فصلنامه روانشناسی شناختی

The purpose of this study was to evaluate the effectiveness of working memory training with emotional stimulation on self-injury behaviors of people with borderline personality disorder. The method of current study was semi-experimental and its design was pre-test and post-test with a control group. All the students of University of Mohaghegh Ardebili with borderline personality disorder in the 2017-2018 academic year comprised the population of this study. Forty people were selected by the screening method via the Boderline Traits Scale (STB) and the Structured Clinical Interview for Mental Disorders (SCID-II) and they were assigned to two experimental and control groups. The experimental group attended working memory training with emotional stimulation for 10 sessions of 30 to 45 minutes for 10 days, i.e. during two weeks every day (except Thursdays and Fridays), while the control group did not receive such training. The Sansone and Wiederman Self-Harm Inventory (SHI) questionnaire was used to collect information for both pre-test and post-test stages. Data were analyzed using a statistical method of single variable covariance analysis. The results showed that the mean self-injury scores of the subjects in the experimental group were significantly reduced compared to the control group in the post-test stage. According to the present study, it could be suggested that working memory training with emotional stimulation via strengthening cognitive control is effective for reducing impulsive behaviors such as self-injury.

High autistic traits in adolescents are associated with a wide range of destructive educational and social consequences. Therefore, it is important to identify the influencing factors. The present study was conducted with the aim of investigating the role of social information processing in the autism spectrum symptoms by moderating working memory, cognitive flexibility and mentalizing.
This research was descriptive and correlational type and was done by structural equation modeling method. The statistical population of the research included all 12th grade students of public schools for boys and girls in Tehran in the academic year 2023-2024, 260 of whom were selected using a multi-stage sampling method. The research tools included the Social Information Processing - Attribution and Emotional Response Questionnaire (SIP-AEQ), the Autism-Spectrum Quotient (AQ), the Reflective Functioning Questionnaire (RFQ), computerized version of the Daneman and Carpenter's Working Memory Task, and the Wisconsin Card Sorting Test. Data analysis was done using Smart PLS 3 software.
The results of structural equation modeling showed that Hostile Attribution Bias (t=2/534 ،β=0/322) and Negative Emotional Responses (t=2/001، β=0/275) have a direct, positive and significant effect on the subclinical symptoms of autism. Mentalizing has a moderating effect on the relationship between hostile attributional bias (t=2/549، β=-0/507) and negative emotional responses (t=3/164، β=-0/632) with subclinical symptoms of autism. Also, the moderating role of working memory in the relationship between hostile attributional bias and subclinical symptoms of autism was confirmed (t=4/389، β=-0/394).
According to the results of the research, the use of Mentalization-Based Treatment (MBT), Working Memory Training and Social Information-Processing Skills Training is suggested to the therapists.