Neuro-World

1. Memory training

- Memory refers to 'accepting, storing and withdrawing information'. (Morse, 1986). Neuroworld's memory training consists of visual memory training, object memory training, sequential memory training

It is divided into three areas. It is designed to help you train and reinforce integrated memory through training for each area.

- visual memory

 • Ability to recall major forms of stimuli or to remember the location of visually presented stimuli (Kavale, 1982)

- Target memory

 • ability to store and retrieve visual information (Mark, Barry, & Michael, 2001), as well as the ability to recall the main object form of the stimulus,

- Sequential memory

 • ability to store and retrieve visual information (Mark, Barry, & Michael, 2001), as well as the ability to recall the main object form of the stimulus,

2. Visual training

- Visibility refers to the ability of 'integrating sensory information from internal and external environment as the most basic function of cognitive abilities' (Siev, 1986).

In addition, the visual angle is 'the process by which the central nervous system integrates the start information to determine the physician' s decision to convert the basic data obtained from the retina into a cognitive concept for human adaptation from the environment, (Warren, 1993).

The vision training of NeuroWorld is divided into three areas: seeking and observing, speed of visual motion, and eye coordination, and it is designed to help visual training and reinforcement through training in each area.

- Search and observation

 • the ability to distinguish one thing from another (schneck, 2001)

- Visual movement speed

 • Ability to recognize shapes in the visual space despite changes in shape, position, size, etc. (Kim, Jeong-min, 2006).

- Eye • Hand coordination

 • Perceptual-motor function ability to transfer deterministic perception information to actual behavior through the motor nervous system (Beery, 2010).

 • Correlates with children's writing (Weil & Amundson, 1992; Corihill & Case-Smith, 1996)

 • The level of cognitive ability of children and adults (Geldof, Van Wassenaer, Kieviet, Kok, 2011).

3. Attention training

- Attention is a function that includes the state of being prepared to accept stimuli from inside and outside, the process of understanding the meaning and value of the stimulus, and the process of selecting the most appropriate stimulus in the situation of the individual,

 (Mesulam, 1985) is the most important factor that enables the whole information processing process of the brain.

Attention training in neurology is divided into three areas: selective attention, continuous attention concentration, and simultaneous coordination ability. It is designed to assist in the training and strengthening of attention concentration through training in each area.

- selective attention

 • The ability to keep an eye on one of the stimuli of the senses (Cohen, 1993).

- Continuous attention concentration

 • The ability to keep an eye on one of the stimuli of the senses (Cohen, 1993).

- Simultaneous cooperation

 • Ability to process more than one stimulus at the same time from a lot of information received by the senses (Cohen, 1993).

4. Execution ability training

- Ability to execute is defined as a set of processes that are responsible for guiding, directing and controlling the cognitive, emotional and behavioral functions while humans are active and solving new problems: synthesis of external stimuli, formation of goals and strategies,

Ability to make sure that actions, plans, and actions are properly performed "(Luria, 1973). It also means 'the ability to maintain a proper set of problem solving to achieve future goals' (Welsh & Pennington, 1988).

Performance is developed during childhood and adolescence and plays an important role in children's cognitive functioning, behavior, emotional control, and social interaction.

NeuroWorld's executive skills training is divided into three areas: work, planning, calculation, and time planning, and is designed to help you improve your performance through training

- Work plan

 • Self-management ability to plan and conduct work routines on their own (Bambara & Ager, 1992).

- Calculation

 • A sequential listing of concise, structurally defined steps leading to problem solving (Conery, 2010).

- Time planning

 • Ability to self-manage (Bambara & Ager, 1992) so that they can voluntarily perform activities in the order of time as well as plan and plan their own work.

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