Showing 4 results for Rajabi
Faride Sadat Hoseini, Tayebe Ahmadshahi, Soran Rajabi,
Volume 8, Issue 3 (volume8, Issue 3 2020)
Abstract
| Computer-based cognitive games are new and exciting for kids and adolescents that can help them to improve their cognitive functions and creativity in addition to entertainment. The aim of the present study was to investigate the effectiveness of computerised cognitive games on executive functions and creativity of preschool children. This study is a quasi-experimental study with a pre-test, post-test, and control group design. The sample consisted of 21 preschool female and male children, who were selected by convenience sampling in a preschool centre in Bushehr. Participants were matched on the basis of gender, age and intelligence and were allocated to three groups of seven children, i.e., two experimental groups and one control group. Before and after cognitive games, the Torrance Tests of Creative Thinking (TTCT), a simple Stroop software and the working memory Wechsler Memory Scale (WMS) were used. The experimental groups played cognitive games such as Lomocyte and Tetris for 16 one-hour sessions, and the control group did not play any games during this time. The results showed that playing computerised cognitive games has a significant effect on creativity and working memory among preschool children. However, there is no significant effect on selective attention, cognitive flexibility, planning and organising. The results of this research have important theoretical and applied implications regarding the role of computerised cognitive games in promoting cognitive functions of preschool children. |
Sooran Rajabi, Mohammad Reza Mowla,
Volume 9, Issue 2 (volume9, Issue 2 2021)
Abstract
| Time perception is one of the important cognitive functions of the brain, and it refers to the mental sense of time by a person. This ability not only affects all human activities but also affects our mood and emotions. The present study was applied in a semi-experimental design with pre-test and post-test for two experimental and control groups. Subjects were 40 men and women (20 males and 20 females), which were selected by available sampling from bachelor's and master's degrees and divided into two peer control and experimental groups based on gender and education. All subjects were tested by production time task of 30 and 60 seconds by chronometer before and after the intervention. The experimental group was exposed to induction of three stages of negative, positive mood, and anxiety state, and the control group were tested by the same method in neutral state. The results of variance analysis with repeated measures in the production time task showed, individuals in positive mood and anxiety estimates time faster than neutral state, and also time perceived faster in positive mood in compare to anxiety state. Furthermore, individuals in the Negative mood perceived time slower than neutral state. Based on the result of this study, it can conclude that people experience time faster in positive mood and anxiety state, while in negative mood, people experience time slower. |
Mrs Asma Farsi, Mrs Mahnaz Joukar Kamalabadi, Mr Soran Rajabi,
Volume 10, Issue 3 (volume10, Issue 3 2023)
Abstract
Abstract
Purpose: The purpose of this study was to compare the cognitive functions of people with passionate love and normal people. Method: In this research, 500 students from persian golf University Bushehr , who studied in 2017-2018, were selected through purposeful sampling with a mean age of 21 years and filled the passionate love scale (PLS). Individuals who scored between 135 and 106 in the passionate love group and Those who scored 105-15 were in the normal group. Of these people, 204 were selected for Stroop, Wisconsin and Continuous Performance tests and analyzed by multivariate analysis of variance. Results: the study showed that there is a significant difference between respondents with passionate love and normal people in terms of inhibition. No significant difference was observed between the two groups in the cognitive flexibility and attention (P> 0.05). Discussion: According to the findings, people with passionate love of inhibition have a weaker response than normal people, and the lack of difference between the two groups in the component of cognitive flexibility and attention point to the similar performance of these two groups in cognitive functions. Findings show the attention component in the two groups is different based on gender.
Miss Maryam Rajabiyan Dehzireh, Sir Maryam Maghami, Sir Seyyed Mohammad Amin Hoseini,
Volume 11, Issue 3 (Volume11, Issue 3 2023)
Abstract
The aim of this study was to examine the impact of interactive simulation on students perceived motivational climate and emotional self-awareness. The research method was quasi-experimental and of the type of pre-test-post-test designs with the control group. The statistical community of the present study was all the fourth elementary students of the 12th District of Tehran in the academic year 2022-2021, 60 of whom (30 of the test group and 30 of the control group) were selected as samples by the available sampling method. The experimental group trained using PhET simulation and the traditional control group in six one-hour sessions. The pre-test-the post-test of the two groups was performed using the questionnaire. Research tools included the sarmed perceived motivational climate questionnaire (2011) and Kauer et al emotional self-awareness (2012). The analysis of the research data was done with a multivariate covariance analysis test. The findings of the study showed that interactive simulation influenced the perceived motivational climate and emotional self-awareness in students (P<0/001). Interactive simulation on the components of perceived motivational climate (teacher-led learning, follow-up of comparison by students, concerns about mistakes, willingness to compare learners by teacher) had an impact (P<0/001). Interactive simulation influenced the components of emotional self-awareness (recognition, identification, conversion, problem solving) (P<0/001). As a result, a variety of educational simulations can be used to teach learners in other subjects and study districts.
