fa پردازش اطلاعات اجتماعی و علائم زیر بالینی اُتیسم در نوجوانان: نقش تعدیل کنندگی حافظه کاری، انعطاف پذیری شناختی و ذهنی سازی روانشناسی شناختی psychology of human behavior پژوهشي Research <div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">بالا بودن صفات اُتیستیک در نوجوانان با طیف وسیعی از پیامدهای مخرب آموزشی و اجتماعی همراه است. بدین جهت، شناسایی عوامل تأثیرگذار بر آن حائز&nbsp; اهمیت است. پژوهش حاضر با هدف </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">بررسی نقش</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">پردازش اطلاعات اجتماعی در علائم زیر بالینی اُتیسم</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">با</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">تعدیل کنندگی </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">حافظه کاری، انعطاف پذیری شناختی و ذهنی سازی انجام شد. این پژوهش از نوع توصیفی - همبستگی بود و به روش مدل یابی معادلات ساختاری صورت گرفت. جامعه ی آماری پژوهش شامل تمامی دانش آموزان پایه دوازدهم مدارس دولتی پسرانه و دخترانه شهر تهران در سال تحصیلی 1403-1402 بود که تعداد 260 نفر (141 دختر، 119 پسر) با استفاده از روش نمونه گیری تصادفی خوشه ای چندمرحله ای انتخاب شدند. ابزارهای پژوهش شامل </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">پرسشنامه های </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">پردازش اطلاعات اجتماعی - اسناد و پاسخ هیجانی (</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">SIP-AEQ</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">)، </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">اُتیسم بهر (</span></span><span dir="LTR" style="font-size:12.0pt"><span style="background:white"><span new="" roman="" style="font-family:" times="">AQ</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">)،&shy; عملکرد بازتابی (</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">RFQ</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">) و نسخه ی کامپیوتری </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">آزمون های حافظه کاری دانیمن و کارپنتر و </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">دسته بندی کارت های ویسکانسین (</span></span><span dir="LTR" style="font-size:12.0pt"><span style="background:white"><span new="" roman="" style="font-family:" times="">WCST</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="background:white"><span b="" nazanin="" style="font-family:">)</span></span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">بود. تجزیه و تحلیل داده ها با استفاده از نرم افزار </span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Smart PLS 3</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> انجام شد.</span></span><span dir="LTR" style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">نتایج مدل سازی معادلات ساختاری نشان داد که سوگیری اسنادی خصمانه (2/534</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> t=</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">،0/322=</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&beta;</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">) و پاسخ های هیجانی منفی (2/001</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> t=</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">،0/275=</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&beta;</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">) </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">بر علائم زیر بالینی اُتیسم تأثیر مستقیم، مثبت و معناداری دارند. </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">ذهنی سازی</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> در رابطه ی بین متغیرهای</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> سوگیری اسنادی خصمانه (2/549</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> t=</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">،0/507-=</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&beta;</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">) و پاسخ های هیجانی منفی</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">(3/164</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> t=</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">،0/632-=</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&beta;</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">) </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">با علائم زیر بالینی اُتیسم اثر تعدیل کننده دارد. همچنین، نقش تعدیل کنندگی حافظه کاری در ارتباط بین </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">سوگیری اسنادی خصمانه </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">با علائم زیر بالینی اُتیسم تأیید شد </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">(4/389</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> t=</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">،0/394-=</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&beta;</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">)</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">. با توجه به نتایج پژوهش، استفاده از درمان مبتنی بر ذهنی سازی، آموزش حافظه&shy; کاری و </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">برنامه های مداخله مبتنی بر آموزش مهارت های </span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">SIP</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">، به درمانگران </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">پیشنهاد می شود.</span></span></span></span></span></span></span></div> <div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">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.</span><span lang="FA" dir="RTL" style="font-family:"Times New Roman","serif""></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">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</span> <span new="" roman="" style="font-family:" times="">Functioning Questionnaire (RFQ), computerized version of the Daneman and Carpenter&#39;s Working Memory Task, and the Wisconsin Card Sorting Test. Data analysis was done using Smart PLS 3 software.</span><span style="font-family:"Times New Roman","serif""></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">The results of structural equation modeling showed that Hostile</span> <span new="" roman="" style="font-family:" times="">Attribution Bias (t=2/534 </span><span dir="RTL" lang="FA" new="" roman="" style="font-family:" times="">،</span><span new="" roman="" style="font-family:" times="">&beta;=</span><span new="" roman="" style="font-family:" times="">0/322</span><span new="" roman="" style="font-family:" times="">) and Negative Emotional Responses (t=2/001</span><span dir="RTL" lang="FA" new="" roman="" style="font-family:" times="">،</span> <span new="" roman="" style="font-family:" times="">&beta;=</span><span new="" roman="" style="font-family:" times="">0/275</span><span new="" roman="" style="font-family:" times="">) 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</span><span dir="RTL" lang="FA" new="" roman="" style="font-family:" times="">،</span> <span new="" roman="" style="font-family:" times="">&beta;=-</span><span new="" roman="" style="font-family:" times="">0/507</span><span new="" roman="" style="font-family:" times="">) and negative emotional responses (t=3/164</span><span dir="RTL" lang="FA" new="" roman="" style="font-family:" times="">،</span> <span new="" roman="" style="font-family:" times="">&beta;=-</span><span new="" roman="" style="font-family:" times="">0/632</span><span new="" roman="" style="font-family:" times="">) 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</span><span dir="RTL" lang="FA" new="" roman="" style="font-family:" times="">،</span> <span new="" roman="" style="font-family:" times="">&beta;=-</span><span new="" roman="" style="font-family:" times="">0/394</span><span new="" roman="" style="font-family:" times="">).</span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">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.</span></span></span></span></div> انعطاف پذیری شناختی, پردازش اطلاعات اجتماعی, حافظه کاری, ذهنی سازی, علائم زیر بالینی اُتیسم Cognitive Flexibility, Mentalizing, Social Information Processing, Subclinical Autism Spectrum Symptoms, Working Memory 24 42 http://jcp.khu.ac.ir/browse.php?a_code=A-10-2070-1&slc_lang=fa&sid=1 Sahar Khoshsorour سحر خوش سرور s.khoshsorour@gmail.com 10031947532846009447 10031947532846009447 No University of Mohaghegh Ardabili دانشگاه محقق اردبیلی Mohammad Narimani محمد نریمانی dr.mhdnarimani@gmail.com 10031947532846009448 10031947532846009448 Yes University of Mohaghegh Ardabili دانشگاه محقق اردبیلی Sajjad Basharpour سجاد بشرپور basharpoor-sajjad@uma.ac.ir 10031947532846009449 10031947532846009449 No University of Mohaghegh Ardabili دانشگاه محقق اردبیلی