Vida Hashemi, Parviz Azadfallah, Ali Fathi Ashtiani, Abbasali Allahyari,
Volume 4, Issue 2 (3-2011)
Abstract
Recently, the study of cognitive processes in impulsive individuals has attracted the researchers’ attention. Considering impulsivity as a multidimensional construct, this study was performed to compare cognitive processing speed in 80 female college students who, on the basis of their scores on UPPS Impulsivity Scale (Whiteside & Lynam, 2001), were divided into four groups (n=20 for each) which were dominant in one of the impulsivity components (i.e. Urgency, Lack of Premeditation, Lack of Perseverance, Sensation seeking). Reaction time task was administered on all participants in two positive and negative mood contexts (which was induced by music). Results revealed a significant difference between the functioning of Urgency group and two other groups (Lack of Premeditation & Lack of Perseverance) in negative mood context. There were no significant differences between four groups’ functioning in positive mood context. The role of impulsivity dimensions and mood context on cognitive processing speed was discussed. In general the findings of present research emphasize the multidimensional concept of impulsivity & provide new guides to study lateralized cognitive processes according to personality constructs.
Dr Nader Hajloo, Mr Ali Salmani, Miss Aysan Sharei,
Volume 18, Issue 1 (6-2024)
Abstract
The study aimed to explore teaching cognitive emotion regulation strategies' effectiveness on cognitive processing and distress tolerance in female students with general anxiety. The research method used was a pre-test-post-test experiment with a control group. The research sample comprised all second-year secondary school students with general anxiety in Ardabil city during the academic year of 2023-2024. Employing purposive sampling, thirty students with general anxiety were randomly split into the experimental (15 individuals) and control (15 individuals) groups. The experimental group received eight 90-minute sessions of the cognitive emotion regulation strategies training program (Gross and Thompson, 2007), and the control group, which was on the waiting list, did not receive any training. In the data collection, Cruz's (1999) cognitive processing questionnaire and Simmons and Gaher's (2005) emotional distress tolerance scale were used. Data were analyzed using multivariate analysis of covariance. The results showed that after controlling the pre-test effects, there was a significant difference between the post-test average of the two groups in cognitive processing and distress tolerance. Training in cognitive emotion regulation strategies proves effective in enhancing cognitive processing and distress tolerance among students with general anxiety. Based on the research findings, utilizing cognitive emotion regulation training can help alleviate issues in individuals with generalized anxiety.
