24(text in Persian).
Holmes, J., Hilton, K. A., Place, M., Alloway, T. P., Elliott, J. G. & Gathercole, S. E. (2014). Children with low working memory and children with ADHD: same or different. Front. Hum. Neurosci, 8(976): 10-3389.
Johnstone, S. J., Roodenrys, S., Phillips, E., Watt, A. J. & Mantz, S. (2010). A pilot study of combined working memory and inhibition training for children with AD/HD. ADHD Attention Deficit and Hyperactivity Disorders,2(1): 31-42.
Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K.,... &
Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., & Raiker, J. S. (2010). ADHD and working memory: the impact of central executive deficits and exceeding storage/rehearsal capacity on observed inattentive behavior.Journal of Abnormal Child Psychology, 38(2): 149-161.
Kofler, M. J., Sarver, D. E., & Wells, E. L. (2015). Working Memory and Increased Activity Level (Hyperactivity) in ADHD Experimental Evidence for a Functional Relation. Journal of attention disorders, 1087054715608439.
KordTamini M. (2015). The Effectiveness of Emotional Working Memory Training on cognitive and affective control Ability in people with high trait anxiety. Ferdowsi University. Master's Thesis: Iran (text in Persian).
Krause-Utz, A., Elzinga, B. M., Oei, N. Y., Paret, C., Niedtfeld, I., Spinhoven, P. &Schmahl, C. (2014). Amygdala and dorsal anterior cingulate connectivity during an emotional working memory task in borderline personality disorder patients with interpersonal trauma history. Frontiers in human neuroscience, 848(8): 1-18.
Loe, I. M. & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of pediatric psychology, 32(6), 643-654.
Lundqvist, D., Flykt, A., & Öhman, A. (1998). The Karolinska Directed Emotional Faces-KDEF. CD-ROM from Department of Clinical Neuroscience, Psychology section, Karolinska Institutet, Stockholm, Sweden. ISBN 91-630-7164-9.
Mammarella, N., Borella, E., Carretti, B., Leonardi, G. & Fairfield, B. (2013). Examining an emotion enhancement effect in working memory: evidence from age-related differences. Neuropsychological rehabilitation, 23(3): 416-428.
Martinussen, R. & Tannock, R. (2006). Working memory impairments in children with attention-deficit hyperactivity disorder with and without comorbid language learning disorders. Journal of clinical and experimental neuropsychology, 28(7): 1073-1094.
Matzner, F., Silva, R., Silvan, M., Chowdhury, M. & Nastasi, L. (1997, May). Preliminary test-retest reliability of the KID-SCID. In 1997 Annual Meeting New Research Program and Abstracts. Washington, DC, American Psychiatric Association,(pp. 172-173).
Mikels, J. A., Reuter-Lorenz, P. A., Beyer, J. A., & Fredrickson, B. L. (2008). Emotion and working memory: evidence for domain-specific processes for affective maintenance. Emotion, 8(2): 256.
Nazari, M.A., Khayati, F., Poursharifi, H., Hakimi, A., Shojaee, Z. (2012). Providing basic norm emotional Persian. Psychological applied research.41-71 (text in Persian)
Polanczyk, G., Laranjeira, R., Zaleski, M., Pinsky, I., Caetano, R. & Rohde, L. A. (2010). ADHD in a representative sample of the Brazilian population: estimated prevalence and comparative adequacy of criteria between adolescents and adults according to the item response theory. International journal of methods in psychiatric research, 19(3): 177-184.
Samimi, Z, Hasani, J & Moradi, A. (2016). The Effectiveness of Emotional Working Memory Training on Affective Control Ability in Adolescents with Post-Traumatic Stress Disorder. Journal of Developmental Psychology: Iranian Psychology, 12(47): 307-320(text in Persian).
Samimi, Z., Hasani, J., Kord Tamini, M., & Afzoon, J. (2015). The Effectiveness of Emotional Working Memory Training in cognitive and affective Control of Adolescents with Post- Traumatic Stress Disorder (PTSD). JCMH. 2(3):21-37(text in Persian).
Schweizer, S. & Dalgleish, T. (2011). Emotional working memory capacity in posttraumatic stress disorder (PTSD). Behaviour research and therapy,49(8): 498-504.
Schweizer, S. & Dalgleish, T. (2016). The impact of affective contexts on working memory capacity in healthy populations and in individuals with PTSD. Emotion, 16(1): 16.
Schweizer, S., Grahn, J., Hampshire, A., Mobbs, D., & Dalgleish, T. (2013). Training the emotional brain: improving affective control through emotional working memory training. The Journal of Neuroscience, 33(12): 5301-5311.
Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry.
Shhayyan, A., Shahim, S., Bashash, L., & Yousepi, F. (2005). Standardization, reliability analysis of special short form Conner's Parent Rating Scale for children 6 to 11 years old in the city of Shiraz. Psychological Studies, 3 (3), 120-97(text in Persian).
Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A.,... & Wigal, T. (2012). Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales. The International journal of educational and psychological assessment, 10(1): 51-75.
Swanson, J., Schuck, S., Mann, M., Carlson, C., Hartman, K., Sergeant, J. & McCleary, R. (2006). Categorical and dimensional definitions and evaluations of symptoms of ADHD: The SNAP and SWAN Rating Scales.University of California, Irvine.
Traverso, L., Mantini, C., Usai, M. C. & Viterbori, P. (2010). The Relationship Between Inhibition and Working Memory In Preschoolers: Evidence For Different Inhibitory Abilities.
Neuropsychology,
24(2): 222–243.
Unsworth, N. & Spillers, G. J. (2010). Working memory capacity: Attention control, secondary memory, or both? A direct test of the dual-component model. Journal of Memory and Language, 62(4):392-406.
Visser, S. N., Bitsko, R. H., Danielson, M. L., Ghandour, R. M., Blumberg, S. J., Schieve, L. A. & Cuffe, S. P. (2015). Treatment of attention deficit/hyperactivity disorder among children with special health care needs.The Journal of pediatrics, 166(6): 1423-1430.
Walshaw, P. D., Alloy, L. B. & Sabb, F. W. (2010). Executive function in pediatric bipolar disorder and attention-deficit hyperactivity disorder: in search of distinct phenotypic profiles. Neuropsychology review, 20(1): 103-120.
Willcutt, E. G. (2012). The prevalence of DSM-IV attention-deficit/hyperactivity disorder: a meta-analytic review. Neurotherapeutics,9(3): 490-499.
)