فصلنامه روانشناسی شناختی

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.

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.

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.  

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.

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).   

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.