Showing 16 results for hamid
Bahram Peymannia, Hamid Poursharifi,
Volume 1, Issue 1 (12-2013)
Abstract
Executive function is a set of processes which is responsible for the cognitive, emotional, and behavioral and performance conduct of human being at the time of activities and problem solving. The aim of this study was the comparison of the executive function of the reorganization of thought in adolescents with cannabis abuse. This study is a casual comparison, so 50 adolescents with cannabis abuse who lived in Ahwaz’ juvenile institution and were between the age of 15 and 18 were selected and were compared with 50 normal adolescents of a high school in Ahwaz city, as the control group, who were similar to each other in terms of some demographical variables and who were selected through availability sampling. To collect the data, Gestalt test, TOVA test (as a continual performance test) and Vygotsky’s concept formation test were used. The data was analyzed through multivariate analysis of variance (MANOVA). The results showed that the adolescents with a cannabis abuse disorder had weaker performance in the behavior inhibition and reconstruction of thought than the normal adolescents and there was significant difference between these two groups. Generally speaking, considering the results of the study, i.e. the weaker performance of the adolescents with cannabis abuse disorder in executive functions (behavior inhibition and reorganization of thought) than the normal students, it seems that this weakness would lead to the inappropriate social behaviors, problems in decision making, inappropriate judgment, problems with innovation and change, distractibility and problems in various aspects of memory.
S. Hamideh Bakhshayesh, Fatemeh Bahmani, Mohammad Kamali,
Volume 2, Issue 1 (6-2014)
Abstract
In this study was tested the effect of psychology pressures on the serial reaction time task. In this research served 75 right-handed participants, were randomly assigned to three experimental condition (each group consisted of 25 students), including the outcome pressure, monitoring pressure and control groups. First of all groups practice serial reaction time and then test stage was performed by applying pressure conditions for the group. Results repeated measures ANOVA showed that subjects in the monitoring pressure group had decrement performance higher than the other groups in the test phase. Skill failure and success depends in part on how the performance environment influences attention and the extent to which skill execution depends on explicit attentional control.
Ahmad Alipoor, Mahnaz Ali Akbari, Hamid Reza Imanifar, Ehsan Zeraatkar,
Volume 2, Issue 2 (9-2014)
Abstract
The proposed link between brain laterality and individual differences in cognitive tasks provided the theoretical foundation for the present study. The main purpose of this study was to investigate this potential link, specifically between one aspect of brain function, namely hand dominance, and one type of cognitive task, namely the ability to perceive short intervals of time. The sample included 40 girls and 40 boys left hands and 40 girls and 40 boys right hands in school students fasa city that were selected with the help of the Edinburgh Handedness Inventory and also time Perception measured with four methods of production, reproduction, verbal estimation and comparison by standard software .Regression analysis showed that age predicted negatively and significantly time perception to the measuring verbal estimation and production method. Handedness was positively and significantly predicted measuring verbal estimation method time perception. Logistic regression results also showed that Handedness predicted the time perception the measuring comparison method. In this study , not showed significantly different between the sexes. Summarizes the results show that right-handed people than left-handers to perceive higher intervals of time but at the time discrepancies are close to each other have more wrong.
Asgar Alizadeh, Leyla Hasanzadeh, Majid Mahmood Aliloo, Hamid Poursharifi,
Volume 2, Issue 3 (10-2014)
Abstract
The aim of the present study is the predict of worry based on behavioral activation and inhibition systems, cognitive emotion regulation strategies and intolerance of uncertainty in students. In terms of objective, this study is off is study is the fundamental type, and in terms of data collection, it is of the correlation type. For this purpose, 200 students were selected using convenience sampling (available sampling) from Masters students at the Islamic Azad University of Tabriz in 2014-2015 school year. The participants were asked to answer the measures of behavioral activation and inhibition systems (BAS/BIS), Cognitive Emotion Regulation Questionnaire (SERQ), intolerance of uncertainty Scale (IUS) and the Penn state worry Questionnaire (PSWQ). Data were analyzed by the analysis of variance and stepwise regression. Results showed that there was a significant positive correlation between the variables of behavioral inhibition system, negative cognitive emotion regulation strategies, and intolerance of uncertainty in one hand, and worry in another hand (p<0.01), and there was a negative significant relationship between the positive strategies of cognitive emotion regulation and worry (p<0.01). These variables were able to predict 1/54 of the total variance of concern (p<0.001). In addition, the relationship between the behavioral activator system variable and worry was not significant. Worry is related to a variety of negative consequences, including a high degree of emotional reactivity and inefficient regulation styles. Thus, the findings of this study have practical implications in the clinical arena.
Masoumeh Ghanbarishokrali, Hamidreza Hassanabadi, Parvin Kadivar,
Volume 5, Issue 1 (6-2017)
Abstract
Saeed Toulabi, Hamidreza Hassanabadi, Balal Izanloo,
Volume 5, Issue 3 (12-2017)
Abstract
Aim: The purpose of this study was to examine the effective of the Pennsylvania resilience program training on cognitive appraisal and achievement behaviors among university students.
Method: In this pretest-posttest nonequivalent-group design, 51 undergraduate students at Kharazmi University in experimental and control groups responded to the Cognitive appraisal scale (CAS, Lazarus, and Folkman, 1984) and the motivation strategies for learning questionnaire (MSLQ, Pintrich, Smith, Garcia, & McKeachie, 1991). The experimental group received 6 resilience training sessions (2 hours a session). Results: The results of multivariate covariance analysis indicated that the resilience program training was effective in increasing cognitive appraisal and achievement behaviors in short term. Conclusion: These findings suggest that resilience program training improve the achievement behaviors of university by letting them: 1) find their personal power (personal feeling, attitudes and beliefs), 2) find and make full use of their external resources (development of security and feeling of protection), 3) master their interpersonal skills and problem solving ability (such as persistence, humor and communication).
Saeed Nazari, Alireza Saberi, Hamidreza Taheri, Hasan Rohbanfard,
Volume 6, Issue 2 (9-2018)
Abstract
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.
Seyed Ehsan Afsharizadeh, Mohammadhossein Abdollahi, Hamidreza Hassan Abadi, Hadi Keramati,
Volume 8, Issue 1 (10-2020)
Abstract
Mathematical reasoning is the ability of inductive and inferential reasoning with mathematical concepts that underlying cognitive variables play an important role in explaining it. The purpose of this study is to model the role of divided attention and working memory in mathematical reasoning with the mediation of mathematical knowledge and fluid intelligence in fourth grade elementary students. This study is non-experimental (descriptive) and a type of correlational study in which data were analyzed by Path Analysis. The statistical population of the research included all male fourth-graders of the primary schools in District 4 of Qom from which 213 students were randomly selected by two-stage cluster sampling. The study used different measures and instruments including the Integrated Visual and Auditory Continuous Performance Test-Second Edition (IVA-2 CPT) for measuring different types of attention, the Working Memory Index of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), the Culture Fair Intelligence Test (CFIT), the knowing questions test and the mathematical reasoning questions test of TIMSS 2015. The findings of the study showed that all path coefficients are significant and appropriate model fit indices were obtained. The results indicate that working memory influenced by divided attention predicts mathematical reasoning with the mediation of mathematical knowledge and fluid intelligence. The research helps to develop in mathematics learning and cognitive rehabilitation of mathematical disorders by identifying the role of important cognitive variables in mathematical reasoning.
Hamideh Iranmanesh, Alireza Saberi Kakhki, Hamidreza Taheri, Charles H. Shea, Masoud Fazilat Pour,
Volume 8, Issue 2 (10-2020)
Abstract
Sleep has been shown to have an impact on the consolidation of motor memory in adults. However, sleep-dependent consolidation is not well-specified among children compared with adults. Therefore, the purpose of this study was to investigate the effect of sleep on children's motor memory consolidation. The participants were 32 voluntary boys aging from 10 to 12 years old from Kerman, which had the necessary qualifications for entering the study. Serial Reaction Time Task was used to determine the implicit memory in children. The participants were allocated into a sleep group (8±1pm and 8±1am) and a wake group (8±1am and 8±1pm). Each group underwent five training blocks consisiting of 90 trails in each block in the acquisition phase. The retention (consolidation) and transfer tests were administered 12 hours after the acquisition phase in both groups. For analyzing data 2×2 and 4×2 Mixed ANOVA tests were used. The results in the retention and transfer tests showed that the reaction time was significantly different in two blocks (P > 0.05), but the effect of group and block interaction was not significant (P ≥ 0.05). The results also indicated that motor memory consolidation occurred in sleep and wake groups, however, it was not sleep-dependent. The findings revealed that children‘s performance was improved and enhanced not only through the training sessions, but after the learning phase in the offline period. In addition, the memory associated with a learned skill enhanced over time. It can be concluded that sleep was not the essential factor in the enhancement of offline learning and the transfer of sequential implicit motor task among children.
Hamid Khanipur, Mahsan Pourali, Mojgan Attar,
Volume 8, Issue 3 (volume8, Issue 3 2020)
Abstract
Unethical decision-making could be considered as both selfish and self-beneficial in addition to being aimed at benefiting others. The aim of this study was to investigate the differential relationship among the sense of power, the sense of status and status seeking styles (i.e., prestige and dominance) with two forms of unethical decision-making. Participants were 150 citizens of Tehran, who voluntary participated in this study. Data were gathered by the sense of power scale, the sense of status scale, the dominance-prestige scale, and the unethical decision-making questionnaire (self-beneficial and other-beneficial forms). The multiple regression analysis showed that dominance was positively and prestige was negatively associated with self-beneficial unethical decision-making, whereas dominance was positively associated with other-beneficial unethical decision-making. The relationship between the sense of power and the sense of status with two forms of unethical decision-making was not significant. The results of this study supported the conceptual distinction between two forms of unethical decision-making. It seems that the sense of power or the sense of status alone could not explain unethical decision-making, and status seeking styles (i.e., prestige and dominance) would be the main mental mechanisms which contribute to the tendency for unethical decision-making.
Hamid Hashemipour, Hadi Keramati, Javad Kavousian, Mehdi Arabzadeh,
Volume 8, Issue 4 (volume8, Issue 4 2021)
Abstract
The aim of this research was to predict students' academic procrastination based on metacognitive beliefs about procrastination with the mediating role of test anxiety The research method was descriptive-correlational. The statistical population included all undergraduate students of Shahid Beheshti University of Tehran in the academic year of 2019-20, from which 320 (206 females and 114 males) were selected by multi-stage cluster sampling. The Procrastination Assessment Scale for Students, Spielberger test anxiety questionnaire and Metacognitive Beliefs about Procrastination Scale were used to collect data. Data were analyzed by structural equation modeling. Findings showed that the suggested conceptual model has a good fit with the data. The variables of test anxiety and metacognitive beliefs about procrastination accounted for most of the variance in academic procrastination, respectively, and explained a total of 28% of its variance. Negative metacognitive beliefs about procrastination only indirectly affected academic procrastination through test anxiety, and full mediation was endorsed. According to the results, it can be concluded that negative beliefs about procrastination make students prone to test anxiety and academic procrastination. Therefore, modifying these beliefs can be considered as an intervention program to decrease test anxiety and academic procrastination.
Fatemeh Tayeby, Najmeh Hamid, Morteza Omidian,
Volume 9, Issue 1 (3-2021)
Abstract
Due to the prevalence of depression and the existence of deficites in the executive functions of depressed people, it seems necessary to study and evaluate various treatment methods in the field of cognitive functions, including working memory. The aim of this study was to investigate the effectiveness of Captain Log cognitive rehabilitation software on auditory and spatial working memory of people with depressive symptoms in Ahvaz. The method of this research was quasi-experimental with pre-test, post-test design and a control group. The population of this study was thirty individuals with depressive symptoms referring to psychology and psychiatric centers in Ahvaz and the web pages of these centers in 2009-2010. Participants were completed the Beck Depression Inventory (BDI-II) and the Wechsler Active Memory Profile Test-Third Edition). Participants were matched based on gender, age, education, socio-economic status, lack of acute physical, psychological diseases and they were randomly allocated into an experimental group and a control group. The experimental group recieved cognitive rehabilitation for 10 sessions using Captain Log software, while the control group did not receive any intervention. After the intervention and post-test, the data were analyzed using Multivariate Analysis of Variance (MANOVA) and Analysis of Covariance (ANCOVA) by SPSS-24. The results showed that there was a significant difference between the experimental and control groups in terms of auditory and spatial working memory (p < .001). The rate of auditory and spatial active memory in the experimental group were significantly increased in comparison with the pre-test scores and the scores of the control group. It can be concluded that Captain Log cognitive rehabilitation software has a significant effect on the auditory and spatial working memory of depressed people (p < .001). Therefore, the Captan Log cognitive rehabilitation software can be used to effectively increase the auditory and spatial working memory of people with depressive symptoms.
Zhaleh Kiani, Alireza Moradi, Parvin Kadivar, Hamid Reza Hasanabadi, Hadi Keramati, Mohammad Effatpanah,
Volume 9, Issue 1 (3-2021)
Abstract
Mindfulness is one of the effective interventions in improving executive functions. Although this intervention is well documented for adults, but it is less addressed for children, while children with attention deficit / hyperactivity disorder Executive functions are problematic. The purpose of this study is to Designing, developing and validating a psycho-educational program of empowerment based on mindfulness-cognitive for reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder. The present study is of the fundamental type, which is in two parts, In the first for designing and development stages was a descriptive - analytic method with a configurative synthesis approach In the second stage For program validation, along with the use of face validity method, content validity method was used quantitatively and Qualitatively method with a panel of 10 experts and Content Validity Ratio (CVR) and Content Validity Index (CVI). The minimum and maximum CVRs for each item or component of the program were calculated as 0/73 and 1, respectively. Also the minimum and maximum CVIs for each item or component of the program were calculated as 0/80 and 1, respectively. Finally, the average content validity index (S-CVI/Ave) for the entire program was calculated as 0/91. This research leads to the preparation of an educational-therapeutic program in three sections: 1- basics, 2- external awareness and 3- internal awareness, which includes the sub-elements of strengthening attention, concentration, awareness of emotions, thoughts, tasks, purpose and impulses. Be. This educational-therapeutic program includes 16 sessions for children and 3 sessions for parents, 120 cards and 20 educational worksheets. The psycho educational program of empowerment based on mindfulness- cognitive for reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder has appropriate face and content validity, and has a useful validity for educational, clinical and research uses.
Hamid Khanipur, Mobina Radfar, Maedeh Pour Torogh, Masoud Geramipour,
Volume 10, Issue 2 (volume10, Issue 2 2022)
Abstract
The process Assessment of the Learner-Second Edition: Diagnostic Assessment for Math is one of the most widely used tests in the field of learning disorders, which has two versions: reading, writing, and math. The purpose of the present study was to investigate the educational and cultural adaptation of this test. For this purpose, after the translation of the test, the stages of cultural adaptation were investigated from three sources of elementary school mathematics textbooks, interviews with teachers and test implementation of the test on a group of 14 children from preschool to sixth grade, applicability and Special criteria for the implementation of the test were prepared for Iranian students. There has been an amendment to the content of the Iranian sample test in terms of the items of multi-step problem-solving and part-whole concepts. Also, the criteria for passing the test for Iranian students in the sub-tests of place value, finding the bug, and the ability to perform calculations are placed at a higher age than the main instructions of the test. Geometry and decimal numbers are items that are covered in the Pal_II math test in the form of part_whole concepts. However, it is more detailed and complicated in Iranian math textbooks. Calculation education in Iran's school education system has undergone changes in recent years, which were revised in the test instructions. The similarities between the implementation and grading of the Persian version of the Pal_II math test in the Iranian sample and the original instructions of the English version of the test are more than the differences between them.
Najmeh Hamid, Miss Fathemeh Yosefy, Dr Morteza Omidian,
Volume 12, Issue 1 (Volume12, Issue 1 2024)
Abstract
The present study investigated the effect of attention and memory training and improvement software on cognitive ability and emotion regulation in patients with corona virus after recovery. The present research project is a pre-test-post-test experiment with a control group. The statistical population of this research included all the residents of Shadegan city who were hospitalized in the first half of 2021 due to the corona virus in Shahid Moarefi Zadeh hospital (exclusively for corona patients) and then recovered. According to the research design, the sample size was 40 people, who were placed in 2 groups of 20, test and control groups (20 people in test group and 20 in control group) and were selected by simple random sampling method and randomly placed in test and control groups. Also, only the test group was intervened with attention and memory training and improvement software, and finally both groups answered the questionnaires (post-test) again. The research tools were the Garnefski`s Cognitive Emotion Regulation Questionnaire, Nejati`s Cognitive Capability Questionnaire, and attention and memory training and improvement software. Also, descriptive statistics such as mean and standard deviation, minimum and maximum scores and inferential statistics such as; Levene test and covariance analysis were used to analyze data using SPSS software version 24. The results of covariance analysis of the data have shown that there was a significant difference between the experimental and control groups in each of the dependent variables (P<0.001). That is, the average of the cognitive regulation of emotion and cognitive ability and all the components of these two variables have increased significantly in the experimental group compared to the pre-exam and the control group. Therefore, it can be said that the attention and memory training and improvement software has had a significant impact on the cognitive ability and emotion regulation of recovered patients of corona virus.
Vahide Seyed Mohseni, Dr Hadi Keramati, Dr Mohammad Hossein Abdpllahi, Dr Hamid Reza Hassan Abadi,
Volume 12, Issue 1 (Volume12, Issue 1 2024)
Abstract
The objective of the present study was to compare the impact of two distinct educational approaches, namely the Montessori and robot-based methodologies, on students' executive functions. The research design was quasi-experimental, with two experimental groups and a post-test and follow-up. A total of 34 available female students from the second elementary grade were selected from the schools where Montessori classes were held. The students were free from physical or mental impairments and did not exhibit learning disorders. Each experimental group received one of the training methods in 12 sessions of 75-90 minutes. Following this, the post-test and follow-up were conducted using the Wisconsin tool to evaluate cognitive flexibility, the Stroop task to evaluate response inhibition, and the Cornoldi task to evaluate working memory. Multivariate mixed-variance analysis was employed to analyze the data. The findings of the study indicated a significant difference between the two educational approaches in enhancing students' executive functions (p<0.01). Additionally, the subscales of executive functions (as defined by Miyake, 2000) demonstrated significant differences, thereby corroborating the efficacy of the Montessori educational method in fostering cognitive flexibility and response inhibition. However, with regard to working memory, the robot-based educational method was found to be of greater importance. Due to the nature of the Montessori education method, which is based on fully targeted tools and activities, the above results are acceptable; Also, due to the sequence of programming in educational robots and the need to use previous information and pay attention to the previous stages of coding, the effectiveness of robot-based education is also acceptable.
