فصلنامه روانشناسی شناختی

The purpose of the present study was to compare effects of self-focused attention on memory bias in individuals with social anxiety. To do this, 45 male students in Tabriz University were selected to participate in the study who had higher scores in Connor social phobia inventory (SPIN) than its cut point. The sampling method was available. Participants were randomly divided into three groups: two experimental groups and one control group. All the subjects were presented the emotionally words to recall. During the experiment, one group received the false feedback of increased self-focused attention, and the other group received the false feedback of decreased self-focused attention. The control group received non-relevant feedback. Next, previous emotional words were presented with a series of other words for subjects to recognize. Using signal detection theory, response bias (ß) and response sensitivity (d'), were calculated for the recognition of emotional words. The data was analyzed by MANOVA. The results showed that there is significant difference in response sensitivity among three groups, but no significant difference in response bias was seen among the groups. Based on the findings, sensitivity of people with social anxiety in dealing with stressful situations and negative social and also individual memory bias were confirmed.  

Since working memory capacity (WMC) predicts individual differences in the wide range of abilities, this experiment tested the effect of WMC on time perception in preschool children.
At first, 108 children’s working memory capacity were measured by CANTAB tests and then 21 children with high working memory capacity and 20 children with low working memory capacity were assigned. Then, both groups performed two reproduction tasks they instructed to reproduce 700 and 3000 millisecond intervals in mono task, and to reproduce 3000 ms with a performing concurrent non-temporal task as a dual task. Data analyzed by mixed design ANOVA and post hoc tests. Results showed that in mono task, accuracy of high WMC was better than the low WMC group. In dual task, although there was no significant difference in the accuracy of reproduction task, children with high WMC had better performance in non-temporal task. Furthermore, children with low WMC were more variable performance than high WMC in all intervals.
 

Abstract
The aim of this study was to investigate the role of working memory capacity and errorless and errorful practice on the learning the relative timing was a motor task. 50 Participants based on were selected aged 22±4 years as accessible samples randomly assigned to one of four groups (errorless low working memory capacity, errorful low working memory capacity, errorless high working memory, errorful high working memory capacity). This study was carried out in four phases. First phase (pre-test), subjects participated in 10 trials without knowledge of results (KR) on four-segment timing task. In the acquisition(ACQ) phase, a timing task with three different difficulty levels (simple, moderate, and difficult) was practiced in three sessions of 45 trials with feedback by experimental groups, except for control. In the 10-minute and 24 hour retention and 10- minute transfer tests, errorless group with low working memory capacity and errorful group with high working memory capacity had better performance than other groups. In the dual task tests (24-hour transfer) errorless group with low working memory capacity in the relative timing (intermediate times, RMSE) had better performance than other groups. These results indicate that the efficiency and efficacy of errorless and errorful practice interact with psychological indicators such as working memory capacity. These results suggest that implicit motor learning (errorless) may be beneficial for children with working memory capacity. Individual with high working memory capacity might benefit from learning explicitly (errorful). Results in dual task conditions support the implicit learning and reinvestment theories.