فصلنامه روانشناسی شناختی

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In this study we manipulate structure of combined practice (physical along with self-modeling of positive self-review) to examine its effects on motor memory reconsolidation process and motor transfer in children. 36 female students (9-12 years old) from Maktabi elementary school of Qom trained Dart throwing. Of the 15 trials (from 1.5, 2, and 2.5 meters in blocked order), Positive self-reviewing videos were provided in the pre-test. A week later, subjects practiced in 3 groups of combined constant, random and blocked practice. Paired samples T test of Means radial error between end of acquisition and tests showed significant improvement in all practice groups (P≤0.05) for 24 hour blocked retention test (after recall), significant improvement in only combined blocked practice group (P=0.016) for 24 hour constant retention test (after recall) and significant decrease in all practice groups for 24 hour transfer test (after recall). Therefore re-stabilizing motor memory during reconsolidation could occur in children and low variable (blocked) practice could lead to more improvements in reconsolidation process and transfer of motor memory in children.

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Objectives: The purpose of this study was to evaluate the effectiveness of teaching critical thinking based on the Powell-Elder model on improving the cognitive and self-efficacy of teens in Tehran.
Method: The research method was an applied and experimental type (post-test pre-test with control group). The statistical population consisted of all adolescents aged 13 to 16 years old in District 2 of Tehran. Data were analyzed by using a sampling method for 40 primary school students in Spring school as a sample group. A randomized trial was performed on 20 subjects in the experimental group and 20 in the control group. The data gathering tool was a Cognitive Distortion Questionnaire (Abdollahzadeh and Salar, 2010), Self-Efficacy Questionnaire for Children and Adolescents (SEQ-C) (2001). The experimental group was placed under the teaching of Powell-Alder Critical Thinking for 9 consecutive 90-minute sessions. Data were analyzed by multivariate covariance statistical tests using SPSS software.
Results: The results showed that there was a significant (P> 0.05) critical thinking education on reduction of cognitive distortions and increasing self-efficacy in adolescents in Tehran.
Conclusion: Considering the importance of the role of critical thinking on self-efficacy and cognitive distortions, school curricula should be organized in such a way as to rethink curriculum planning and curriculum in order to find ways to develop adolescents themselves and plan to prevent cognitive impairment.

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The present study was conducted with the aim of determining the discrimination role of reinforcement sensitivity theory, emotion regulation processes strategies and cognitive flexibility in discrimination of people with internet addiction. The research design was a two-group diagnostic function. The study population included Internet user students at Imam Khomeini International University in Qazvin (18 to 35 years). Sample selection was done using convenience sampling method. The research sample consisted of 92 participants (46 = Internet addiction, 46 = normal). Data were collected using the Internet addiction inventory, cognitive flexibility inventory, emotion regulation process strategies inventory and Jackson's five-factor scale; and were analyzed using discriminant analysis. The findings showed that reappraisal and cognitive flexibility negatively, and then BAS, BIS and suppression positivey, in order, had the strongest relationship with the present function and discriminated the groups from each other. But the system of FFFS did not have a significant role in the discrimination of the two groups. In general, cognitive flexibility, emotion regulation processes strategies, and BAS and BIS sensitivity are important factors in discrimination people with Internet addiction from normal people.

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The purpose of this study was developing and validating the metamemory scale for adolescents in the academic context. The study was a mixed method research and benefitted from sequential exploratory type which in qualitative stage using triangulation method (aligning multiple data approach) holding four dimensions of a) collecting literature reviews related to metamemoey based on the theoretical framework of Nelson & Narens, b) researches done in the field of metamemory and learning, c) presentation of memory-based assignments and metamemory based interviews on students (n=33) and analysis them (criteria and markers), & d) utilizing the views of experts in the field of primary theoretical framework and at last based on them, metamemory scale was developed and validated. Then in quantitative stage, using a sample of 289 students (170=girl & 116=boy in the range of 12-18 years old) validity and reliability of the scale were verified by using exploratory factor analysis and Cronbach’s alpha. The results of exploratory factor analysis showed 19 items in the form of 4 factors that create the metamemory scale: Judgments of Learning, Self-Confidence Judgments, Feeling of Knowing Judgments, and Ease of Learning Judgments. Cronbach’s alpha coefficient was calculated for each factor and the reliability coefficient of the whole scale was 0/71. Research findings provide a tool for measuring matamemory in adolescent’s age group in academic context that is a useful instrument for measuring metamemory and applying in cognitive and learning researches.
 

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Abstract
The purposeof this study was to compare the effect of  Perceptual skills reconstruction program  and executive function training on perceptual reasoning, working memory and math performance of third grade students with special math disorder.  Methods  this empirical study includes pretest-posttest and control group.The statistical population of the study includes all students with special learning disorder in third grade mathematics in 2017 academic year. The sample consisted of 45 students who were selected by simple random sampling and placed in two intervention groups and one control group. To collect the data, the Key Math Test, the Raven Test, Wechsler–IV Perceptual Reasoning Scale, Math Disorders Diagnostic test, and Stanford-Bine's Working Memory Scale were used to be completed by intervention and control group participants before intervention and one to eight weeks after intervention. The experimental group A underwent 17 sessions of executive function training (45 minutes each) and the experimental group B underwent 16 sessions of rehabilitation training. Data analysis was performed using variance analysis with repeated measures. Findings showed that both interventions methods were effective on perceptual reasoning, non-verbal working memory and were not effective on verbal working memory. On the other hand, there was no significant difference between the effectiveness of these two methods. based on the results, it seems that these two methods can be used as an effective approach for the treatment of students with  special learning  disorder.                                                                                                                                                       
 

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In this research connectionist modeling of decision making has been presented. Important areas for decision making in the brain are thalamus, prefrontal cortex and Amygdala. Connectionist modeling with 3 parts representative for these 3 areas is made based the result of Iowa Gambling Task. In many researches Iowa Gambling Task is used to study emotional decision making. In these kind of decision making the role of Amygdala is so important and we expect that a model with two parts (thalamus and Amygdala) can have the best result in modeling participants decisions without considering any part for cortex process. For this purpose 56 participants composed of 20 men and 36 women wanted to do Iowa Gambling Task. Results show that the networks related to two parts model predict 62.57 Percent’s of participant’s decisions and the 3parts model has 68.46 Percent’s of that. In conclusion it can be said that three parts modeling has been more success than mathematical two parts model in predicting the performance of participants and the difference is significant. In other words cortex role in this kind of decision making is quite important.

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This research was designed and conducted to compare the cognitive condition of two groups of healthy people and MTBI patients one year after their injury in terms of both executive functions and working memory.In this causal-comparative study, which was conducted from February 2017 to October 2018, two groups of individuals, 48(MTBI), male Patients from 30 to 55 years old who were admitted to the ICU in Shohadaye Haftome Tir and Baqiyatallah Hospitals and 64 healthy men from personnel and Patients' Visitors that had all the criteria for entering the research were chosen. Both groups were tested with two scales Wisconsin and Wechsler Number Memory. The two groups had significantly difference (p<0/01), in the executive functions at the levels of Categories, Perseverative, correct and error responses, number of trials to complete first category and conceptual level responses.Also, the results show that the two groups had significantly difference(p<0/01), in the forward and reverse auditory memory, forward and reverse visual memory, total score of auditory memory, total score of visual memory and span auditory memory and the two groups had significantly difference(p<0/05), in the span visual memory. In other words, patients with MTBI has overall poorer results for all the tests than healthy people.according to the findings of this research, mild traumatic brain injury can disturb executive functions of the brain's prefrontal lobes after one year. Hence, it is suggested that in clinical and legal evaluations of the patients, this issue to be considered and both psychological and medical interventions done simultaneously to facilitate the treatment process and cognitive rehabilitation of the patients and to prevent individual, social and financial consequences and costs associated with MTBI.
 

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Domestic violence could cause different types of physical and mental consequences for women. This may threaten safety of the family. Women are more prone to be the victims of violence particularly partners’ one. One of the important consequences of violence is cognitive dysfunctioning. Domestic violence could be considered as an environmental stressor factor which in turn could affect cognitive functions. Surviving from the influence of a domestic violence is in direct relation with the cognitive capabilities of abused women. Therefore, investigation on the effect of domestic violence on cognitive functioning of women suffering from domestic violence is an important issue. The effect of violence on cognitive functions may occur throughout other psychological variables. That is why in the current study, the mediating role of self-regulation and psychological Distress relating domestic violence and cognitive functions is investigated.
The current study is a fundamental research. Considering that, the study of the relationship between the interested variables has been conducted on a limited number of abused women, it is a descriptive-correlative type of research. The relationship between the parameters is analyzed based on the research objectives. The subject community is abused women referred to different branches of Tehran Forensic Medicine Center in 2017-2018. 200 abused women are asked to participate in this study. They are selected on a purposive sampling method based on entry-exit criteria and after seeking their acceptances. Miller & Brown (1999) Short Self-Regulation Questionnaire (SSRQ), DASS-21 Questionnaire (1995), Pour Naghash Tehrani (2004) Domestic Violence Questionnaire and MONTREAL cognitive assessment scale (2005) were utilized as the instruments of research variables.
Results are analyzed by means of SPSS and LISREL software. The conceptual model connecting domestic violence to the cognitive functioning throughout the above mentioned mediating parameters are examined. The outcomes supported a suitable fitness for the proposed model, since the statistical indicators such as RMSEA, GFI, MFI, AGFI … showed satisfactory values.
Present study shows that the experience of domestic violence creates significant cognitive dysfunctioning through the mediating factors such as loss of self-regulation capability and Psychological Distress. By means of these findings, families and social organizations such and women’s shelter and support centers can offer suitable educational programs and treatment to prevent the continuation of the violence.  
 

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The purpose of this study was to investigate the effectiveness of meta cognitive skills training on academic Procrastination of students and Academic delay of gratification. The research was a semi-experimental design with pretest-posttest design and control group. Statistical population of the study was all female students of the high school of Kermanshah in 2017- 18 academic year. By using cluster random sampling, 40 students were selected and randomly assigned to two groups of experimental (20) and control groups (20). A meta cognitive skills intervention program was performed in six sessions (once a week in 90-minutes) for the experimental group. Solomon and Ruthblum academic procrastination scale and Academic delay of gratification scale to gather data was used. The data were analyzed using repeated measurements ANOVA. The findings showed that meta cognitive skills training was effective in reducing student academic procrastination (p <0.01) and enhancing the Academic delay of gratification (p <0.05) in experimental group compared to the control group in the post-test. Moreover, the post-test and follow-up scores in the experimental group, was not statistically different. So meta cognitive skills training has significant effect on students' academic procrastination and academic delay of gratification. Therefore, meta cognitive skills can be used to reduce one of the low academic performance factors of students and help students to delay of academic gratification.

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The purpose of this study was to investigate the mechanism of the effect of behavioral activation therapy (BA) through cognitive flexibility and emotional flexibility on the symptoms of women with major depressive disorder. This study was based on the single-subject design. The research sample consisted of five women with major depressive disorder (BDI-II), Beck Anxiety (BAI), Cognitive Flexibility (CFI) and Emotional Flexibility (EFI) at baseline and during the stage of depression. Treatment was evaluated. To analyze the data, trend, slope, and charts were used to determine the clinical significance of the percentage of recovery, percent reduction, effect size and Cohen index. The findings indicated that behavioral activation therapy significantly contributed to enhancing the cognitive flexibility and emotional flexibility of patients with major depressive disorder. In general, the results of the research indicated that the benefits of behavioral activation treatment as an effective intervention were used to increase the cognitive flexibility and emotional flexibility of women with major depressive disorder.

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The purpose of this paper was to study lived experience of faculty members and students of Tehran Farhangian University In this study, the phenomenological method was used. In this study, the experiences of students and professors from the new curriculum of elementary education were reviewed. The participants of the study were 19 people, of whom 13 were the final year of elementary education, and 6 of them were faculty member. Based on the structure of the interview, the analysis of the students' and faculty's phenomenal perceptions of the experience of the curriculum of elementary education in six subjects of the mental image of the university, assessment of curricula, the correspondence of the teacher's curriculum with the subject headings, the development of the notion of the necessary programs for entering the profession Teacher, the strengths and weaknesses of the new program, and the description of an exciting, effective learning experience.
The results of the research show that the students' perceptions of the university are very different, and the professors also believed that students encountered a problem of conflicts of expectations and perceptions. Regarding the assessment category, the most important reaction of students was to repeat courses and to make them impractical. While the professors in general were skeptical about the availability of the conditions and infrastructure necessary to run the program. Students find the most important disadvantage of the curriculum as repetitive. Finally, the students described the excitement of their own experiences where the management of learning and activity was left to them.

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The purpose of this study is to determine the quality of individual economic decision making under risk and uncertainty. The research method is a quasi-experiment with single group and a post-test. The total population of the students of Shahid Beheshti University in 97 was 8.700 and due to non-normal distribution, we should use non-parametric Wilcoxon test, with sample of 180. The tool used to investigate the role of cognitive biases that prospect theory in economic decision-making was predicted was a multi-dimensional task we built which measured 31 problems in 5 sections that through phenomena such as risk aversion, loss aversion, ambiguity aversion, reference dependency, probability weighting and so on in shows irrationality in economic decision–making. Higher score means more irrational according to neoclassical economics. The median of scores was 25 out of 31 scores. In other words, more than 80% of participants received grades above 50% (or 15.5 points) (p <0.05). These findings fully supported the prospect theory that first two cognitive psychologists proposed as a correction to the expected utility theory. The prospect theory can explain, and can predicts, and intends to dissolve the gap between economy and psychology. The present research is an initial step in showing the significant role of psychology and cognition in economic decision-making and emphasize the importance of psychology in explaining economic tendencies and findings especially in our country, as the founders of the economy have expressed many centuries ago.

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The present study tried to investigate the effect of cognitive exhaustion on student’s cognitive flexibility with the mediating role of need for cognition among BA student of Farhangian University of arak in academic year 2015/16. In order to collect data, Cacioppo & Petty (1984) need for cognition questionnaire, diagnostic tasks which are similar to diagnostic tasks of Sedek & Kofta (1990), shahgholian, et al Wisconsin Card Sorting Task software (version), were applied. According to need for cognition questionnaire, 60 female students were selected out of a group of 150 and randomly assigned to four groups of 15. The experiment consisted of second phases. In the first phase, the participants were exposed to diagnostic problems and then in the second phase, they took the cognitive flexibility test, in order to drawing a comparison between the groups. The research data were analyzed by one-way ANCOVA. The results showed that cognitive exhaustion has a significant negative effect on cognitive flexibility and the interactive role of need for cognition was confirmed regarding to research variables. The finding of the present study give serious consideration to the central role of cognitive exhaustion and need for cognition in people’s amount of flexibility.

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Treatment of attention deficit / hyperactivity disorder as the most common neurodevelopmental disorder has tended toward the use of computer-based technologies. The purpose of this study was to investigate the effectiveness of computer-based cognitive rehabilitation on the executive functions of children with attention deficit / hyperactivity disorder. The study was a quasi-experimental with pretest posttest and 45 days follow up with control group. The statistical population consisted of all students with attention deficit / hyperactivity disorder in Shiraz elementary school in winter of 2019. 32 students were selected as available sample and replaced in experimental and control groups. The Tower of London test, the Stroop test, and the Wisconsin Card Sorting Test were used. The experimental group received cognitive rehabilitation based on computer games three times a week (15 minutes per game for a total of 30 minutes) and the control group was placed on the waiting list. Data were analyzed by SPSS-24 software using repeated measures analysis of covariance (ANOVA). The results showed that computer-based rehabilitation had a significant effect on the executive functions of children with attention deficit / hyperactivity disorder (Sig <0.05). Experimental group showed improvement in cognitive function after intervention and planning, organization, inhibition and cognitive flexibility variables were observed after 45 days of intervention. Therefore, it can be said that cognitive rehabilitation is based on effective and sustained therapeutic computer games.

 
 

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The purpose of the present study was to examine the relationship between different levels of cognitive, emotional and spiritual development with adult psychological well-being. For this purpose, a sample of 700 adults was selected using convenience sampling method in four age groups. Questionnaires were used consisted of Social Paradigm Belief Inventory(SPBI) ,Spiritual Well-Being(SHALOM), Interpersonal Reactivity Index(IRI), Spiritual Assessment Inventory(SAI) , Aggression Questionnaire(BPAQ –SF), Resilience Scale(CD-RISC-SF), Maladaptive Hedonism(MHQ), Difficulties in Emotion Regulation Scale(DERS), Machiavellian Egocentricity Scale(PPIR), Gratitude Questionnaire (GQ-6) ,Altruistic Behavior, Depression subscale of(SCL-90-R) and stress scale of (DASS-21). Research data were analyzed using the structural equation modeling .The findings showed that relativistic thinking has effect on Stress, empathy and difficulty in emotion regulation .and dialectical thinking has positive effect on empathy and spiritual well-being. Egocentrism has positive effect on difficulties in emotion regulation and spiritual weakness and negative effect on Spiritual well-being. Stress has positive effect on difficulties in emotion regulation. Difficulties in emotion regulation have positive effect on spiritual weakness and negative effect on Spiritual well-being. Also Empathy has positive effect on spiritual well-being. Spiritual weakness has positive effect on aggression, depression and maladaptive hedonism. It has a negative effect on altruism. Spiritual well-being has a negative effect on depression and maladaptive hedonism and a positive effect on resilience, altruism, and gratitude.

 

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Creativity is recognized as a function or ability that emerges as genuine, valued and usefull. Each person's level of creativity can be measured by assessing their performance in the tests of creativity. One of the most commonly used tests of creativity is Remote Associates Task. The Remote Associates Task, developed by Mednick (1967), is recognized as a valid convergent thinking tool. The purpose of this study was to investigate the psychometric properties and the Farsi version of the Remote Associates Task. For this purpose, 482 students of Arak University were selected through cluster sampling method. Thus, at first 200 students were selected and answered the Remote Associates Task. After the initial refinement, some modifications were made to the initial version, and then 282 different subjects responded to the Remote Associates Task, insight problem solving, and Guilford's Alternate Uses test. Two classical approaches and item response theory were used to investigate the coefficient of difficulty of the items, construct validity, and reliability. Significant positive correlations of distance associations test with insight problem-solving test and lack of significant relationship with Guilford's Alternate Uses test indicate convergent and differential validity, respectively, and appropriate construct validity of the test. The results show the appropriate psychometric properties of the 30-item version of the Remote Associates Task presented in this study and it can be said that this test is effective and suitable for measuring convergent thinking in Persian.
 

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The purpose of this study was the effectiveness of acceptance and commitment therapy on logical memory and problem solving skill in people with multiple sclerosis. The research design was a quasi-experimental type with pretest-posttest and control group. The statistical population included all the individuals with multiple sclerosis of Ahvaz in 2018. Thirty of the patients were selected through purposive sampling and randomly divided into experimental and control groups, each congaing 15 subjects.  They were then tested using the Wechsler Memory Scale –III and The Problem-Solving Inventory. Participants in the experimental group received ACT protocol in 6 sessions at 120-minute. The data were analyzed using multivariate analysis of covariance and SPSS-21 software. The results showed the effectiveness of acceptance and commitment therapy to improve logical memory and problem solving skills in the experimental group. Therefore, clinical MS specialists can use this treatment to enhance logical memory and problem solving skills in patients with MS.

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