Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 1 2023 5 1 Modeling the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition) in adolescents: the mediating role of emotional intelligence 1 15 FA Elaheh Shirovi Ardakan University elaheshirovi@gmail.com N Shekoofeh Mottaghi Ardakan University mottaghi@ardakan.ac.ir Y Afsaneh Moradi Persian Gulf University moradi.afsane@gmail.com N Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), software tests of Wisconsian card sorting (Grant and Berg, 1984), go /no go (Hoffman, 1984) and mind reading through eye images (Baron-Cohen et al., 2001) were used. For data analysis, Pearson's correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions. Cognitive flexibility, Response inhibition, Executive functions, Theory of mind, Emotional intelligence http://jcp.khu.ac.ir/article-1-3651-en.html http://jcp.khu.ac.ir/article-1-3651-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 1 2023 5 1 Developing a structural model of teacher job burnout based on cognitive distortions and Rumination, with the mediating role of Negative Automatic Thoughts and cognitive fusion 15 29 FA Mahabat Veisi mahaba4202@gmail.com N Anvar Dastbaz Anvardastbaz@uok.ac.ir Y Barzan Soleimani soliemani.71@gmail.com N The present research aims to formulate a structural model of teacher job burnout based on cognitive distortions and Rumination, with the mediating roles of  Negative Automatic Thoughts and cognitive fusion. This study falls within the realm of descriptive research and structural equation modeling. The study's population included all middle school teachers in the city of Kamyaran during the academic year 2022-2023, with 323 individuals selected through the available sampling method. Data were collected using the Hollon & Kendall automatic thoughts Questionnaire, the Gillanders Et al Standard Cognitive Fusion Questionnaire, the Maslach & Jackson Burnout Questionnaire, the Nolen-Hoeksema Et al Rumination Questionnaire, and the Abdollahzadeh & Salar Cognitive Distortions Questionnaire. The findings of this research indicate that the structural model of teacher job burnout, based on cognitive distortions and Rumination, with the mediating roles of Negative Automatic Thoughts and cognitive fusion, has a good fit. The standardized path coefficients of the direct paths of the model from Rumination (t = 2.38), cognitive distortions (t = 3.72), cognitive fusion (t = 2.34), and Negative Automatic Thoughts (t = 2.21) to teacher job burnout were significant. Bootstrap test results showed that the indirect effect of Rumination on job burnout with the mediating role of cognitive fusion is significant (β = 0.082). The indirect effect of Rumination on job burnout with the mediating role of  Negative Automatic Thoughts is significant (β = 0.110). Similarly, the indirect effect of cognitive distortions on job burnout with the mediating role of cognitive fusion is significant (β = 0.085). The indirect effect of cognitive distortions on job burnout with the mediating role of Negative Automatic Thoughts is also significant (β = 0.061). Based on the results of this research, it seems that improving and changing cognitive distortions and Rumination provide a foundation for changing Negative Automatic Thoughts and cognitive fusion, ultimately reducing the level of teacher job burnout.   Cognitive distortions, Negative Automatic Thoughts, Cognitive fusion, Rumination, Job burnout http://jcp.khu.ac.ir/article-1-3765-en.html http://jcp.khu.ac.ir/article-1-3765-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 1 2023 5 1 The Effect of Cranial Electrical Stimulation Treatment and Computerized Cognitive Rehabilitation on the Hemodynamic Changes of the Prefrontal Brain Region of Children with ADHD 16 30 FA Neda Gadamagahi Sani n_sani87@yahoo.com N Alireza Moradi moradi@khu.ac.ir Y Reza Shalbaf shalbaf@icss.ac.ir N m.sadeghi@icss.ac.ir N Attention Deficit Hyperactivity Disorder is a type of neurodevelopmental disorder characterized by deficits in cognitive skills and emotional self-control. Many studies have pointed out the poor functioning of the frontal region in hyperactive patients. Increasing hemodynamic changes in the frontal region of these children can reduce the symptoms of the disorder. Goal: The purpose of this research is to investigate the changes in the concentration of hemoglobin (Hb) in the frontal region of these children during the cognitive activity of the computerized continuous performance test. Method: The current research is a clinical trial study with a pre-test-post-test-follow-up design. From 30 hyperactive children six to eight years old, fNIRS recording was performed along with computerized continuous performance test as a pre-test. Then they were divided into two groups of 15 people by simple random method. The first group underwent CES intervention and the second group underwent Captain Log's computerized cognitive intervention for 14 half-hour sessions, and after the interventions, the amount of hemodynamic changes in the frontal area of all participants was recorded by fNIRS along with computerized continuous performance test as a post-test. was taken Finally, after completing the intervention period 4 weeks later, the participants were followed up with the above tests. Findings: The average difference in oxygen uptake from pre-test to post-test in CES group was significant (p<0.01), but this difference was not significant from post-test to follow-up (p>0.05). In the captain log group, the difference in the average amount of oxygen absorption from pre-test to follow-up was significant based on the results of the t-test (p<0.05). The results indicate the non-significance of the effect of group interaction on time for the oxygen uptake variable, there is no significant difference between the CES and Captain Log groups in the amount of change in oxygen uptake from the pre-test session to the post-test session and follow-up (p>0.05).Conclusion: Based on the findings of this research, it can be concluded that CES intervention and Captain Log cognitive software intervention are effective treatments to increase the hemodynamic changes in the prefrontal region of hyperactive children and can also improve persistent visual attention deficit in these children. Attention deficit hyperactivity disorder, continuous performance test, cranial electrical stimulation, computerized cognitive exercises, near-infrared brain spectroscopy‎ http://jcp.khu.ac.ir/article-1-3682-en.html http://jcp.khu.ac.ir/article-1-3682-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 1 2023 5 1 Prediction of subjective body ownership based on social-cognitive representations: based on Tamir and Thornton\'s three-dimensional mental model 31 45 FA Azita Kharaman Payam Noor azitakharaman@yahoo.com Y Hossein Zare Payam Noor h_zare@pnu.ac.ir N Soosan Alizadeh Fard Payam Noor salizadehfard@gmail.com N Majid Saffarinia Payam Noor m.saffarinia@yahoo.com N Mental representations are one of the most advanced aspects of human cognition and can affect the mental experience of ownership of each person's body. Based on this, the present study, which is a two-stage mixed research, after inducing three levels of social-cognitive factors (equivalent to the individual, higher level, lower level), explained and predicted the mental ownership of the body. Is. The statistical population of the research included the students of Payam Noor University in Tehran, from which 61 women and 47 men were selected by convenience sampling. The research tools included the artificial hand error test of Cohen and Botvinik (1998), the subjective report questionnaire of the experience of owning an artificial hand by Longo et al. (2008) and the 12-block computer program of Tamir and Thornton's three-dimensional mental model for implicit and explicit association of social cognition representations. Data analysis with Pearson's correlation test showed that only the correlation of hand error scores and social cognition components at the third (lower) level was significant. Also, the standard multiple regression analysis showed that in explaining hand error at the third (lower) level, based on obvious association; Disgust only (Beta = -1.52), and based on implicit association; Friendship (Beta = 0.63), disgust (Beta = -0.55), and satisfaction (Beta = 0.26) were able to predict artificial hand error, respectively. The obtained results indicate that the identification of people with those who get a lower social status in the subjective evaluations of the person can occur less often. Mental representation, physical mental ownership, rationality, social perception, social cognition, valuation http://jcp.khu.ac.ir/article-1-3636-en.html http://jcp.khu.ac.ir/article-1-3636-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 1 2023 5 1 The Effectiveness of Possibility Language Teaching on Cognitive Avoidance and Philosophical Thinking of Talented School Students 46 60 FA ati.tajari@yahoo.com Y Fakhteh Mahini , Islamic Azad University, Bushehr, Iran f.mahini80@gmail.com N The present study was conducted to determine the effectiveness of possibility language teaching on cognitive avoidance and philosophical thinking of gifted schoolgirls. This study was an experimental study with pre-test-post-test design and control group. The statistical population of the study consisted of 388 female students of gifted schools in Golestan province.To determine the sample size, according to Krejcie-Morgan table and random sampling method, 185 people were selected for initial screening and answered the cognitive avoidance and philosophical thinking questionnaires.Forty-five people had high cognitive avoidance and low philosophical thinking, of which 30 were selected by simple random sampling and divided into experimental and control groups. The experimental group underwent language training for 10 sessions weekly and online through Shad Education Network (25 minutes per session).Covariance statistical method was used to analyze the research data.The results showed that there was a significant difference between the post-test means of the experimental and control groups; This means that the possibility of language teaching reduced the rate of cognitive avoidance and increased the philosophical thinking of students in gifted schools in Golestan province. Language teaching of possibility",,, ",,cognitive avoidance",,,",, philosophical thinking",,,",, gifted students. http://jcp.khu.ac.ir/article-1-3432-en.html http://jcp.khu.ac.ir/article-1-3432-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 1 2023 5 1 The effect of computer-based cognitive rehabilitation on the cognitive regulation of emotion and understanding of emotion in students with specific learning disabilities 61 75 FA Jalil Fathabadi shahid beheshti university Y Vahid Nejati shahid beheshti university N Neda Nazarboland shahid beheshti university N Vahid Sadeghi firooz abadi shahid beheshti university N salar nazarzadeh gigloo shahid beheshti university nazar.salar@gmail.com N Abstract The purpose of this study was to investigate the effect of computer-based cognitive rehabilitation on cognitive regulation of emotion and emotion understanding in children with specific learning disorders. This research was conducted in a semi-experimental way (pre-test - post-test with a control and follow-up group). The statistical population of this study consisted of all the students with specific learning disorders (10-12 years old), who had been referred to the learning disorders center in Ardabil between the first of October and the middle of November 2017 (123 people). 30 of them were selected through purposive sampling (selection of volunteer students to participate in the research) (16 boys and 14 girls) and the emotional regulation questionnaires of Garnefsky et al. in identifying emotions and difficulty in describing emotions) were completed in three stages. The students of the experimental group completed the tasks of the cognitive rehabilitation package in 12 sessions of 45 minutes in a period of four weeks. The results of the covariance analysis of the data showed that the cognitive rehabilitation package based on a computer has an effect on improving rumination, positive refocusing, refocusing on planning, positive reappraisal, and acceptance of cognitive regulation of emotions in children with specific learning disorders, as well as understanding their emotions. The significance and comparison of the post-test results with the one-month follow-up test indicate the stability of this effect. Therefore, since these students are facing problems in cognitive regulation and emotional understanding, such interventions can solve their problems in this field.   Specific learning disorder, Cognitive emotion regulation,cognitive rehabilitation, Emotion understanding http://jcp.khu.ac.ir/article-1-3672-en.html http://jcp.khu.ac.ir/article-1-3672-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 1 2023 5 1 Comparison of personality characteristics and autobiographical memory among individuals with Post-traumatic Growth and those suffering from post-traumatic stress disorder 76 90 FA Masih Jani Allameh Tabatabae'i University masihj1373@gmail.com Y Ahmad Borjali Allameh Tabatabae'i University Borjali@atu.ac.ir N Faramarz Sohrabi Allameh Tabatabae'i University Sohrabi@atu.ac.ir N Stress is an integral part of human life today, so most people have learned relatively adaptive ways to deal with it, these methods are usually enough to cope with the stresses of everyday life, but sometimes there are events that cause too much stress to cope with. This study aimed to evaluate the comparison of personality characteristics and autobiographical memory among individuals with Post-traumatic Growth and those suffering from post-traumatic stress disorder. Method of this study is causal-comparative. The study population included all of the patients who refer to hospitals of Isfahan after having a vehicle accident. For the screening phase post-traumatic stress disorder inventory (PTGI) and PTSD checklist (PCL) were used. 22 persons for the PTSD group and 20 persons for the PCL group were selected purposively. Both these groups answered the Autobiographical memory test (AMT) and the short form of the Five-factor model. The analysis illustrates there are meaningful differences between these PTSD and PTG groups in neuroticism, extraversion, openness, and conscientiousness subscales in addition to Autobiographical memory, but there were no meaningful differences between these two groups in agreeableness. Post-traumatic stress disorder (PTSD), Post-traumatic growth (PTG), personality characteristics, autobiographical memory http://jcp.khu.ac.ir/article-1-3481-en.html http://jcp.khu.ac.ir/article-1-3481-en.pdf