فصلنامه روانشناسی شناختی

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The purpose of present study is determining semantic network for selected Persian words and designing false memory scale (examination) based on it. This present research is cross sectional studies. In this research, two studies were designed. In the first study, selected word presented to 30 individuals and they should write down related word with free association. Key words (Critical Lure) selected from Roediger Mc Dermot (1995) in false memory scale. In the second study, list of words presented Without key words to 80 participants and recall and recognition of words were measured. Descriptive statistics and Pearson correlation test was used for analysis. Findings show that recall and recognition were significantly correlated (P< 0/001). Key words recall and list word recall are significantly correlated (r=0/66). Recall and recognition are significantly correlated (r= 0/41). Participants recall 19% and recognize 51% of words. Present study prepare word list for false memory test that can be used for study false memory in Persian language.

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The aim of this study was to evaluate the effectiveness of emotional working memory training on improving cognitive control of participants with high trait anxiety symptoms. This study was based on a quasi-experimental design pretest& posttest with active control group. 28 students from Ferdowsi University of Mashhad with high scores on trait anxiety, State-Trait Anxiety Inventory were voluntarily selected, according to available sampling. 14 people in both experimental and active control groups were matched and randomly assigned into two groups. To measure cognitive control color-word Stroop test was used. Persian Emotional Working Memory Training was used with the experimental group and Shape Matched Training Task was used with the active control group To analyze the results multivariate analysis of covariance was conducted The results showed a significant difference in cognitive control components (congruent reaction time, incongruent reaction time and interference score) between the two groups.
 

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The aim of the present study was examining cognitive functions, listening pre-skills and linguistic abilities in monolingual and bilingual children. The research design was causal-comparative. Thirty 6 to 12- year-old bilingual children of Polyglot Center of Iran and thirty 6 to12-year-old monolingual children of Lego Center consisted the statistical population of this study. Purposeful and available sampling method was used in the present study. Language Development Test, Wechsler Nonverbal Intelligence Test and Listening Pre-Skills Test were the tools used in this study. Data were analyzed using multivariate variance analysis. The results showed that there is a significant difference between monolingual and bilingual children in case of cognitive functions, listening pre-skills and linguistic abilities. parents and education officials are recommended to provide comprehensive and various programs to improve cognitive skills needed for language learning.

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Mathematics is one of the courses in which students are weak and it causes their academic failure. The aim of present study is to estimate the math anxiety based on cognitive emotion regulation and problem-solving ability in second year students of science. The research method was correlation. The participants of this study were female second year students of science in Yazd. So, 130 girls were selected based on cluster random sampling method and completed math anxiety MARS-R, cognitive emotion regulation CERQ and problem-solving ability PSI questionnaires.  Descriptive statistical indices, Pearson correlation coefficient, and step by step multivariate regression were used by the software SPSS V. 20 to analyze the data. The results indicated that although there is an inverse relation between math anxiety scores of students and two dimensions of problem-solving ability such as control characters (r = - 0/249) and confidence in problem-solving (r = - 0/348), the relation between math anxiety scores and negative cognitive emotion regulation is direct and significant (r = 0/327). The findings from regression showed that problem-solving ability and negative dimension of cognitive emotion regulation explained totally 18 percent of variance in math anxiety in level p<0/01, serialization negative direction and positive direction could predict the math anxiety. According to these findings, it's suggested to authorities and math teachers to attempt for increasing math performance of students through decreasing their negative cognitive emotion regulation and increasing their confidence in problem-solving.

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Inquiring the cognitive Control, social problem solving and self-esteem between monolingual and bilingual students.

Abstract

This study aims to inquiry the cognitive control, social problem solving and self-esteem of the students of Kurdish-Persian language bilingual and ones of Persian language monolingual. research method was causal-comparative type .The sample consisted of 80 students (40 monolingual students, 40 bilingual students) who were selected by the mean of the multi-stage cluster sampling. To collect data from the Wisconsin Card Sorting Test Grant & Berg (1948), Revised Social Problem Solving Inventory Dyzhryla (2002, Kooper Smith Self Esteem (1967) was used. Data were analyzed using multivariate analysis of variance and T-test for independent samples. The results showed that bilingual and monolingual students there are significant differences in terms of cognitive control and self-esteem. Bilingual performance was better than the monolingual performance. But unlike previous research in the field of social problem-solving, there was no significant difference.        According to the results we can say that because bilingual students are faced with two systems of rules of language and their knowledge of the language is more than monolingual students ,then they in terms of cognitive have superiority. And that each language has its own cultural burden ,and this cultural burden is the experience from wide range of information and support that has a positive effect on self-esteem .And in social problem-solving is probably the type of bilingualism, expertise and skills of peoples in a second language, the richness of the environment, the opportunity for two languages as well as methodologies  cause to strengthen or weaken the second language learning and had different effects.

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The aim of this research was to compare the effectiveness of MCT and Neurofeedback on metacognitive believes and symptoms of SAD. This research was a single subject study with volunteer sampling method. 7 students from Ferdowsi and Farhangian universities with diagnosis of SAD have been matched and assigned into one of the three groups (control, MCT and Neurofeedback).DSM-IV structured interview,Conner's Social Phobia Inventory, Watson and Friend's social anxiety questionnair, metacognition questionnair have been used before and after intervention and in 45 days follow-up.  Conner's Inventory also had been answered 2 times within the treatment. 8 session per week for MCT and 16 sessions 3 times each week for neurofeedback has been performed. Percent recovery is used for data analysis.  Results showed MCT and neurofeedback were effective in treating SAD with different range of percent recovery in each one of the subjects. But the mean of percent recoveries weren't different between the two interventions. Although metacognitive believes changed more in MCT. Percent recovery has improved in the follow up.  In general, MCT and Neurofeedback are both effective in reducing SAD but MCT was more effective in milder SAD and Neurofeedback was more effective in more severe SAD than MCT.

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This study examined the effect of concept maps and traditional ways of teaching to students’ learning about the concepts of third year high school chemistry course and to analyze this effect, knowledge space theory is used. Semi – experimental method with pre and post test were used and the population of this study consisted of all students (N=250) in the third year of secondary school in the city of Ilam. The sample used in this study selected via convenience sampling and two high school class were selected randomly to investigate the traditional and inquiry teaching methods. To collect the data, learning and attitude research made questionnaire was done in which their validity were approved by five professors of education and ten chemistry professors and teachers. Reliability assessed via Cronbach Alpha and the amount of 0.79 and 0.74 estimates to knowledge and attitude respectively. To analyze the data, knowledge space theory and Potter software was used. Comparison between groups was performed using t-test and results of post test showed significant difference between the groups' attitudes and knowledge structures of inquiry method more cohesive and its training critical path is different than the traditional group.

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The main purpose of this study is to determine the effectiveness of Acceptance and commitment therapy (ACT) on cognitive fusion and physical  Health Indicators in essential  hypertensive patients. This study was a semi-experimental study with a pretest, post-test and follow-up. Subjects were first screened using the inclusion and exclusion criteria. therefore, 26 hypertensive patients who referred to the Valiasr Hospital in Rasht city were selected and randomly divided into experimental and control groups (13 patients in each group). The ACT group were treated in  8 sessions, while the control group did not receive any treatment. Results showed that there were significant differences between two groups in cognitive fusion and physical Health Indicators. So, ACT is an effective intervention in essential hypertensive patients.

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The present research aims to compare the cognitive performance of the adolescents suffering from MDD and PTSD in the working memory and information processing. the selected sample in this casual-comparative study included 15 MDD patients, 15 youth PTSD subjects and 15 normal subjects who were matched by age, IQ, sex as well as social and economic status variables. The tool package employed in this investigation comprised child depression inventory (CDI), State-Trait Anxiety Inventory, Impact of Event Scale (IES-R), Wechsler’s Memory and Intelligence Test, and The Information Processing Index Test. Findings were analyzed using the ANOVA, MANOVA analysis statistical method.as indicated by our result, in the verbal memory there is a significant difference between groups of depression and PTSD and between depressed and normal subjects. in the reverse spatial working memory there are significant differences between normal and PTSD. in the visual memory and information processing, the significant difference is between normal and both PTSD and depressed.The findings of this study confirm the disorders of working memory and speed of information processing in adolescents with depression and post-traumatic stress disorder. 

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Abstract:

There has been substantial interest in mindfulness as an approach to reduce cognitive vulnerability to stress and emotional distress in recent years, and mindfulness meditation practices have been incorporated into several interventions that are now widely available in medical and mental health settings. However, thus far mindfulness has not been defined operationally. Among the important questions that can be studied is whether mindfulness should be described as a multifaceted construct and, if so, how the facets should be defined. Several current descriptions of mindfulness suggest a multidimensional nature. The aim of the present study was to investigate the factor structure and psychometric properties of Five Facet Mindfulness Questionnaire (FFMQ) in Iran. 247 Iranian university student (188 women, 53 men and 6 undefined) filled following scales:  FFMQ (Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006), Integrative Self-Knowledge (Ghorbani, Watson, & Hargis, 2008), BSCS(Tangney, Baumeister, & Boone, 2004) , Rumination Scale (Trapnell & Campbell, 1999), Penn State Worry Questionnaire (PSWQ; (Meyer, Miller, Metzger, & Borkovec, 1990), Vitality Scale (Ryan & Frederick, 1997), symptom checklist  (Bartone 1995), perceived stress(Cohen, Kamarack, & Mermelstein, 1983) & Anxiety and Depression Scale(Costello & Comrey, 1967).  The second order CFA showed that five-factor structure of FFMQ in first order and one-factor in second order did not fit the data well and EFA proved five-factor structure in first order and two-factor in second order of the scale that fit the data well. These results point toward conceptual distinction between facets of mindfulness. Mindfulness facets were shown to be differentially correlated in expected ways with several other constructs and to have convergent and divergent validity. Findings suggest that conceptualizing mindfulness as a multifaceted construct is helpful in understanding its components and its relationships with other variables, and suggested a need for reviewing the research and theory of mindfulness due to exposed facets.

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The purpose of the present study was to compare the creativity and critical thinking between bilingual students of Persian-Armenian language and monolingual students of Persian language. The study method is causal-comparative. Statistical community is all Bilingual of Persian-Armenian language and monolingual of Persian language students in first year of high school in the Tehran city in the 1393-94 academic year. The sample group is included 120( 60 monolingual students and 60 bilingual students and each group consisted of 30 male and 30 female) that were selected by multistage cluster sampling method. To collect data  used from Abedi creativity test and California critical thinking skills test. Data using independent sample t-test were analyzed. The results showed that there is not significant difference between monolingual and bilingual students in creativity and it subscales (including fluency, elaboration, originality and flexibility) and critical thinking and it subscales (including analysis, inference, evaluation, deductive reasoning and inductive reasoning) mean scores. Also there is not significant difference between male and female students in critical thinking and it subscales mean scores and creativity  and it subscales with the exception of flexibility subscale. Mean scores of female students in flexibility from creativity subscales was higher than of male students. In explaining these results we can say that due to the not found significant difference between creativity and critical thinking of monolingual and bilingual students  as two cognitive skills, Therefore, bilingualism is not a defect and obstacle for bilingual students cognitive development and  with proper educational strategy bilingualism becomes an opportunity for the cognitive skills development.

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The aim of this research was to investigate the  visual-spatial attention and visual-manual dexterity skills in children with learning disorders and  normal children . this is on Expost study. To do so, of elementary  clinic of psychology  of mashhad chity 15 children with learning disorders and 20 elementary normal children. Tools  in research was include Corsi test and  Pursuit rotor test. Mean scores of students with LD and normal students, there are significant differences in test corsi and Pursuit rotor test. According to visual - spatial attention and Visual-manual dexterity  in children with  learning disorders poor than normal children, these problems should be assessed in order to plan appropriate interventions.
 

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The aim of this study was to evaluate the effect of coherent principlin  multimedia learning environment. In doing so, the issue of the creation of lightening concept was represented via 4 different animation to junior students of secondary school (N=112). The first group observed the animation with the coherent concept, the second group watched the animation with seductive details with less interest (irrelevant details), the third group watched it with seductive details with more interest that led to emotional interest and the forth group watched the animation with seductive details with more interest that led to cognitive interest. Learning the process of lightening formation was evaluated via maintenance and transmission, the test of cognitive load was used for investigation of the amount of cognitive load of experience during training and response to question. For investigating the research hypotheses the one way ANOVA, contrast coefficient and follow test were used. Better performance of the fourth group in maintenance and transmission information compared with the third group indicates that the seductive details are not seductive always. On the other hand the better performance of the first group in one test of the information maintenance compared with the second and third group indicates the impact of coherent principle.

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The aim of current study was to investigation the Compare executive functions and cognitive interpretation bias and cognitive estimation in social anxiety disorder patients and healthy controls. In this study, the sample was 100 students with Purposive sampling method selected from public university from the city of Tehran. This means that the first explanation was given about the research and the cooperation to sample every five Social Phobia Inventory (SPIN), Cognitive estimation, Cognitive Abilities Questionnaire  and، Interpretation bias Questionnaire. Then 50 people who score above the cut-off point in Social Phobia Inventory And in the range of subclinical and clinical, and 50 people who score below the cut-off point gained in social anxiety questionnaire formed the sample. The data was analyzed through multivariable analysis of variance. In sum, the finding of current study Interpretation bias in social phobia patients is higher than normal Individuals and cognitive estimation and executive functions in individuals with social anxiety disorder compared to healthy individuals is flawed.  So that students with social anxiety disorder have lower performance in the components of other groups of students. This problem must be identified and targeted intervention.

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The current research was conducted by the aim of studying the moderator role of age, Intelligence, and gender in relation to the Executive functions and reading function of elementary students.The sample included 250 students (124 boys and 126 girls) in elementary level that were selected by Multi-stage cluster sampling method among students of Karaj. Different functions were measured as these: Reading through reading test of Karami-noori and Moradi, intelligence by Raven's Progressive Matrices, working memory by Memory span test, attention by Continuous Performance Test, and planning and inhibition by Behavior Rating Inventory of Executive Functions (brief). Statistical methods of Pearson correlation and regression analysis were used.The correlation results showed that there is a positive and significant relation between executive functions (working memory, inhibition, subjective planning, and attention) and reading. Regression analysis result showed that intelligence and gender have not a moderator role in the relation of executive functions and reading.  But, age had a moderator role in the relation of executive functions and reading. The results of this research was consistent with Miyake's theory that believes executive functions are separate but related to each other, and individual differences of the students in these functions should be considered, because they affect their school performance.

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The present study aimed to investigate the psychometric properties of the Dispositions to Critical Thinking Inventory (DCTI) among a normal sample of Iranian students. The present study is a correlation study. The population of the study consisted all students of Tehran’s universities (Shahid Beheshti University, Tehran University, and Shahed University). 330 students (175 females, 155 males) were selected by multi-stage cluster sampling. At first, the inventory was translated through double translation method and verified by the specialists. To assess construct validity, the exploratory factor analysis as well as internal consistency (Cronbach’s alpha) was used. To assess the convergent validity, the correlation coefficients between the DCTI and the California Critical Thinking Disposition Inventory (CCTDI) was used. Finally, in order to assess the reliability of the questionnaire, the test-retest after 2 weeks (N=40) and Cronbach’s coefficients were employed. Results from factor analysis and varimax rotation to determine construct validity showed that this inventory was saturated by three factors, innovativeness, maturity and commitment. To investigate its convergence validity, the results of correlation scores of the dispositions of critical thinking with the California critical thinking skills test score showed that the correlation between the critical thinking skills score and the California critical thinking skills test score was not significant, but it had a significant relationship with the two other factors. Using the internal consistency method, the Cronbach’s alpha for each of the subscales was calculated and following results obtained: 0.61 for innovativeness subscale, 0.38 for maturity, and 0.81 for commitment, which indicates dispositions to the critical thinking subscales had a positive and significant correlation with each other and with the total score of the inventory (r = 0.75). The obtained results of test-retest scores after one-week interval and internal correlation coefficient were calculated as follows: 0.564 for creativity, 0.372 for maturity, and 0.682 for commitment subscales.
According to the results of the present study, the DCTI can be used for educational and research goals in Iranian population.