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Showing 4 results for Delavar

Dr Marzieh Gholami, Dr Ali Delavar, Dr Hassan Sharifi,
Volume 7, Issue 2 (volume7, Issue 2 2019)

The researcher's test consists of nineteen factors and has two parts: audio and visual; its content validity was confirmed by psychology professors and then a sample of 206 pre-school students was performedAccording to the calculations, Pearson correlation coefficient between the two-part questionnaire was r = 0.81 in the auditory comprehension section and r = 0.79 in the visual comprehension section.. In order to determine the validity of the structure and the components of the questionnaire, the main components analysis method was used with varimax normalized rotation. The most important factor in the visual-spatial perception area is the symbolization, and in the auditory part it is memory. Independent t-test was used to assess discriminant validity. Results showed that there is a significant difference between the mean scores of students with learning disabilities and normal in the learning disability test. In order to check the validity of this study, a checklist of learning disability that was completed at the same time by the mothers was used. The results showed that there is a significant relationship between the two tests. According to the validity and reliability, the learning disability test is a tool that can be used by learning and counseling centers.
Marzieh Gholami, Ali Delavar,
Volume 8, Issue 3 (volume8, Issue 3 2020)

One great ability of the brain is memory. Poor visual-auditory memory leads to dyslexia, dyscalculia and hyperactivity. Therefore, it is necessary to develop a test to determine the ability and accurate performance of memory. With this in mind, a test has been prepared using theoretical literature. This researcher-made memory test consists of four parts (numerical-verbal memory, visual memory, working memory and auditory-sentence memory) and its validity has been confirmed by professors of cognitive psychology and counselling in addition to using the random cluster sampling method on a sample of 308 elementary school students. The questions were analysed by relevant statistical methods and their validity, reliability and norm scores were determined. To evaluate the reliability of the test, three methods were used. The reliability coefficient was 0.83 using the internal consistency method and the Pearson correlation coefficient was determined to be r = 0.79 between the two halves of the questionnaire, which indicated that there was a high correlation between the two halves of the questionnaire. To determine the validity of the structure and components of the questionnaire, the principal component analysis method was used by rotation in the normalised Varimax method and to evaluate differential validity, an independent t-test was used. The results showed that there was a significant difference between the mean scores of male and female students. (P < 0.001 and t (204) = 2.76). Based on the obtained reliability and validity, the audiovisual memory test is a tool that could be used by disorder and counselling centres. Moreover, it could be used as a tool for early assessment and diagnosis in the case of preschool students.

Dr Mohamadagha Delavarpour, Monireh Mohammadinejhad Motlagh, Mehdi Zohrehvand,
Volume 10, Issue 4 (volume10, Issue 4 2023)

In recent years, the dramatic increase in the use of smartphones has led to the emergence of a psychological disorder called nomophobia, which can have consequences for individual's cognitive functions. The aim of this study was to compare sustained attention and selective attention between nomophobic and normal individuals. The research method was descriptive-comparative, and the sample included 60 students of Semnan University who were identified through screening among a group of 120 students and were divided into two groups of 30 nomophobic and normal. The research instruments included Nomophobia Questionnaire, Continuous Performance Test (CPT) and Stroop Test. Data were analyzed using two-way MANOVA in SPSS software version 26. The results of the Continuous Performance Test showed that the amount of Omission error and reaction time of nomophobic individuals was higher than normal performance individuals. In the Stroop test, the rate of errors and the interference score of nomophobic individuals were higher than normal individuals. Also, despite gender differences in some components of the continuous performance and Stroop tests, it was found that the interactive effect of nomophobia and gender on the results of these two tests is not significant. These results show that nomophobia can be involved in reducing sustained attention and impaired selective attention regardless of gender. Therefore, because of the continuous interaction of people with smartphones and the significant prevalence of nomophobia among young people, measures should be taken to prevent nomophobia and cognitive rehabilitation of nomophobic people.

Mr Moslem Daneshpayeh, Dr Fariborz Dortaj, Dr Kamran Sheivandi Cholicheh, Dr Ali Delavar, Dr Hasan Asadzadeh Dehrai,
Volume 10, Issue 4 (volume10, Issue 4 2023)

Spiritual intelligence represents a set of spiritual abilities, capacities, and resources, the use of which in daily life can increase a person's adaptability, and paying attention to it in students as a strength can lay the groundwork for a more successful and desirable professional future in them. The aim of the current research was the effectiveness of wisdom training in spiritual intelligence in students. This research was applied and quasi-experimental with pre-test, post-test and a control group. The statistical population included students of Allameh Tabataba'i University in the academic year 2021-2022, among whom 30 students were selected by convenience sampling method, and divided into an experimental group (n=15) and a control group (n=15). The data collection tool was King's (2008) Spiritual Intelligence Questionnaire (SISRI). The experimental group received 10 sessions of wisdom training. The data were analyzed using the analysis of the covariance test. The results showed that wisdom training was significantly effective in increasing spiritual intelligence, critical existential thinking, the dimension of transcendental consciousness, and the dimension of producing the personal meaning of students. But it did not have a significant effect on the development of students' state of consciousness. As a result, by teaching wisdom and increasing its amount in students, we can increase meaningfulness, transcendental awareness in the lives of students, as a result, increase their spiritual intelligence.

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