فصلنامه روانشناسی شناختی

The present study investigated of relationship between the components of metacognitive knowledge and reading comprehension of students with a developmental approach. Statistics population was fifth grade girl students in elementary school and third grade girl students in secondary school of seventh district of ministry of education in Tehran. 80 students (38 third grade girl students in secondary school and 42 fifth grade girl students in elementary school) were selected with multi stage cluster sampling. Instruments of the study were metacognitive knowledge questionnaire and reading comprehension questionnaire. The result of the study indicated that: there is a positive correlation between metacognitive knowledge and reading comprehension in both grades. Among the elementary school’s fifth grade students, the person subscale was good predictors of reading comprehension. Among the secondary school’s third grade students, the task subscale was good predictors of reading comprehension. The person and task subscales predict 47% of variance of reading comprehension.  The third grade girl students in secondary school have higher scores in metacognitive knowledge and reading comprehension than fifth grade girl students in elementary school.
 

This study aimed to assess cognitive fatigue in M.S disease and non-disease based on attributional style. First, 40 patients were selected among Women members of the MS Society of Esfahan City according to scores obtained in attribution style questionnair. Then a control group of 40 women without M.S who were matched to disease in scores of attribution style and the characteristics of age, education and marital status were selected. Subjects in 8 groups (4 control, 4 experiment) 10 patients each were assigned. This has some stage. First, subjects in the control and experiment group were facing with controllable and uncontrollable problems followed up in the second, the groups solved Anagram problems. Data were analyzed by the analysis of variance and Tukey test. The results indicated the groups are differences in cognitive fatigue according to the attributional style and type of tasks. Patients has a positive attribution style were faced with unsolvable tasks showing less cognitive fatigue compared patients with negative attributional style. Also there was no difference between these with normal counterparts. M.S with negative attribution style in face with unsolvable tasks showed more cognitive fatigue compared patients with positive attributional style and solvable task.    

The aim of the present study was to investigate the amount of performance in working memory, and also comparing the dimensions of behavioral activation system (BAS) and behavioral inhibition system (BIS) in different levels of stress. For this purpose, first, 560 persons of high school adolescent students (including boys and girls) of Hamadan's schools were selected through a multistage cluster sampling. After the initial data analysis, 87 of them, based on final score distribution (Z Standard) were chosen. Finally, in order to test the hypothesis of this study, participants were have studied to measure working memory and behavioral inhibition and behavioral activation systems. The collected data were analyzed using a Multivariate analysis of variance, ANOVA and post hoc tests. Results showed that there is no significant interaction between gender and stress variables considering the working memory and behavioral inhibition and activation system. On the other hand, results showed that high stress levels can lead to a decline in working memory function and participants with high levels of stress were also at higher level in terms of activity of behavioral activation system (BAS) and behavioral inhibition system (BIS).

The aim of current study was to investigation the Compare executive functions and cognitive interpretation bias and cognitive estimation in social anxiety disorder patients and healthy controls. In this study, the sample was 100 students with Purposive sampling method selected from public university from the city of Tehran. This means that the first explanation was given about the research and the cooperation to sample every five Social Phobia Inventory (SPIN), Cognitive estimation, Cognitive Abilities Questionnaire  and، Interpretation bias Questionnaire. Then 50 people who score above the cut-off point in Social Phobia Inventory And in the range of subclinical and clinical, and 50 people who score below the cut-off point gained in social anxiety questionnaire formed the sample. The data was analyzed through multivariable analysis of variance. In sum, the finding of current study Interpretation bias in social phobia patients is higher than normal Individuals and cognitive estimation and executive functions in individuals with social anxiety disorder compared to healthy individuals is flawed.  So that students with social anxiety disorder have lower performance in the components of other groups of students. This problem must be identified and targeted intervention.