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Showing 7 results for Mohammadi

Khalil Esmaeilpoor, Mohammad Ali Nazari, Asgar Alimohammadi,
Volume 2, Issue 2 (9-2014)
Abstract

The purpose of the present study was to compare effects of self-focused attention on memory bias in individuals with social anxiety. To do this, 45 male students in Tabriz University were selected to participate in the study who had higher scores in Connor social phobia inventory (SPIN) than its cut point. The sampling method was available. Participants were randomly divided into three groups: two experimental groups and one control group. All the subjects were presented the emotionally words to recall. During the experiment, one group received the false feedback of increased self-focused attention, and the other group received the false feedback of decreased self-focused attention. The control group received non-relevant feedback. Next, previous emotional words were presented with a series of other words for subjects to recognize. Using signal detection theory, response bias (ß) and response sensitivity (d'), were calculated for the recognition of emotional words. The data was analyzed by MANOVA. The results showed that there is significant difference in response sensitivity among three groups, but no significant difference in response bias was seen among the groups. Based on the findings, sensitivity of people with social anxiety in dealing with stressful situations and negative social and also individual memory bias were confirmed.  


Mansur Beyrami, Yazdan Movahhedi, Morteza Pourmohammadi, Hanieh Kharrazi, Leila Ahmadi,
Volume 2, Issue 4 (2-2015)
Abstract

This study aim to compare the cognitively biased information processing in anxiety, depression and was normal people. The study was causal-comparative study of 50 subjects anxious subjects, 50 subjects with depression and 50 normal subjects were formed by students of Tabriz University of Medical Sciences were selected using data Bvdnd.grdavry anxiety scales and Beck Depression scale psychological symptoms and clinical interviews, tests, and test complete root words were a reminder properties and data were analyzed using multivariate analysis of variance. The results showed that explicit and implicit memory between the three groups, anxious, depressed and normal in terms of positive, negative, and there was a significant threat, while threatening words of anxious, depressed subjects with negative words and positive words of ordinary scores were higher. But there was no significant difference in terms of neutrality between the three groups. It can be concluded that information processing in explicit and implicit memory bias creates and causes the information to be more consistent with the mood.
 
 


Yazdan Movahedi, Morteza Pourmohammadi,
Volume 6, Issue 2 (9-2018)
Abstract

The present study was aimed at analyzing cognitive activity of the brain during creative design thinking. This study was a causal-comparative study. The statistical population of the study was all students of Tabriz University in the period of 2016-17. At first, interested students were invited to participate in the research, and 30 of them were randomly selected and selected from delta, theta, alpha and beta frequency bands in the forehead, central, temporal, temporal and postural areas The series of quantitative electroencephalographic records was quantitatively recorded at two stages of rest and performed by the design of Torrance's cognitive creativity. Then, two cognitive and recreational activities were analyzed by multivariate analysis of variance and all stages were calculated by SPSS software version 19. The findings of the study showed that in the frontal area and at the time of creative cognitive thinking, the alpha is higher, and in the temporal region the Delta level is higher and this difference is significant at P <.1. However, no significant changes were observed in other frequency bands in other areas. Based on the findings of this study, it can be said that understanding the basic functions of the human brain in examining its behavior is very necessary and these results can provide a perspective for studying brain wave patterns as well as creative thinking.
 
Mahmoud Mohammadi, Afzal Sadat Hoseini, Ramazan Barkhordari,
Volume 6, Issue 4 (3-2019)
Abstract

The purpose of this study was to identify the role and application of the concept of metaphor of Lakoff in thinking teaching. This research has been conducted with conceptual analysis method of 30 selected sources in two parts of the technical language and the conventional language. The results of technical language analysis indicate that the role or outcomes of conceptual metaphor in the teaching of creative thinking can be generally divided into two cognitive and social domains. Cognitive outcomes include: developing the skills of reasoning, improving the ability to reason, and rational and formal ability, and the ability to conceptualize, and from the social consequences of learning logic and reasoning to speak, learning to speak properly, principled, attractive and thoughtful, and reinforcement of spiritual and everyday speech and the like. The results of conventional language analysis show that thinking education is mostly metaphorical and metaphorical, and the choice of different metaphors can have different educational outcomes. The use of conceptual metaphors in teaching thinking is effective in facilitating learning and learning, and teachers can, for better thinking, use students to direct their thoughts, ideas and phenomena, both metaphors, and that learners create metaphors to improve their learning and to creativity in their thinking. Teachers and educators should, in the process of teaching teaching, while working with children, follow the offending and gradual stages. At the end of the article, a typical model for the teaching of creative thinking based on conceptual metaphor was presented.



Maryam Aboureihani Mohammadi, Mahshad Fadaei Moghadam Heydarabadi, Solmaz Zardary, Soomaayeh Heysieattalab,
Volume 7, Issue 4 (2-2020)
Abstract

 Recently, research has been conducted on the use of social networks as a new platform for identifying people with mental disorders. In addition, because of the complexity of diagnosing psychological diseases using conventional methods, the use of machine learning for identifying theses psychological diseases is increasing. The goal of this article was to systematically review the research conducted using social media data for predicting and diagnosing psychological disorders with the help of machine learning. Based on systematic review on the Prisma method, the aim of this article was achieved through searching the main keywords of diagnosis and the prediction of mental disorders combined with machine learning and social media data without considering the dates of their publications. Depression had the highest frequency among the final 20 selected articles with a predictive power of 42% and 87%, the lowest and the highest respectively. On the other hand, only 30% of studies used questionnaires for gathering data on social media and the most common approach for data collection was public posts on social media by the use of regular expressions. Twitter has also been used as the largest source of data collection in these sorts of studies. It seems that computational psychology based on machine learning methods could help to identify disorders at an appropriate time and select more effective treatments for mental disorders among the users of social media.

Nassim Zakibakhsh Mohammadi, Sajjad Basharpoor, Mohammad Narimani, Moslem Kord,
Volume 7, Issue 4 (2-2020)
Abstract

The purpose of this study was to evaluate the effectiveness of working memory training with emotional stimulation on self-injury behaviors of people with borderline personality disorder. The method of current study was semi-experimental and its design was pre-test and post-test with a control group. All the students of University of Mohaghegh Ardebili with borderline personality disorder in the 2017-2018 academic year comprised the population of this study. Forty people were selected by the screening method via the Boderline Traits Scale (STB) and the Structured Clinical Interview for Mental Disorders (SCID-II) and they were assigned to two experimental and control groups. The experimental group attended working memory training with emotional stimulation for 10 sessions of 30 to 45 minutes for 10 days, i.e. during two weeks every day (except Thursdays and Fridays), while the control group did not receive such training. The Sansone and Wiederman Self-Harm Inventory (SHI) questionnaire was used to collect information for both pre-test and post-test stages. Data were analyzed using a statistical method of single variable covariance analysis. The results showed that the mean self-injury scores of the subjects in the experimental group were significantly reduced compared to the control group in the post-test stage. According to the present study, it could be suggested that working memory training with emotional stimulation via strengthening cognitive control is effective for reducing impulsive behaviors such as self-injury.

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

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.
 


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